1, the relationship between materials and activities should be considered.
The first thing to consider when preparing activity materials is the requirements of activity objectives. What materials should be prepared to help children achieve their goals through this activity? For example, typical and representative observation objects should be prepared for observation activities, and observation tools (such as magnifying glasses) should be provided when necessary. Classifying activities should prepare sorting boxes and objects for children, and the number and characteristics of objects should be convenient for children to classify. During the measuring activities, the measuring objects and necessary measuring tools should be prepared. In this way, providing materials around the goal can ensure that materials play their due role in the activities.
2. Consider the structure of the material.
When preparing materials, we should not only consider the activity objectives, but also consider the structure of the materials themselves. If the material has rich structure, it can promote children to gain more knowledge, discover and even create in the process of operating the material.
The so-called structural nature of materials refers to the characteristics of one or a group of materials, the connections and relationships between different materials, and the explorability and availability of materials. In addition, when preparing materials, teachers can also consider whether the materials provided to children are finished or semi-finished, and how to provide children with alternative materials. What materials may arouse children's creative use? Wait a minute. In short, the richer the material structure prepared by the teacher, the richer the teacher's understanding of the material structure, and the more favorable it is for children's operation.
3. Consider the quantity of materials.
When preparing materials, teachers should not only consider what materials to provide, but also consider how much materials to provide. Only by providing sufficient materials can we ensure the operational needs of each child in the activities. However, different activities have different requirements for the quantity of materials. If it is a desktop operation data, it is generally necessary to prepare a copy for each child to ensure that they can operate independently. You can give each group some small experiments or problem-solving activities that need cooperation. For perceptual observation activities, it should depend on the situation. Some require one person to give a piece of material, some can give a piece of material in a group, and some larger observation objects can even observe the same object collectively in the whole class. Some activities need to provide all kinds of materials, but it is impossible for every child to prepare a lot. You can take one material from each group, and the children in the group can exchange with each other, or even each group can provide different materials, so that the children can take turns to operate in each group.
Several principles that should be paid attention to when placing materials in mathematical activities;
1, the hierarchy principle can promote the development of children at different levels.
The so-called hierarchy is to divide the content that should be mastered into different levels according to individual differences and provide different levels of materials, so that children at different levels are interested in hands-on operation and in-depth exploration, effectively promoting the development of each child on the original basis.
Piaget emphasized that teachers should understand children, education and teaching should not be adult, attention should be paid to children's characteristics, and they should be suitable for children's development level. Based on this point of view, the transmission of materials should be multi-level, so that children with weak ability will not feel that the operation is too difficult and lose confidence. Providing hierarchical learning tools can guide children to choose materials suitable for their abilities and gradually develop from a lower level to another relatively higher level. So when designing materials, I pay attention to three levels of materials: high, medium and low. The same learning content can improve children of different levels to different degrees, so as to meet the needs of each child and develop each child's "zone of proximal development". Children with different ability levels have different levels of operation results. At this time, on the one hand, teachers can affirm and encourage, on the other hand, they can guide children to communicate, learn to think about other people's different operation results, and influence and promote each other.
2. The principle of diversity is the motivation to stimulate children's autonomous learning.
The so-called diversity, first of all, is the diversity of materials provided by teachers for children. Starting from our educational goals and the needs of all aspects involved in children's development, it can serve the realization of educational goals and the promotion of children's development. Secondly, it means that the quantity can meet the needs of class children to choose different and the same materials freely.
According to the characteristics and laws of children's psychological development (colorful and varied things are more likely to arouse children's interest), we try to design and provide materials from different angles to meet the needs of children's repeated practice. Mainly reflected in two aspects: first, the same goal to design the same name game, providing different operating materials. For example, in math board games, the chess pieces we provide are all operated by children, some are glass marbles, some are bottle caps, and some are colored shells. Second, design games with different names for the same goal and provide different operating materials, such as reviewing addition and subtraction within 10. The materials we design include turntables, puzzles, chess and fishing ... rich and varied operating materials, so that children can never get tired of playing. By playing the same or different games and operating different materials, children will find that the operation results are sometimes the same and sometimes different, thus stimulating children to think and discover. "
In addition, the diversity is also reflected in the sufficient number of materials, which can meet the needs of children's free choice, and allow children to add and change according to their own wishes in operation. Children are easy to imitate, and sometimes they have a desire to manipulate materials because of the novelty and interest of their peers. At this time, children's activities need certain materials to ensure the smooth progress of children's activities.
3. The suggestibility principle is the process of inspiring children's creative thinking.
The so-called suggestibility means that in education, teachers provide children with clear and visible materials of educational goals, but in activities, children do not need teachers to teach by hand, but find out the laws through their own observation and analysis, and re-imitate or create learning according to the laws.
Children are full of curiosity and doubt about the things around them and have a unique perspective on the world they are in contact with, which is an opportunity for the development of creativity. The process of children's cognition is the process of creative thinking, and the formation of creative thinking comes from the operation of suggestive materials. Children develop creative chairs by analyzing, comparing and summarizing suggestive materials, which has the characteristics of reminding people and attracting people's attention. For example, in the sorted materials, we designed the learning tools as graphic babies, fruit babies and balloon babies taking the train, and set the graphic babies as suggestive areas, and arranged the graphics according to the pattern of \r \u 20 18 \r \u 20 18; By analogy, guide children to find out the rules of arrangement, and choose different patterns according to the rules to send the graphic baby to the train. Children can not only find patterns to imitate, but also. There are also fruits, balloons and so on. You can also sort by ABCC, ABBC and other modes. Through the observation and analysis of materials, let children master the law of sorting in the hints of materials and learn to transfer by analogy, which can make children's thinking active and is conducive to the development of creative thinking.
Secondly, provide suitable materials for children and improve their abilities in all aspects.
1. Use materials to stimulate interest, develop intelligence and cultivate ability.
Piaget put forward that "children's wisdom comes from operation." Children construct their own cognitive structure in the process of manipulating and fiddling with materials. We can directly see that in informal activities, materials are the objects of children's activities, and materials suitable for children's age characteristics, experience, abilities and needs can arouse children's desire for activities, so that children can involuntarily have the idea of "I want to play", pick up the materials they really want to play, and constantly accumulate experience about activities, thus generating initial interest in inquiry. In the process of directly perceiving and manipulating materials, children do not break their brains, think positively, put forward new challenges to themselves, come up with new ways to play with materials, put all their senses into activities, observe carefully, find problems, think independently and solve problems. This process has enabled children to consolidate their interest in activities, develop their intelligence and improve their practical ability.
2. Cultivate children's autonomy.
The formation of autonomy is the need of the development of the times and children's own development. Developing children's autonomy is one of the basic tasks of early education. Teachers provide children with a variety of homework materials, so that children can choose them freely in a purposeful and planned way, but they do not elaborate on the detailed steps of children's homework materials, so that children have the opportunity to choose their favorite materials freely according to their different hobbies, and they can understand the materials according to their different understandings. Combining with their own cognitive characteristics and ability level, they interact with materials in different activities, giving children great freedom to choose and control their own behaviors, enabling them to carry out activities independently according to their own wishes, effectively promoting the formation of children's autonomy.
3. Cultivate children's positive emotions.
In the activity, children can choose their favorite materials and operate in the way they can. They can also change and adjust methods that they didn't think of but can't do for the time being, change materials that are too difficult, or challenge themselves to discover and create through certain efforts in the "recent development zone" that they constantly create. In the whole process, children have no pressure and fear of failure, and there is no heavy psychological burden. They are constantly willing to complete activities that match their abilities, and are proud of their new discoveries and new successes. Every child feels great, constantly improving, and constantly being firm and confident. Therefore, in this process, children feel the happiness and joy of success, experience good psychological experience and develop positive and healthy emotions.
According to the characteristics of preschool children's thinking, their thinking is concrete and vivid, from intuitive thinking to image thinking and then to abstract thinking. So I designed and provided a variety of operating materials, which deeply attracted the children. The mathematics that children are exposed to is no longer boring, boring and abstract, but beautiful, vivid and concrete. Through their own hands-on play and operation, children perceive and experience the obvious or implied mathematical knowledge in toys and learning tools, accumulate experience and guide them to discover some simple laws. Children's interest in participating in math activities is greatly enhanced. They will take the initiative to explore, think positively, constantly find problems, ask questions and solve problems. They behave in this way in mathematics activities, and they are often good at asking questions in other activities, showing a strong thirst for knowledge.
Teachers provide rich, practical and hierarchical materials for children in collective teaching activities, so that children can always maintain positive learning enthusiasm, concentrate, and are not easily disturbed in mathematics activities, and have a strong interest in mathematics activities and a strong thirst for knowledge. They love to use their brains, ask questions and explore, which is reflected in educational activities, daily life and games in other fields. The love of learning will lay a good foundation for entering primary school and even lifelong learning.