Through long-term teaching experience, we will find that mathematics can not be separated from life, and there is mathematics everywhere in life. For many years, I have been thinking about such a question: how can we give full play to children's subjective initiative in mathematics activities? How to integrate mathematics teaching into the teaching activities of various subjects in kindergartens? How to improve the quality of children's mathematics teaching? Let me talk about some of my own teaching experience, hoping to bring some inspiration and help to the majority of preschool education colleagues. ? First, the renewal of teaching concept is the key? In order to adapt to the development of society, only by constantly updating their teaching concepts can teachers adapt to the new forms of development and change. There is no end to the mastery and application of knowledge, so we should establish the idea that it is never too old to learn, so as not to be eliminated by the times; Only by continuous innovation and enterprising can we keep pace with the times; Only by jumping out of the traditional education circle, which focuses on imparting knowledge and overemphasizes the role of teachers, can we embody the new educational concept of taking children as the main body and giving full play to children's subjective initiative, so that children can learn, understand and develop mathematics from life experience and objective facts in the practical activities of studying and understanding problems, and then enjoy mathematics. ? Second, teaching methods should meet the needs of students? An educator once said: "The teaching art of teachers lies not in imparting knowledge, but in inspiring, awakening and inspiring students." This sentence deeply inspired me and changed my teaching concept. To this end, I am exploring how to make children learn mathematics like chasing butterflies in mathematics classroom teaching. It is necessary to change the previous "indoctrination teaching" into "operation teaching", so that children can participate in activities and experience the evolution of knowledge from activities, so as to obtain knowledge structure and knowledge results. In teaching, I made the following attempts to make mathematics classroom teaching full of vitality and make students very happy to participate in inquiry mathematics activities. In the daily teaching work, according to the psychological characteristics of children, I pay attention to the use of discovery, heuristic, discussion and other teaching methods to actively mobilize children's initiative and consciousness in the classroom. Stimulate children's imagination and thinking ability, and guide children to explore problems bravely and boldly by means of inspiration, guidance and active participation. To cultivate children's courage and ability to discover, analyze and solve problems, we should proceed from the reality of kindergartens, choose one or several optimal teaching methods in mathematics teaching according to different contents, different teaching objectives and children's personality differences, and use them comprehensively and flexibly. For example, when teaching children to measure or compare the above three, measure the height of bottles and cups with a pen. From the fact that the cup is shorter than the pen and the bottle is higher than the pen, we can know that the bottle is higher than the cup. For example, when drawing "calendar" and "clock", we can perceive the characteristics of time and promote children's understanding. Especially in space teaching, art plays an extremely unique role: to perceive and experience the characteristics and conservation of geometry in Mei Sen activities; Perceive and experience graphic transformation in origami activities; Perceive body segmentation and learn the scores in coloring and pasting. In the teaching of number composition and addition and subtraction operations, we should also organically combine with art, and adopt the teaching methods of "one picture with multiple models", "multiple models with one picture" and "one shape with multiple changes". In mathematics education, we should also pay attention to the interactive use of several teaching methods, so that children can experience the connotation and operation law of a concept and ask them to tell their own operation process and results. Thus, the knowledge acquired by children is systematized and symbolized, and a certain system is formed. ? Third, carefully arrange a suitable learning environment for children? Teaching process is a cognitive process of students under the guidance of teachers, and it is also a process of emotional communication. A pleasant and harmonious classroom atmosphere can effectively mobilize the enthusiasm of students to participate in learning. To improve children's mathematics ability and teaching effect, we must provide a happy, harmonious, free and relaxed learning environment for children through practical operation and experience. For example, in the activity of teaching "juice bar", a juice shop was set up in the math corner before class. The shop is filled with several empty fruit juice bottles, boiled water and honey or orange juice, 10 paper cups of the same size, colored pens and so on. The teacher is the owner of the juice shop. Choose another corner of the classroom to arrange juice, and let the children take turns to be bosses and guests. In this way, children learn the capacity relationship between bottles and cups in a pleasant and relaxed environment, so as to share the fun of opening a juice bar with everyone in the learning process, concretize the original abstract concept of mathematics knowledge, get twice the result with half the effort, and greatly improve the teaching quality. ? Fourth, game-based mathematics teaching? As the saying goes, interest is the best teacher. Curiosity and liking are the motivation of children's active learning. In order to stimulate their strong learning motivation, it is the most acceptable and willing learning mode for children to use toys and games to entertain and educate. Every time children play, they may have different ways of playing and different ideas, which invisibly cultivate rich imagination and creativity. For example, in the teaching of "strong wind blowing", the goal is to practice the continuous classification of three situations. The teacher plays the role of Feng, and everyone sits in a circle around Feng and plays Feng's game. "Feng" randomly names one or more characteristics that most children have. Children with this characteristic will stand up and change places, while other children will not move. When everyone changes places, Feng will grab a seat. Therefore, at this time, games occupy a lot of space in children's daily activities. Children can easily and independently master mathematics knowledge in games, so they like to learn mathematics, explore mathematics and learn mathematics. ? According to the syllabus, "teachers should be supporters, collaborators and guides of children's learning activities." "Communicate with children in a caring, accepting and respectful manner, listen patiently, and try to understand their thoughts and feelings; Support and encourage them to explore and express boldly. It should be considered that the development of children's cognitive, physical, language expression, social ability and other abilities is gradual, and it is accumulated, developed and shaped through learning. Therefore, early childhood education is a systematic process, which must be carried out step by step and for a long time. Teachers need to constantly sum up experiences and lessons in teaching and learn from each other's strengths. Only in this way can we achieve the expected effect and improve the teaching quality.