First of all, the choice of teaching materials should reflect the educational objectives and have a purpose.
The structural characteristics of the material itself and the activities defined by these characteristics often determine what kind of learning experience children can get and what aspects of development they can get. Therefore, materials should contain educational objectives, which is beneficial for young children to gain key experiences.
1. From the perspective of educational value, integrate educational intentions and requirements into teaching materials, fully tap the potential of teaching materials, and make them serve the educational value and exert the greatest effect. For example, according to the materials provided by small class classification teaching, "graphic baby looking for mother" and "sticks of different colors looking for home". Digital chess and digital solitaire toys were put in the middle class "Count within 10 and recognize within 10", and jigsaw puzzles and five puzzles were put in the middle class "Guide children to explore and perceive the transformation relationship between geometric figures". Beads of different colors, shapes and sizes are placed according to the goal of "sorting according to a simple law". Playing cards according to "try to classify according to one dimension and sort according to a simple law" are put into the calculation area of all ages in our continuous operation and adjustment, and these materials all imply the mathematical education goals of all ages. Let children gain key experiences through play and operation in a relaxed and pleasant environment.
2, starting from the overall development of children, reflecting the hierarchy of materials.
The goal of kindergarten mathematics education is an organic whole and an orderly organized system. Generally speaking, it can be divided into three levels: general goal, age stage goal and mathematics education activity goal; From a horizontal perspective, it can be generally divided into three categories: cognitive goals, emotional attitude goals and operational skills goals. Children's level should be considered in mathematical operations, that is, the level of children's independent activities should be considered. At different stages of children's development, their ability of independent activities is at different levels. In order to make children truly develop in an all-round way, we must formulate the goals of open activities in detail before operating activities. The formulation of open goals should be based on the development level and individual differences of children in this class, and follow the principles of from easy to difficult, from simple to complex and step by step. We should not only pay attention to the coherence and systematization of knowledge, but also consider the formation of children's ability, emotion and attitude, and be open to children's life experience and imagination to meet their psychological needs of independent development at different levels. For example, my teacher's self-made "Little Tadpole Looking for Mother to Calculate Chess" contains boring mathematical concepts in an interesting and familiar storyline, which children are very willing to accept and try. Using a story scene can contain different levels and different categories of goals. In terms of cognitive goals, we can correctly distinguish "1" and "many" by using small classes, learn to consistently count objects within 5, say the total number, and take things according to the number (within 5). Middle shift can be used to recognize numbers within 10, understand the meaning of numbers, express the number of objects with numbers, and correctly count objects within 10. You can learn the composition and decomposition of numbers within 10 in large classes, understand their inclusion, exchange and complementarity, learn the addition and subtraction within 10, and experience the realization of addition, subtraction, multiplication and division. In terms of operation skills, we can learn to take, place and operate activity materials as required, learn basic mathematical operation skills, be able to hear clearly the rules of operation activities, carry out activities according to the rules and check the process and results of activities, and learn to place and arrange activity materials in an orderly manner. In terms of emotional and attitudinal goals: it is helpful to answer questions boldly in mathematical activities, like to choose mathematical activities in daily life, learn to play mathematical games with peers in a friendly way, and coordinate the realization of peer relations by taking turns, waiting appropriately and negotiating. With the gradual improvement of the goal, different requirements are put forward for children, which is conducive to the development of children at the original level, which is also a concrete manifestation of the openness of the goal.
Second, the design of materials should respect children's cognitive characteristics and be scientific.
Materials are not only tools to help children systematically construct mathematical knowledge, but also an important means to guide children to learn mathematical knowledge and develop their thinking ability. Therefore, children's age characteristics and cognitive rules should be fully considered when providing materials. For example, children in small classes are easy to imitate in the cognitive process, with poor learning purpose and weak sense of task, and are often only interested in the tools of activities and the use of tools. 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. In practice, we find that it is very effective for large class teachers to use seals and physics exercises. But the effect of moving the same material into a small category is completely different. After providing the small fish seal, the teacher in the small class asked the children to print a small fish on the back of a small fish, 1 plus 1 is 2. The children were very excited to print the seal on the paper. They printed small fish on their faces and hands. The teacher was confused and thought that the child was deliberately naughty. After collective teaching and research and reflection, it is analyzed that this is caused by improper materials. Therefore, children's age characteristics and cognitive level should be fully considered when transmitting materials. Make it achieve the best effect.
Third, the choice of materials should meet the needs of children at different levels of development.
Materials are the carrier of children's active construction of knowledge. When delivering materials, we should not only consider the age characteristics of children, but also consider individual differences. The outline clearly puts forward: provide rich and operable materials to provide conditions for each child to explore in a variety of senses and ways. Due to the richness of the levels of the goals of mathematics education activities, the compilation of activity materials should also reflect the levels and diversity of the goals of mathematics education. Hierarchical structure should be suitable for children's development level, and children's "nearest development area" should be selected to provide children with different functions and difficulties, so that children at different levels can actively operate and explore, thus effectively promoting each child's development on the original basis.