Kindergarten mathematics teaching activity is one of the important forms of kindergarten mathematics education activity, which is characterized by careful planning before the activity, rather than accidental and random. Before carrying out teaching activities, teachers should first set the specific objectives of this activity according to the educational objectives, children's existing development level and interest needs, and choose the corresponding teaching content, teaching methods and organizational forms of the activity. In other words, before teaching activities, teachers should first make a complete teaching plan. However, in the process of implementation, teachers can completely adjust or change a link in the plan according to the new situation and new problems in the teaching process, but as far as the whole plan is concerned, it is made by teachers in advance.

Examples of mathematical activities

Activity name

Two-condition family

moving target

1. Under the guidance of the teacher, you can pay attention to the shape and quantity of things in the surrounding environment.

2. Learn to summarize two characteristics of some graphs and classify objects according to these two characteristics.

Activities to be prepared

1. Items in the classroom.

2. Vehicle pictures.

3. Children's practice card.

Activity process

1. The teacher shows pictures of vehicles and asks the children how to divide these pictures. Each vehicle separated by this method can be a family, such as two-wheeled family, four-wheeled family, animal vehicle family and so on.

2. Illustrate the meaning of two conditions, such as wheel and color, door and wheel, so that children can understand the meaning of classification according to the two characteristics.

3. Let children look for red and round things in the classroom (such as inserts, apples, graphics cards, etc.). ).

4. Let the children look at their sports cards and think about how these cards are divided (such as animal families, four-legged families, two-legged families, etc.). ).

5. Let the children find out which cards are two-legged animals and circle the qualified cards.

This is a typical mathematics teaching activity plan, and it is an educational activity to let children perceive logical relations and develop their observation ability and thinking ability. Classification is to combine things with the same attributes. Classification can be a single standard or multiple standards. In the interaction between teachers and students, children can fully perceive, experience and explore in the process of fiddling with operating materials; Under the guidance of the teacher, guide the children to observe the surrounding objects from a mathematical point of view, and pay attention to the shape and quantity of the objects; Promote the development of children's logical thinking ability in activities.

2. Children's mathematics teaching activities are characterized by playfulness.

Children's interests and needs are their internal motivation for learning. All children can do in the process of learning is to share their hobbies. Although the plan of mathematics teaching activities is made by teachers in advance according to the educational objectives, children's interests and needs are often not paid enough attention in the process of making plans. The best way to solve this problem is for teachers to turn the set educational goals into the educational content that children need, so as to stimulate children's interest and thirst for knowledge and make them actively participate in activities.

Teachers should pay attention to observing children's interests and needs, capture valuable information in daily life, and find out children's accumulated needs and problems; According to the goals and requirements of mathematics education, change the rules of game activities that some children are familiar with and love; Through music games, sports games, gamification plots, etc. , mobilize children's emotional strength, stimulate and strengthen children's interest, let children study and explore in a relaxed and pleasant atmosphere, and get the best educational effect.

For example, when children are asked to distinguish between circles, triangles and squares, the teacher creates a game called "Chicks Looking for Homes". At the activity site, the teacher built the homes of three chickens with building blocks, and different geometric figures were used as signs of the home. The teacher plays the mother hen, one of the children plays the fox, and the other children play the chicken with graphic cards. Hens play with chickens on the grass and sing children's songs:

Chickens, twittering,

Sharp mouth and round body.

Wearing a fluffy coat,

Love to eat worms and rice.

After the children finished singing, the children who played the fox shouted, "Here comes the fox". At once, the fox began to chase the chicken. Mother hen lets the chicks find their homes according to the graphic cards they bring. With any graphic cards, they can find their homes and quickly enter their homes. If the chicken is hidden in the house, the fox can't catch it

At the end of the game, check whether there are chickens in the wrong house. Count how many chickens have found the wrong house, then send them home and count how many chickens the fox has caught.

Children exchange cards and repeat the game.

Games are children's basic activities and their favorite activities. In the activity, children not only perceived the differences between the graphics, but also cultivated their interest in learning and stimulated their desire to learn.

3. Children's mathematics teaching activities have operational characteristics.

Children's mathematics learning is carried out in operation activities, and children can only master it by hands-on operation and fiddling with materials through exploration and experience. The operation activity solves the contradiction between the abstraction of mathematical knowledge and the concrete visualization of children's thinking. It should be said that whether in the form of group activities or in the form of group activities, children's operational activities are the basic part of mathematics education activities. Because children's hands-on operation and interaction with active materials are the main ways for children to learn mathematics. Therefore, teachers should try their best to provide materials and pay attention to the following questions:

(1) Try to provide multi-level, multi-functional and diverse materials, so that children can often choose and use them freely to meet the needs of different children.

(2) The materials provided can attract children's attention, stimulate children's interest and facilitate children's operation.

(3) Providing materials with contents such as quantity, shape, time and spatial orientation should reflect the attribute characteristics of the concept of number.

At the same time, teachers should pay attention to observing children's operational activities and give individual guidance; Give children enough operating time to fully feel, experience and explore in the process of fiddling with and disassembling materials.

4. Kindergarten mathematics teaching activities are activities under the guidance of teachers.

In the contact with things and people, children have gained some perceptual experience about mathematics, and also learned to use these experiences to solve problems in daily life. But these experiences are often scattered, fragmented, and sometimes even superficial mathematical experiences, which can't make children feel the essential attributes of the concept of numbers. In order to make children construct some preliminary concepts of numbers and promote the development of children's thinking ability, teachers must give guidance, inspire children to feel the mathematical phenomena in life, help children summarize and sort out scattered and unsystematic perceptual experiences, clearly highlight the characteristics of numbers and shapes and the quantitative relationship between things, so that children can notice these characteristics of objects and feel the quantitative relationship contained in them, thus helping children form a preliminary concept of numbers. Kindergarten mathematics teaching activities are purposeful and planned activities. Whether in the form of group activities or in the form of group activities, it is beneficial for teachers to directly guide children's learning activities and help children acquire some superficial and necessary mathematical knowledge. Moreover, the form of group activities and collective activities is also conducive to mutual learning and influence among children, and children can exchange and talk and gain relevant experience from their peers.

In addition, mathematics teaching activities in kindergartens are also suitable for the large number of classes in quite a few kindergartens in China and the unsatisfactory conditions.

reading material

Speaking of counting, the children in our class can count to 100 in one breath, but facing a box of persimmons, the children seem to be confused. Because I was too eager to get the result, I didn't think too much, so I squatted down and counted separately. They picked the biggest one for themselves and counted it loudly: 1, 2, 3 ... There was interference when they counted: when Wen Ding counted to 7, Li Yu kept saying 9, and Wen Ding said angrily, "Keep your voice down, I can't even count it." Wang Ying telephoned Zhang Ze anxiously: "Wait a minute, I have counted all these. How can you count it? " Zhang Ze said, "I don't know, ours are all mixed up." I think it's time to guide children to find ways to solve the problem of mutual interference. So I asked the children loudly, "What happened? Have you figured it out? How many persimmons are there? "

"No" Obviously, the children's mood has been affected.

"Why?" I then asked.

"Because he always gives me trouble, I always count wrong."

"Because there are too many people, they are all mixed up."

"They are too noisy."

"Then how can I count? Think about it, who has a good way to count the persimmons clearly? " After listening to my question, the children gradually quieted down and began to think seriously.

Liu Lin was the first to say, "Teacher, I think it's better to count one person, so it's not noisy." The children also agreed that there should be one person. So the teacher asked Liu Ling to count himself, but he couldn't count it when he was halfway through. He was found to have mixed the counted with the uncounted.

At this time, Zhang Ze proposed two people to count, one half. After getting everyone's consent, he invited Li Yu to count together. The two men discussed: "You count here, I count there, and we are far away." Say that finish, two people counted a head, Zhang Ze arranged persimmons in a long dragon, and chief instructor julee arranged persimmons in a triangle, which was very obvious and easy to distinguish. Although there was no total in the end, their method was fully affirmed.

Mao Huifang, who has been sitting in the back row without talking, stood up confidently and said, "Teacher, I have a way to count persimmons clearly." Then she squatted down, but didn't worry about counting. Instead, she turned all the persimmons into handfuls and rushed over. The children watched intently as Mao Huifang counted one, so they turned one persimmon over and put it aside until the last one was counted. She stood up and smiled and said, "I'm finished counting." A * * * has 35 persimmons. "

The children applauded her in unison. I lost no time in encouraging more children: "Who has a good way to count persimmons?"

"I can count two places."

"I can count five or five places."

"I can also count the places of 10 and 10. It must be soon. "

The door of children's wisdom was suddenly opened. They tried their own method of counting persimmons again and again. They communicate with each other and learn from each other. Finally, they counted 50 persimmons.

Infiltrating mathematics education in life has put forward higher requirements for teachers. The newly promulgated "Guidelines for Kindergarten Education" (for Trial Implementation) clearly points out: "Guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment, construct a preliminary concept of number, and learn to solve some simple problems in life and games with simple mathematical methods." That is to say, integrating mathematics education into children's life is convenient for children to fully feel the mathematics and fun in life, solve simple problems in life and games through constant interaction with materials, peers and teachers, gradually construct mathematics experience and gain active development. Therefore, we should start with observing and understanding children, meet their interests and needs, and stimulate their intrinsic learning motivation. Create problem scenes for children in life and games, so that children can feel the fun and use of mathematics; Constantly guide children to use mathematical methods and experience to improve their mathematical ability in the process of solving practical problems, so as to truly realize the infiltration of mathematics education in life.