The development of kindergarten mathematics teaching is a beneficial extension and supplement of kindergarten teaching activities. In the form of group activities, children are provided with a lot of opportunities to think with their brains and operate with their hands, so that children can play their enthusiasm, initiative and creativity in the activity area. So that they can develop on the basis of the original level. Then, how should the kindergarten mathematics activity area be developed? According to my work practice in recent years, I would like to talk about my personal views and experiences here:

Teachers should be clear about the goals of this semester's math activities, design a math activity area to achieve a certain goal, and consider what kind of goals they have. Run educational intention through the content of mathematics activity area, and create a good environment consistent with mathematics goals. For example, what is the goal of this week's small class math activities? According to the color classification of objects, objects with the same color can be found from objects with multiple colors? . Then, the small class teacher should provide materials around this goal when setting up the calculation activity area in the week.

It is important to put homework materials in the math activity area. Operating materials are the media of education, the tools to help children systematically construct mathematical knowledge and induce them to explore and learn actively, and the material pillars applied to operating actions, so that external material actions gradually evolve into internal conceptual actions. Providing materials is not only the preparation before activities, but also an important means to guide children to learn mathematics knowledge and develop their thinking ability in the whole education process. Therefore, the cognitive characteristics of children of all ages should be fully considered when providing operational materials. For example, small class children are easy to imitate in the cognitive process, with poor learning purpose and weak task consciousness. They are interested in moving tools and using them. However, in large classes, their learning objectives have been enhanced, they can work hard to complete their learning tasks and attach importance to learning results and evaluation. The cognitive characteristics of small classes and large classes are different, and the effects of the same materials are completely different. A teacher in a large class used the seal and the composition of physical exercise once, and the effect was very good. Therefore, it is necessary to integrate learning tasks into materials, such as adding some materials such as homework sheets. Children will be interested in operating according to the requirements of the homework list and cooperating with the real thing. In the activities, they can not only get the practice of relevant knowledge, but also cultivate their sense of task, thus obtaining the satisfaction of success and enhancing their self-confidence. Therefore, we should pay attention to the cognitive characteristics of children at all stages when putting in materials.

Taking the "row by row" activity in middle school mathematics as an example, it shows that the "row by row" activity is carried out on the basis of children's understanding and familiarity. According to the Guiding Outline of Kindergarten Education, I have set the following three teaching objectives:

1. Let children learn how to compare multiple objects. In the first activity, use multimedia courseware to show five pictures of watermelons with different sizes. First, let the children know that these watermelons come in different sizes. Let the children find a way. What should they do if they want to row watermelons from small to large? On the basis of children's thinking, teach children to learn to sort multiple objects.

2. You can compare and sort the objects as needed. For example, I prepared a picture of a big tree for my baby. The purpose is to arouse children's interest, cultivate children's hands-on ability and observation, and it is also a sublimation to compare children's learning of multiple objects.

3. Cultivate children's visual ability and logical thinking ability. This goal is mainly reflected in the third activity. Children compare the thickness of boxes by visual inspection, which is also one of the teaching methods I use.

In the activities, I also used the game method and search method, which can promote children's correct understanding of the spatial form of objects through game activities. For example, give children pictures of trees with different thicknesses, guide them to arrange them from coarse to fine, and guide them to take out the thickest tree at a time until it is completed. Then put away the trees one by one in the order from fine to thick, and put them back in their original places, which invisibly cultivated the good habit of children sorting out toys. In a word, this class has achieved my preset teaching goal.

The above methods also have some shortcomings in teaching activities. For this lesson, although the overall teaching goal has been achieved, I think there are still some shortcomings:

1. During the whole activity, the children are following the ideas designed by the teacher, and there is no room for free exploration. I think this is a misunderstanding in my design activities.

2. In the activity, children's interest is not high, the game activity can't arouse children's interest, the classroom atmosphere is not active, and the teaching methods need to be improved.

Mathematics teaching in kindergarten middle class should rely on certain educational objectives and contents and be based on the cognitive characteristics of children of all ages; According to the actual level of each child; Create a good learning environment for them, provide materials conducive to children's active activities, let them learn shallow mathematics knowledge in operation, cultivate their interest in learning and develop their intelligence. In addition, we should develop good study habits, such as loving hands-on operation, loving thinking and being curious to prepare for entering primary school.

Kindergarten mathematics education is an indispensable part of preschool curriculum. The new curriculum view and knowledge view also tell us that children are not passively accepting knowledge, but constructing and discovering knowledge, not bystanders of knowledge, but active constructors and creators of knowledge meaning, and this role of children is not given by teachers in good faith, but naturally possessed by them as learners. ? In the field of children's mathematics education, let children really do it? Learn to use mathematical ideas and methods to solve vivid practical problems around you, instead of using them as knowledge reserves or dogmas. ? We need to reflect deeply from concept to behavior. There is still a long way to go to make kindergarten mathematics education really effective or even efficient. Let's work together to achieve:

Give children a space to move forward forever; Give children a condition to have their own blue sky.

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