Dear, mathematics learning is not only numerical operation, but also graphic space, algebra, logical reasoning, statistical probability and so on. So you can't just teach numbers and quantities. Instead, children should be exposed to these concepts in interesting ways, so that they will not feel strange when learning. Moreover, in the early stage of children's learning, it is also very important to cultivate their learning attitudes and habits. Star Mathematics is a brand imported from Taiwan Province Province. It adheres to the teaching philosophy of "Happy Learning Mathematics", so that every child who enters Star can lay a good foundation of mathematical thinking and have good study habits. At present, classes are rolling in Ningbo campus, and there are branches in Jiangdong and Jiangbei Wanda. Parents are welcome to consult and make an appointment.
How to teach Montessori mathematics in kindergarten?
Problems and Countermeasures of Effective Mathematics Teaching in Montessori
The author did some follow-up investigation and research in kindergartens using Montessori mathematics. The vast majority of preschool teachers have achieved good results in the process of curriculum implementation, and there are many successful experiences for everyone to share. However, some teachers' grasp of teaching materials and the use of teaching methods in the teaching process are still very unreasonable. This paper analyzes the problems and solutions of insufficient effectiveness in the implementation of Montessori mathematics teaching, hoping to help front-line teachers.
Four main problems affecting the effectiveness of teaching
Pay too much attention to the teaching form and lack the consciousness of linking the activity process with the activity goal.
Once in the middle class, after the teacher and the children finished the "beading and digital puzzles", the teacher asked the children to put on the same number of wooden beads as the digital cards with a small rope, and the children put the beads on their own ropes one after another. The atmosphere during the operation was quite good. When the teacher asked the children to count the beads on their ropes, only some children wore the same number of beads as the number on the teacher's number card.
Before the activity, the teacher spent a lot of energy preparing materials. During the activity, the children are busy playing and operating. The ultimate goal of the teacher is to let the children feel and know in the process of wearing beads, and gain experience corresponding to several things. But in the whole operation, the child was just busy wearing beads and didn't think about whether the number of beads he wore corresponded to the teacher's digital card. They can't pay attention to their own process, and they can't get the experience of corresponding things. Teachers also lack timely and appropriate guidance in the process of children's operation, which makes the operation not serve the teaching objectives.
Only pay attention to children's superficial interests, lack of deep excavation of academic value.
Let us take the middle class as an example. In the activity of "knowing time", when the teacher showed the teaching aid "revolving disk", in order to stimulate the children's interest, he asked the children: "Today, the teacher wants to give everyone a gift. Please guess what it is? " The children racked their brains to guess: books, cakes, fun toys, Teletubbies ... However, when the teacher took out the teaching AIDS, the children all sighed, and the children who just talked about it were listless.
Everyone is familiar with a "guessing" game like this. At first glance, the teacher's intention seems to arouse children's interest and pave the way for later learning activities, but children's curiosity will soon disappear with the emergence of "mysterious" things. When the guessed items do not match the child's imagination, it is difficult to arouse the child's interest. Such a clueless, irrelevant and brainless guess can not achieve the purpose of stimulating children's interest in learning, but will only be a hidden waste of time.
The requirements for activities are not clear, and it is difficult to really improve children's existing experience.
In the teaching activity of "graphic segmentation" in middle class, a teacher designed the operation activity of "magic field" to improve children's existing experience, that is, to turn a parallelogram paper into various graphics. Before the homework, the teacher said, "The teacher wants the children to be magicians. Use this paper to make figures and see which child becomes more and better." Please pick up the scissors and start changing. "In a short time, every child cut out many graphics. When the teacher asked the children to tell which shapes had changed, the children talked about triangles the most, followed by trapezoid, square and rectangle, and unknown fragments accounted for a considerable part.
Only paying attention to children's hands-on participation, without guiding children's thinking to participate in it, children's intelligence can not be effectively developed.
In the middle class's math activity "Know the odd and even numbers", the teacher arranged this activity to let the children perceive the odd and even numbers within 10, and provided materials such as "Numbers and chips". The teacher first demonstrated the placement of learning tools, and then let the children practice. The children in the class are in high spirits and busy playing with learning tools. Teachers are busy controlling the activity time, allowing individual children to show the calculation results and say the odd and even numbers within 10. On the surface, the scene is very lively. Every child is participating and practicing. The activities in the class are very rich. At the end of the class, most children can accurately say the odd and even numbers within 10 according to the learning tools they operate.
But before the hands-on operation, the teacher did not reserve time for the children to think. Even if the children correctly reported the odd and even numbers within 10, they were only repeating the contents of the learning tool diagram. In fact, the design and materials provided by this activity are very good, but as an operational inquiry activity for learning mathematics, the original educational function of the activity has not been fully exerted, and the potential educational resources have been wasted ... >>
How to teach math to children in kindergarten middle class
Go to the book city. There are many educational books in it. Maybe you have the education method you want.
How to teach children in kindergarten middle class to like math?
Go to the book city. There are many educational books in it. Maybe you have the education method you want.
How to teach mathematics in kindergarten middle class?
Activity flow:
1, group activities.
(1) The game "See who speaks fast".
The teacher proposed to play games with children, and then explained the rules of the game: the teacher said a number and asked the children to say the following number. The teacher counted off and all the children tried to answer. When all the children are more skilled, they can play with the children in the group.
The teacher said another rule of the game: the teacher said a number, and the child said the previous number. The teacher counted off and all the children tried to answer.
(2) Learn the addition and subtraction of 4.
The teacher shows three pictures in turn and asks the children to say what they mean. Pay attention to remind children to use the correct words (coming, one * * *; To express the meaning of the picture, you can ask more children to say it. Then, the teacher asked the children to list the formulas of the pictures. Individual children listed them and read them collectively twice.
2. Operational activities.
(1) See the addition and subtraction formula in the picture column.
Inspire children to observe the changes of pictures carefully, and talk about the meanings of three pictures with words such as "Here we go again", "A * * *", "Gone" and "Left", so as to correctly distinguish the addition and subtraction problems. Finally, the formulas of three pictures are listed.
(2) Look at the graphics to find features.
Guide children to tick the corresponding positions in the table according to the characteristics of the pictures.
What is the main content of mathematics in kindergarten middle class?
1, let them know the numbers in 1~ 10, understand the meaning of numbers, and learn to use these numbers to represent the number of objects.
2. Correctly judge the quantity within 10; Perceive and experience the number difference relationship between two adjacent numbers in a natural sequence in 10.
3. Objects can be classified according to different standards and two attributes (size, color, shape, etc.). ).
4. Understand and compare the width of objects, and classify objects according to their width and narrowness; Guide children to classify items according to ABB rules, and find the rules to know what is in the next row and what they missed.
5, can distinguish the position of the object from all directions, and can distinguish the difference between numbers, such as five and five are different.
6. Accurately tell the parity within 10, perceive the parity within 10, and distinguish the maximum parity and the minimum parity within 10.
7. Understand the meaning of ordinal number and adjacent number and the conservation of simple number.
8. Know the number within 50; Understand the continuity of numbers within 50.
9. Read the number 1 1~ 15, and take the object number with the number115.
10, know the parallelogram, and know the parallelogram in life; And can classify according to the characteristics of graphics, and make simple classification statistics.
1 1, able to actively concentrate on mathematical operations and interested in the results of their own activities.
How to Improve Middle School Students' Mathematical Cognitive Ability
Facing the kindergarten mathematics teaching under the guidance of new ideas, how to make children actively participate in mathematics learning activities is the direction of current classroom reform efforts. Reflecting on traditional teaching, treating children as containers, teachers blindly instilling, overemphasizing acceptance and mastery, ignoring discovery and exploration, and ignoring children's emotional attitudes and values have seriously hindered their development. Therefore, it is very important to change children's learning style, let children actively participate in learning in hands-on, independent exploration, cooperation and exchange, break through the limitations of disciplines, and integrate children's mathematical cognition into life and activities.
1. Let children experience the learning process in hands-on practice.
Let children learn mathematics in activities, attach importance to their learning process, and let them experience the formation and development of knowledge. Hands-on operation has changed the simple learning mode of "listening and speaking" and can effectively mobilize all children to participate in the whole learning process, which not only conforms to children's cognitive laws, but also caters to their psychological needs of "curiosity and entertainment". Therefore, in teaching, we should provide children with operating opportunities as much as possible, so that children can know and master new knowledge, understand the formation and development of knowledge, experience the methods and processes of learning mathematics and gain experience in mathematics activities in independent operating activities such as cutting, spelling, swinging and playing.
For example, in the teaching of understanding objects and graphics, teachers show children familiar physical graphics such as shoe boxes, chalk boxes, Rubik's Cube, cans, pen containers and football, so that children can put objects with the same shape together, and then let them touch, look, compare and speak, intuitively perceive the shapes of various objects, gradually perceive the characteristics of various three-dimensional graphics, and deepen their intuitive understanding of three-dimensional graphics. A cube is square and has a plane; The cylinder is straight, as thick as the top and bottom, and both ends are round and flat; The ball is round. Through operating activities, children use their hands and brains to find and solve problems, participate in the whole process of acquiring knowledge, take the initiative to learn and taste the fun of exploring knowledge.
2. Let children explore independently with existing knowledge and experience.
Mathematics teaching activities are activities to enrich children's feelings and experiences of mathematics, and to communicate their feelings and experiences with the accumulated mathematical knowledge of human beings. Mathematics teaching activities must be based on children's cognitive development level and existing knowledge and experience. Therefore, mathematics learning should not be a simple knowledge acceptance, but a process in which children actively apply existing knowledge and experience to study and explore new problems. In this process, children discover and solve problems from the perspective of mathematics, complete their own cognitive construction, and develop and innovate in exploration.
For example, in the activity of "Height to Height", I invited two children with little difference in height to the stage and asked such a question: "How do you compare the heights of these two children? Do you have any good ideas? " After some thinking, the children came up with many ways. Children ①: Visual inspection with eyes.
Children ②: Back to back.
Children ③: Measure with a ruler.
Child 4: Compare the ropes.
Children ⑤: Mark the wall.
Children ⑥: Put a small wooden stick on the heads of two children at the same time, and the downward sloping side is short.
Children 7; Face to face with open arms. People with long arms are tall.
The teacher quickly asked: Why?
Children ⑦: In kindergarten, the teacher said: Because a person's height is equivalent to the length of open arms. ……
It is really surprising that children come up with so many good ideas based on their own experience. It can be seen that in teaching, it is very important to leave enough time and space for children to explore and solve problems with the help of existing knowledge and experience, and to let children express themselves actively.
3. Let children cooperate and communicate in the process of interaction
Cooperative learning is also suitable for kindergarten mathematics cognitive activities. Cooperative learning is an important feature of modern education and an important way to improve the enthusiasm of classroom participants and broaden children's emotional communication channels. Because each child's thinking mode and intellectual activity level are different, therefore, through group cooperative learning, children are provided with opportunities and ways to meet their needs. In cooperation and communication, children can feel different thinking modes and processes, experience and understand mathematical knowledge and ideas, and make their understanding of knowledge more comprehensive. This not only broadens children's thinking, but also cultivates children's awareness and attitude of cooperation with others, thus generating enthusiasm for learning mathematics. ......& gt& gt