(A), starting from the goal
1, change the understanding of mathematics objectives < < Kindergarten Education Guidance Outline (Trial) > > points out: "You can feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics." Mathematics education is not to master the systematic mathematical knowledge structure, but more importantly, to emphasize mathematics education in life and games. Its fundamental purpose is to feel mathematics and solve problems in life and games with mathematics. For example, for a while, children sprouted the idea of building a self-made car parking lot in the construction area. Teachers actively support and help them to provide a large number of materials (square and rectangular boards of different lengths, widths and sizes, etc.). Encourage children to try and explore. On the basis of understanding the characteristics of some parking lots and the structures of different parking lots, the children designed cars according to their sizes and heights. Some are designed as large floors, which can park many cars; Some of them are designed into three or three floors, which is said to save space; Some designs have only one entrance, while others have circular parking lots where cars can enter from anywhere. In the actual construction process, children encounter many problems: when they find that a parking lot can't be put down because of different car sizes and heights, they propose to separate it according to the color size and then park it in layers, so that cars can only "fly" layer by layer, which children didn't think of when designing. Therefore, they adjusted the questions posed by drivers dressed as teachers. Some carefully removed some pillars that did not affect the balance, and some gently moved the columnar building blocks. So many cars can park in. The children were ecstatic. From this case, we can know that the parking lot built after seven or eight unremitting efforts has made children realize that two pillars supporting a square are not as stable as three or four; In terms of material selection, it is not enough to find the right building blocks for splicing by comparing and measuring the right length, thickness and height; How to park your car in the open space can save space ... By constantly adjusting the materials to meet the needs of construction, children finally understand the relationship between the size and height of the car and the blocks and space used. Children not only construct mathematical experience and learn to solve problems, but also develop various good learning qualities such as being good at thinking, persevering and cooperating with others. This way of learning is obviously more lively and interesting for children than the activities in which teachers use ready-made teaching AIDS to let children know more about quantity in class. Children's mathematical experience in games can also be transferred to other games they play. This kind of educational opportunity generated by children's game needs, if teachers can give children support and encouragement, and through purposeful delivery of materials that enable children to constantly use mathematics experience to learn and solve problems, and appropriate guidance, children will naturally participate in the process of solving problems and meeting their own game needs, and at the same time feel that mathematics is important and interesting. Therefore, in our mathematics activities, while respecting the mathematical knowledge structure and children's cognitive laws, we should change the single goal of mathematics into multiple goals, ignore the knowledge goal and emphasize the ability and emotional goal, so as to promote children's all-round development as the ultimate goal.
2. Strive for the integration of mathematical goals and thematic goals. Only when the theme goal and mathematics goal are clear can we choose the corresponding educational content. When the theme is preformed, the theme sets the theme goal and selects the contents of various fields (including mathematics) according to factors such as the generation reason and theme value, so mathematics and theme are subordinate, and mathematics should serve the theme. Under the guidance of thematic goals, mathematics can try to integrate emotional goals and ability goals with thematic goals on the premise of considering mathematical knowledge goals. With the coming of the new year, we will hold the theme activity of Happy New Year. The theme objectives are: to celebrate the New Year in various ways; Feel the joyful atmosphere and feelings of the New Year. When the new year comes, children are most happy with new year gifts and new clothes. To this end, starting from the inner needs of children, we chose to design the mathematical activities of "New Year gifts" and "wearing new clothes". Among them, "New Year Gift" combines