First, create a harmonious and pleasant atmosphere and induce children to learn independently.
Comprehensive and meticulous observation is the basis for the smooth development of collective mathematics education activities, and creating a safe atmosphere of inquiry is the basic premise and condition for children to actively learn and explore. The emotions of teachers and children are favorable factors to stimulate children's learning motivation and improve their learning ability. The emotion between teachers and children directly affects children's learning emotions in teaching activities, so teachers should create a lively teaching atmosphere and let children actively participate in learning in the pleasant environment created by teachers. Because the traditional educational thoughts and teaching methods regard the teaching process as a process of knowledge transfer and children as listening microphones and radios, children have no enthusiasm and initiative in learning and cannot appreciate the fun of learning. To this end, we should bring smiles into the classroom, bring expectations to children, and respect, understand and tolerate children. For example, in the "Perceived Quantity 6" activity in the middle class, let the children count the number of fruits by talking about their names and compare them one by one. If you want them to have as many as possible, you have to buy the corresponding fruits according to the quantity the teacher said. By playing games and participating in activities with children, they feel that the teacher is their good partner and has a close relationship with them. Through games, children's initiative of participation and autonomous learning can be better mobilized, so that children can constantly experience a sense of freedom and success, and feel that learning mathematics is not a burden, but a pleasure, so that children can consciously form a good habit of active learning in a harmonious and happy teaching atmosphere.
Second, set questions to stimulate interest and stimulate children's independent learning.
"Learning begins with thinking, and thinking begins with doubt". Doubt is the starting point of exploration, and interest is the engine of knowledge, which can stimulate children's interest in learning and their thirst for knowledge and curiosity. Kindergarten teaching is meticulous, and rigorous mathematics education activities need teachers' care, including how to carry out links, how to ask questions, and even how to grasp pronunciation and intonation. Especially when teachers ask divergent questions, children often have various performances, some of which will develop in the direction related to teaching objectives, and some will go beyond the scope of activities preset by teachers. Therefore, teachers should grasp the general direction of the goal in order to give effective guidance. For example, if you learn the ordinal number of 5, you can create a "zoo" scene in the activity room, set up a row of houses for cats, dogs, chickens, sheep and rabbits, and hang several pictures in each animal's home (there are five identical animals in each picture, one of which has a different color and a different position in each picture). At the beginning of the activity, let the children observe freely by visiting the "zoo" and let them count: How many animals are there in the zoo? Where is the puppy's home? At this time, some children said that the puppy family ranked second, and some children said that the puppy family ranked fourth. This should be suspicious: why are the puppies' homes in different order? Through such doubts, stimulate children's interest in learning. After mobilizing children's interest in learning, let the children solve their own doubts: the direction of counting children is different, the puppy family ranks second from left to right, and the puppy family ranks fourth from right to left. Then let children freely look for animal pictures, guide them to observe the pictures, actively look for the order of animals with different colors in the pictures, and let them queue up to find animals, and continue their independent learning activities with 5 as the ordinal number. Through the interaction between children and the environment, children can explore their thinking from questioning to solving doubts, from exploration to practice, stimulate their enthusiasm for expressing their opinions boldly, stimulate their interest in learning, give play to their main role and cultivate their autonomous learning ability.
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Third, create a role atmosphere and cultivate children's independent learning.
Without games, a child's life is incomplete and not wonderful. Games are children's favorite teaching activities, which enable children to learn and master knowledge in a relaxed and pleasant atmosphere, and role games are the most dynamic and comprehensive activities in kindergartens. Carrying out role-playing activities can not only give full play to children's subjective initiative, but also promote the cultivation of children's practical ability and the development of autonomous learning, which is a more effective teaching form to cultivate children's autonomous learning. For example, the big class "review the addition within 5", make up their own application questions, let the children play the role game of "department store", and provide all kinds of goods within 5. The rules of the game are as follows: the salesman said that the condition of the application problem is "How many ××× (product name) are there in the counter", and the customer said that another condition of the application problem is "I want to buy ()×××××", and the salesman said that the problem of the application problem is: How many ()××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××× The salesperson said the answer was: "() XXX left". Game activities can carry out various forms of autonomous learning and training by changing conditions and roles. At the beginning of the activity, there will be some problems because the children are not familiar with the roles they play and the dialogue between them. At this time, it is necessary to patiently guide and encourage children to play boldly, and encourage them by selecting the best salespeople, customers and salesmen, so that the game can go on smoothly soon. Through this interesting and entertaining role-playing activity, children's feelings about the beauty of mathematics are established, children's interest and hobbies in learning are stimulated, and children's autonomy is cultivated in children-centered and enjoyable activities.
Fourth, create activity areas to develop children's autonomous learning.
For children, games are their life, which is also determined by their age characteristics. Mathematics teaching should be based on children's learning characteristics of "learning while playing". The materials in the math activity area are for children to operate and interact, which can expand children's math thinking and ability. Therefore, teachers should think deeply about the purpose, material selection, material transmission opportunity and material formulation of material games, so that children can enhance their learning initiative, improve their interest in learning, induce the spirit of inquiry, and cultivate their autonomous learning habits and practical operation ability through autonomous inquiry activities such as playing, posing and spelling in mathematics activity areas. For example, in the math area of a small class, you can set up some geometric figures so that children can make puzzles with them and play with them freely. At the beginning, children's puzzles and fiddling had no shape awareness and rules. After a period of operation and exploration, children gradually learned to piece together geometric figures with shapes and rules. After a period of exploration, children know how to match the colors and shapes of geometric figures to make puzzles from an aesthetic point of view, and the figures they spell out are becoming more and more different and more beautiful. For example, in the math area of the middle class, some math sticks are provided, so that children can learn to recognize and count, know how to compare the numbers, and know how to use math sticks to pose various geometric figures through exploration and practice. For another example, children in large classes have a strong sense of cooperation, and they can complete an activity together through communication and consultation with their peers. Therefore, in addition to providing children with independent materials, teachers can also provide some cooperative materials, such as chess materials and poker materials, to promote the development of children's cooperative ability. Placing colorful materials in the math activity area not only allows children to carry out various activities in the math activity area at any time as needed, but also allows children to explore the mysteries of mathematics in the activity area, develop children's autonomous learning and cultivate their practical ability and innovative spirit.
Fifth, guide the actual operation and cultivate children's autonomous learning.
Paulia pointed out: "The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the most profound to understand and the easiest to grasp the internal laws, essence and connections." Therefore, in mathematics activities, teachers should provide rich exploratory operation materials according to teaching requirements, and use different forms of activities to guide children to carry out exploratory practice activities, so that children can discover, acquire and consolidate their own mathematics knowledge in practice. For example, when teaching a large class of children to "learn to divide equally", after the children understand the meaning of "divide equally", they can provide each child with three geometric figures: circle, square and rectangle. Let the children do the practical operation activities of "bisecting" by themselves in the language of encouragement and encouragement. See who has the best effect and the most methods. With the encouragement of the teacher, all the children in the class are eager to try and start working at once. After a period of operation, some children have completed the "dichotomy" of three geometric figures, but there is only one way to "dichotomy" of squares and rectangles. At this time, you can remind your child to think about whether there are other ways to "split into two" and see who has more methods. After the teacher's inspiration and encouragement, the children became active again and continued to operate. Finally, through mutual guidance, comparison and their own exploration and operation, they found other equal division methods of squares and rectangles. After the successful practice, they all showed happy smiles. Interesting mathematical practice activities stimulate children's interest in learning and increase their ability of autonomous learning.
Mathematics teaching is highly abstract and logical, which requires teachers to accurately grasp the attributes of mathematical concepts and express them in mathematical language that children can easily understand, which is extremely important for children to understand and master mathematical concepts. In short, all aspects of the planning and implementation of collective mathematics education activities in kindergartens put forward higher requirements for teachers' educational skills, forcing teachers to strengthen the study of mathematical theory knowledge. Only by fully understanding mathematical theory and scientific and comprehensive understanding of mathematical concepts can mathematical concepts be correctly applied to teaching activities, and the guidance of teachers in the process of collective teaching is helpful to improve children's mathematical experience.
The acquisition of knowledge is the result of people's active construction in cognitive and practical activities, and the process of knowledge construction is the result of the interaction between people and society. Social environment is of great significance to the development of children's mathematical concepts. With the help and guidance of others, children can develop in the nearest development zone. O Ginsburg believes that "in the high-quality mathematics education for children aged 3-6, teachers and other important professionals should actively introduce mathematics concepts, methods and languages through a series of appropriate experiences and teaching strategies, and kindergarten teachers need to think carefully and give planned guidance. The course needs thoughtful guidance and teaching, and educators have the responsibility to do more than just let children play or take advantage of educational opportunities. " (2) The organizational form of collective teaching has played the leading role of teachers, making teachers' "teaching" an important way of education. Collective teaching activities are purposeful, planned and organized activities of teachers. Teachers should first set specific goals of various teaching activities and choose educational contents and means according to children's development goals. Teachers should measure the distance between children's current level and possible achievements through the support of others, and carefully consider the goals to be achieved, the problems to be solved, the difficulties that children may encounter, the different levels of children and the corresponding guidance strategies. Before teaching, teachers should carefully select or prepare operation materials, give full play to the positive role of materials in promoting children's thinking development, and let children feel and understand mathematical relations in the operation process. In teaching, teachers should create problem scenarios according to children's existing experience and put forward challenging tasks to children, so as to cultivate children's problem consciousness and task consciousness and arouse their enthusiasm for solving problems; Teachers should give timely feedback on children's activities, or guide children to understand the rules of activities, or put forward higher-level tasks to children, and so on; On the basis of children's operation activities, teachers should organize children to discuss and communicate collectively, for example, let children talk about their own problem-solving methods, compare and analyze their peers' strategies, etc., to help children sort out and summarize their own mathematical experience and promote the development of thinking ability.
Peer interaction in collective teaching is helpful for children to reflect on their own thinking process and enrich their mathematical experience.
Vygotsky believes that the Fog Army constructs its own cognition through interaction with others. The collective teaching activities enjoyed by * * * can provide needed help for children in recent development areas, and are regarded as an important psychological tool for children's learning. [3] Because there are individual differences among children, their mathematical experiences are also different, and they influence and promote each other in the same learning. The discussion among children of different levels can trigger cognitive conflicts among children, and urge children to reflect on their own thinking process in the debate with their peers, further clarify problems, clear their minds and find solutions to problems; Children at the same level can also enrich their experience in mutual communication. (4) For example, in a jigsaw puzzle, children will have different spellings when facing the same material. Children can exchange spellings with each other, learn from each other and learn different combinations in a limited time. Therefore, for children, peers are good teachers. They learn to observe and analyze, learn to share and accept, adjust their cognitive strategies and improve their experience system with the help of peer experience. Collective teaching is an activity that all children in the class participate in, which creates excellent conditions for children to exchange their own ideas and strategies to solve problems and check the results of activities. In the form of collective teaching organization, children face the same mathematical problems, which can form the core topic of discussion and generate the internal demand for discussion and communication around a certain problem in the same time and space. Under the organization of teachers, children's experiences are shared collectively, and children will accept challenges from others, thus promoting their ability to analyze and solve problems.
Learning in collective teaching promotes the development of children's mathematical process ability and learning quality.
Children develop mathematical process ability while learning mathematical vectors. We call the mathematical process ability with universal significance general process ability, which is a tool to understand the practical significance of mathematical knowledge and "mathematize" life situations, including representation, communication, correlation, reasoning proof, problem solving and so on. (5) Obviously, the above abilities can be better developed in the collective teaching situation. In collective teaching, children must clarify their own thinking, express their mathematical thinking in various ways, such as dictation, drawing, using objects, sharing their different mathematical representations with others, understanding other people's perspectives and explaining their thinking process. Through the above process, children's performance ability and communication ability can be cultivated.
In addition, in order to ensure the smooth progress of collective teaching, children must carry out activities according to the rules; In order to ensure effective discussion and communication, children need to listen and accept their peers' ideas and be willing to express their own ideas; Willing to cooperate with friends and share these learning qualities is not only conducive to the development of collective teaching, but also an important goal of mathematics education.
Collective teaching has special value in children's mathematics education, but this does not mean that collective teaching is the only way. Some teaching contents need teachers to help children master by demonstrating, explaining or guiding children to observe and discuss in group activities. For example, the understanding of mathematical symbols, the explanation of game rules and the improvement of perceptual experience are all suitable for group teaching, which can promote the collision of thinking and experience sharing among children, thus improving the efficiency of mathematics teaching. At the same time, we should also be soberly aware that although the collective teaching mode has the advantage of facing all children and meeting the development needs of most children as much as possible, it is really difficult to take care of every two children, meet the development needs of different children and give individual help and guidance. Therefore, collective teaching needs to be combined with children's personal operation activities and other forms of activities, give full play to their respective advantages, fully mobilize children's initiative and enthusiasm in learning, and make them learn happily and productively.