Note before concluding:
1, teachers should have a clear understanding of the key experience of this lesson, otherwise they will mistake non-key issues for key points and make the summary biased.
For example:
The key experience of "making sandwich cookies" in small class mathematics activities is "figure classification", which requires children to superimpose figures with the same shape. If the teacher is not aware of this key experience, he will stick to the details of children's sandwich cookies when summing up.
2. It should be based on children's true understanding of key experiences, not mechanical recitation.
For example:
After the children sort the discontinuous quantities, the teacher should not let the children recite the sentence "from less to more", but should organize the children to sum up their findings in their own language from the relationship between numbers.
Experience sharing in kindergarten mathematics activities: it is a very effective teaching measure for teachers to sum up children's learning difficulties and help them find effective cognitive strategies to solve their learning difficulties through collective summary.
For example:
Small class math activity "bus stop" not only requires children to line up two teams of small animals, but also compares the number of small animals with each other.
Because the small animals provided to children have their own sizes, children are easily disturbed by the size characteristics of materials when comparing. To this end, teachers can focus on "when judging who is more or less, do you trust your eyes or rely on points?" To organize the discussion.
Finally, by summing up, children who make mistakes realize that their eyes are sometimes deceived by the arrangement of objects. Counting is a very reliable method.
Experience sharing in kindergarten mathematics activities: summarizing children's learning quality. The quality of learning is directly related to the success or failure of children's mathematics learning. In the collective summary, the teacher guides the children to discuss "how to learn". It is helpful to cultivate children's good learning quality.
For example:
When summing up math learning routines, teachers can let children discuss "What should we do when others answer questions?" "What should I do with these materials after I finish my activities?" And other issues to strengthen children's good learning quality.
Experience sharing in kindergarten mathematics activities: combining operation steps with "question and answer induction"
After explaining the operation steps, sometimes the child still can't sum up the specific operation steps. Therefore, in the collective summary, teachers can use the method of "one question and one answer" to help children sort out the operation steps.
For example:
In the collective summary of "Little Architect" in small class mathematics activities, the teacher arranges the operation steps by means of "question and answer".
Teacher: "What shall we do first?" Young: "One point." Teacher: "According to what score?" Teenager: "One point in color." Teacher: "Then what?" Teenager: "Insert." Teacher: "How?" Yang: "Put the same color together." Teacher: "What should I do in the end?" Yang: "Put the inserted building on the floor." Teacher: "How do you play it when you play it?" Yang: "put it in a suitable framework, no more, no less." ……
This kind of summary helps children to make clear the operation steps, and children can easily operate them.
Experience sharing in kindergarten mathematics activities: confirming the calculation results with "complete demonstration method" Ask individual children to demonstrate the incomplete demonstration of the import link in front of the group again to help them check the operation results and reflect on the gap in operation methods.
For example:
In the math activity "Scattering Flowers" in nave, the teacher asked the children to record the different results of scattering five double-colored flowers each time in the game of "Scattering Flowers", so as to experience the separability of quantity.
In the process of operation, some children scattered records once, some only concentrated on dispersion and forgot the results, and some recorded results were inconsistent with the scattered results.
Therefore, in the collective summary, the teacher asked a child who operated correctly to fully show the results of each operation, and asked other children to check the operation results against their own records and reflect on the operation methods, so as to find their own problems to be improved.
Experience sharing in kindergarten mathematics activities: using "problem discussion method" to help children solve many problems that children find difficult in mathematics learning, teachers should bring them up for collective discussion when summing up collectively to help these children find solutions to difficulties.
Before discussing the problem, the teacher can ask one of the children to talk about the difficulties encountered in the operation, and then mobilize everyone to think together.
For example:
In the small class math activity "bus stop", many children are disturbed by the size of animals and make mistakes in judging how much.
Therefore, in the collective summary, the teacher first asked one of the children to tell everyone about the difficulties they encountered in the operation, and then guided the children to come up with a one-to-one corresponding method to overcome the interference of different animal sizes.