1, what is teaching?

The so-called teaching is a unified activity of teachers teaching and students learning. In this activity, students have mastered certain knowledge and skills, and at the same time, their body and mind have developed to a certain extent, forming a certain ideological quality. Judging from the prescriptive requirements of teaching, "teaching" activities should have three characteristics:

First, "teaching" includes both "teaching" and "learning". It includes the activities of teachers and students.

Second, it is initiated by teachers, which conforms to certain moral norms.

Thirdly, it aims to promote all the behaviors of students' learning.

"Teaching" means not only "imparting" knowledge and skills to learners, but also changing learners' attitudes and lifestyles.

According to the above, teaching should be initiated by teachers, aiming at maintaining and promoting all students' learning behaviors.

2, the characteristics of kindergarten mathematics teaching activities

Kindergarten mathematics teaching activities have the following characteristics:

(1) Children's mathematics teaching activities are purposeful, planned and organized.

Before carrying out mathematics teaching activities, teachers should first set the specific objectives of this teaching activity according to the educational objectives, children's development and children's interests and needs, and choose the corresponding teaching content, teaching methods and organizational forms of the activity. In other words, teachers should consider and make a complete teaching plan before teaching activities. This kind of lesson plan has the characteristics of pre-forming.

In the process of implementing the teaching plan, teachers can adjust or change a link in the teaching plan according to the actual situation of teaching, but as far as the whole plan is concerned, major changes are generally not allowed.

(2) Children's mathematics teaching activities have the characteristics of situational, operational and playfulness.

Children's learning is a process of active construction, and teachers often ignore or pay insufficient attention to children's interests and needs in the process of making plans. How to solve this problem? It is an important strategy to make children's mathematics teaching activities have the characteristics of situational, operational and gamification, and to better transform educational objectives and contents into children's own needs.

For example, when children in small classes are learning to match animals with their corresponding foods, the teacher creates a game situation of "sika deer treat". In the game, the "owner" sika deer asked the children to help him and sent their favorite food to each "guest" (invited small animal). When the children saw the guests invited by sika deer-all kinds of animals (toys) and their food, they immediately attracted their attention and interest, and the children participated in the activities happily and actively. During the game, children not only know what kind of food each animal likes to eat, but also learn to express their relationship in a one-on-one way. Moreover, activities cultivate children's interest in learning and thirst for knowledge, and guide them to learn to think and solve problems.

Another example is the small class activity (lovely ladybug), the teaching goal is to "eliminate the interference points of colors and arrangements within 5 and tell the total number", and further construct the mathematical experience of the same amount. By creating situations of "making friends for ladybugs" and "inviting ladybugs to eat apples", teachers guide small class children to "make friends with ladybugs", "pick apples for ladybugs" and "send ladybugs home"

(3) Children's mathematics teaching activities are generally organized by teachers and carried out under the direct guidance of teachers.

Children's mathematics teaching activities are often carried out in the form of collective activities. The form of collective activities is conducive to teachers' direct guidance on children's mathematics learning, helping children to summarize and sort out some scattered and fragmented mathematical experiences, enabling them to construct some primary mathematical concepts and promote the development of their thinking ability. At the same time, the form of group activities is also conducive to mutual learning and influence between children.

(B) the impact of mathematics teaching activities on children's development

Vygotsky once pointed out: "Development comes from cooperation ... development comes from teaching-this is a basic fact ..." "Well-organized children's teaching will lead to the development of children's intelligence and a series of development processes that cannot be done outside teaching."

Children's mathematics teaching activities have a purposeful impact on children's development. This influence is manifested in the following aspects:

1 It is helpful for children to feel and experience the number of things and promote the development of children's thinking ability.

Although children can get a lot of mathematical experience in their daily activities, such as understanding the number and shape characteristics of objects, these experiences are often sporadic, fragmented and sometimes superficial, which can't make children feel the essential attributes of digital concepts. In mathematics teaching activities, teachers vividly highlight the quantity and shape characteristics of objects and the quantitative relationship between things by creating situations and providing typical materials, so that children can notice these characteristics of objects and feel the quantitative relationship contained in them, or let them feel the quantity, shape characteristics and quantitative relationship of objects in actual operation, thus contributing to the construction of children's concept of number.

For example, children learn to classify hats according to a certain feature. First, they carefully observed the collected hats (***7 hats) and compared and distinguished the different characteristics of these hats. On this basis, they found that if divided by color, there are 3 red hats, 2 yellow hats and 2 white hats. According to the hat style, there are 2 hats, 2 hats with brim, 2 hats with fluffy balls, 1 decorative hats. At the same time, they also found that these hats can be divided according to material and function. This learning experience enables children to observe things from different angles and count them according to their different characteristics.

2. Through the interaction, communication and dialogue between children and materials, teachers and children, and children and children, it is helpful to help children sort out and summarize their learning experiences.

First of all, in mathematics teaching activities, children have a dialogue with the materials provided by teachers. In the repeated operation and exploration, children feel and discover the quantity and shape characteristics of materials, and feel and experience the quantitative relationship contained in them. At the same time, children will constantly adjust their understanding according to new discoveries and seek solutions to problems. For example, in an activity of coloring apples according to the number of points on the homework list, the number of points on the homework list is 3, and there are 5 apples. According to the homework requirements, he can only color three apples, but he likes the activity of coloring objects, so he paints all the apples with new colors. After finishing his homework, he found himself drawing two more apples. what should he do ？ He thought of a way: he drew two more points after the three points. Five dots are as many as five apples. He seems happy that the problem has been solved.

Secondly, in mathematics teaching activities, the communication and dialogue between teachers and children, children and young children is an important feature of teaching activities, and it is also an important aspect that teaching activities have an impact on children's development. For example, the teacher offered 1 yuan, 2 yuan and 5 yuan money for the children to take 5 yuan money from. How many ways are there? Teachers can first guide children to discuss and guess ways to get 5 yuan's money, then let them actually operate, and suggest that children record each method, and finally communicate with their peers. Through guessing, practical operation and mutual communication, children learn and master all the different ways to get 5 yuan's money.

In mathematics teaching activities, teachers should also ask questions about children's performance in activities, guide children to discuss and communicate, and help children sort out and summarize their learning experience. There are many ways to guide children, sometimes just to guide children to feel a phenomenon and a relationship, thus causing children to pay attention to this phenomenon and this relationship; Sometimes letting children express their thoughts and practices is to make children feel that there are many ways to solve problems, or that there are many answers to a question; Sometimes, after children speak their own ideas and practices, they need to be guided to analyze and compare various ideas and practices, find their similarities and differences, and feel which way and which practice is better.

3. It provides conditions for all children to develop together.

In mathematics teaching activities, through the direct guidance of teachers, all children are affected. This purposeful and planned teaching activity not only gives children elementary mathematics enlightenment education, but also makes their body and mind develop harmoniously through interaction with things and people. At present, quite a few kindergartens have a large number of classes, and the conditions in all aspects are not ideal. In this case, it is very necessary to educate children in mathematics enlightenment through purposeful and planned mathematics teaching activities, help them acquire some superficial and necessary mathematics knowledge and construct some elementary mathematics concepts. At the same time, it is also a powerful and positive measure to promote children's development.