First, change ideas, heuristic incentives, and cultivate children's interest in mathematics.
1. Cultivate and stimulate children's interest in learning
Suhomlinski, a famous educational practitioner and theorist in the Soviet Union, once brilliantly pointed out: "One of the mysteries of educational skills is that children seldom hear prohibition from a good teacher, but often hear praise and encouragement." Early childhood is the initial period of forming interest and attitude in mathematics learning. Early mathematics learning experience often affects a person's life. Many adults who are inexplicably afraid of mathematics have suffered the pain and frustration of learning mathematics in their early childhood. Therefore, when children come into contact with mathematics for the first time, teachers should change their ideas, take care of their fragile hearts, and protect their enthusiasm and curiosity in learning mathematics regardless of their learning ability.
2. Enhance children's self-confidence in learning.
An American educational psychologist once put forward such a view: "As long as there is enough time and opportunity, every child can reach a high level of learning." This shows that every child has the potential to learn math well. As children's first teachers of mathematics, they first need to establish such beliefs, use such beliefs to influence the children they teach, and let them feel the teacher's affirmation of their mathematics learning ability. Teachers should be more patient with children with average math ability, especially those children who have been labeled as "no math talent" by some adults before they have established their interest in math learning. Because anxiety is useless for learning mathematics, when children encounter difficulties and mistakes in learning, teachers' tolerance can resolve children's inner rejection of mathematics and let children think about mathematics according to their own learning progress, which can effectively enhance their confidence in overcoming difficulties.
Second, the form of the game, the living environment, and cultivate the initiative of children's thinking.
"Kindergarten Education Outline (Trial)" points out: "Let children feel the quantitative relationship of things in life and games, and experience the importance and interest of mathematics." Interest can encourage children to have a positive emotional experience in mathematics learning and guide children to think positively. In practice, our experience is that we should start from children's learning characteristics and cognitive rules, choose life-oriented content and materials, and use vivid and interesting learning forms to cultivate children's interest in learning mathematics and their initiative and enthusiasm in thinking.
1. The choice of content and material should be close to children's life and create a living scene.
All children's problems come from life, and children encounter many problems that need to be discussed, compared and judged in life. Therefore, it is best to integrate the content and process of mathematics education into the life situation, so that children can learn mathematics in their own life situation. For example, when eating snacks in small classes, give each group six bowls of porridge. There happened to be a child who didn't come that day, and all the children were talking about it. Some children say there is an extra bowl, while others say there is a missing bowl. I carefully observed their movements, so I seized the opportunity and guided them in time: "Children, are there more or less now?" Why? " The children were very excited. They gave the answers and reasons. In this way, I firmly grasped this educational opportunity in my life, guided the children to compare the quantity in a one-to-one way, solved the problems in my life, and fully mobilized the children's enthusiasm for learning mathematics.
When selecting materials, we should strive to use local materials, make full use of natural or cheap things, regard real-life materials as mathematical materials, and adjust measures to local conditions. Popsicles, buttons, straws, bottle caps, building blocks, flowers, graphics cards, fingers and other materials can be used as long as they are clean and safe. At the same time, we also added a "treasure chest" to provide children with the choice of other waste items. These familiar and favorite operating materials improve children's interest in operating activities, increase the persistence and creativity of children's operations, and greatly meet the needs of children's exploration.
2. Use games to stimulate children's strong thirst for knowledge and initiative in thinking.
In mathematics activities, teachers should also be good at using the form of games to put children in interesting and curious game situations, so as to stimulate children's strong interest in learning, curiosity and desire for positive thinking, and make them devote themselves to activities with high excitement. For example, in the small class classification activities, teachers designed a game scene of "New Year's Gifts" according to the characteristics that small class children like New Year's gifts during the New Year, providing children with the real objects of various daily necessities and guiding them to observe, compare and discover the different characteristics and uses of various daily necessities. Children are very active in finishing activities. They classify potato chips, biscuits and jelly into one category (food), cars, building blocks and dolls into one category (play), and clothes, trousers, gloves and socks into one category (wear), and label these three categories respectively, which improves children's sorting ability. Another example is the "opening a shop" game created by the teacher. Children should classify items according to their types, determine their prices, count the number of items sold and recover the amount of "money", and even add and subtract when collecting money and changing money. In this mathematical activity, the interest of life is integrated. Through role-playing, children not only get a pleasant emotional experience and satisfaction, but also stimulate their interest in mathematics activities and the initiative and enthusiasm of thinking.
Third, the problem situation, multi-angle operation, cultivate children's thinking flexibility.
The flexibility of thinking refers to the flexibility of children's thinking transformation when facing mathematical problems, which is popularly called "mental work". "Learning begins with thinking, and thinking begins with doubt", and the problem is the reason for thinking. Children's thinking begins with doubt and surprise. To cultivate children's thinking flexibility, we should always push children to the real situation of solving mathematical problems, and promote children's thinking flexibility by guiding them to think from another angle. Therefore, in children's mathematics education, teachers can provide children with a variety of solutions to the problem situations, and provide rich inquiry materials as much as possible, so that children can perceive, observe, classify and distinguish through their own operational activities, and explore various methods to solve problems, so as to feel the diversity and interest of mathematics and cultivate the flexibility of thinking.
1. In the sorting activity, mathematical problems with multiple solutions are set.
In the process of learning sorting, children can be provided with various sorting materials: buttons of different sizes, seeds of plants, shells, small particles of building blocks and so on. Teachers can ask questions: "How to arrange regularly according to different materials?" So as to guide children to try different interval sorting methods. Finally, children will find that the arrangement results are rich and colorful, and each child adopts a variety of arrangements. Teachers can also provide opportunities for children to do some activities that require reverse thinking, such as forward sorting and reverse sorting, to break the child's thinking mode.
2. In the teaching of composition and addition and subtraction, there are many mathematical problems with different solutions.
In the teaching of composition and addition and subtraction in large classes, we created interesting problem situations, changed the way of giving children operating materials with the same characteristics in the past, but provided them with operating materials with various characteristics. We used the method of "classification" to review the composition of numbers, let children classify from different angles, guide them to think from different angles and seek various solutions. In order to stimulate students' interest in addition and subtraction mathematics in their study and life, I also designed a game scene to visit primary schools in combination with the characteristics of large class children about to go to primary schools, and guided children to learn addition and subtraction of 9 by drawing pictures and compiling formulas for application problems. After showing the exercise charts of nine primary school students, I asked questions to guide the children to observe and think: What are the differences between these nine primary school students? How many application problems can you make up? Some children are divided into primary school students' clothes: 1 people wear skirts and 8 people wear pants; Some are divided by the color of clothes, 2 people wear red clothes and 7 people wear yellow clothes; Some people have never worn a red scarf, 3 people do, and 6 people don't; Some are divided into exercise methods, skipping rope for 4 people and kicking shuttlecock for 5 people; Some of them are divided into five women and four men according to gender, so they have compiled many application problems and listed many formulas, which has cultivated children's ability to solve problems from multiple angles and directions and the flexibility of thinking.
Fourth, compare reasoning, experience the thinking process, and cultivate the logic of children's thinking.
For children to learn mathematics, the logic of thinking refers to the rationality and order of children's thinking. Although children's logical thinking has just sprouted, it is of great help to train children to think in an orderly way, answer questions realistically and develop the habit of paying attention to logic in mathematics education.
1. Experience the thinking process and cultivate children's thinking logic.
To cultivate the logic of children's thinking, we can make use of the main elements of mathematical thinking such as "class", "order" and "correspondence" contained in mathematics itself, so that children can go through various thinking processes in the process of understanding and mastering these contents, thus obtaining the quality of logical thinking. For example, children are small, medium and big balls, children are small and medium balls, then compare medium and big balls, and finally compare medium balls with small and big balls. In comparison, it is concluded that the middle ball is bigger than the small ball and smaller than the big ball. Moreover, the teacher can also let the children compare small, medium and large, without comparing big and small balls, so that the children can directly infer the transmission relationship between big balls and small balls. For another example, when learning the composition of numbers, the teacher provides everyone with a plate of buttons for children to operate and try to explore the composition of "4" by themselves. Children find that "3" and "1", "1" and "3" are all "4". Children understand the exchange relationship of numbers. The teacher asked the question again, "Besides these two methods, can you divide them again?" Arouse children to think and explore again. The child was pleasantly surprised to find that there is another method, which can be divided into "2" and "2". Next, the teacher guides the children to compare and summarize how many different methods there are and find an orderly decomposition method. The teacher then inspires the children to transfer the composition rules of numbers they have mastered to the composition of larger numbers or smaller numbers, and infer various forms of a new number. In this cognitive process, children can effectively acquire various abilities such as arrangement, comparison, generalization and transfer, which not only cultivates children's reasoning ability, but also promotes the development of children's abstract logical thinking.
2. Transfer knowledge and use the logic of thinking to solve problems in life.
After children know the basic concepts and laws, they should apply these knowledge to practice, that is to say, they should transform static and plane knowledge into dynamic and three-dimensional thinking mode and problem-solving ability, so that children's cognition can be integrated and applied. On the one hand, transfer one mathematical problem to another, such as comparing the transfer relationship among balls, table tennis balls and glass balls. If the ball is bigger than table tennis and table tennis is bigger than glass ball, then the ball must be bigger than glass ball. If we transfer to the relationship between numbers, 3 is greater than 2, and 2 is greater than 1, then 3 is greater than 1. On the other hand, math problems can be transformed into problems in life: Niu Niu's family is farther from kindergarten than Lili's, and Lili's family is farther from kindergarten than Lingling's, so Niu Niu's family must be farther from kindergarten than Lingling's.
Fifth, explore and discover, encourage imagination and seek differences, and cultivate the originality of children's thinking.
The originality of thinking refers to the degree of innovation in thinking activities, which is mainly manifested in independent thinking, problem solving and creative thinking. Of course, in mathematics learning, children can make correct judgments independently only if they really understand a concept instead of memorizing it, and this kind of thinking is also creative for every child.
1. Stimulate the imagination
British physicist Doyle said: "With accurate experiments and observations as the basis of research, imagination becomes the designer of natural science theory." This sentence illustrates the relationship between imagination and scientific creation. Without imagination, all creative activities can't be realized. Therefore, it is very important to stimulate children's imagination in activities. For example, the creative activity "Graphic Doll Magic" allows children to imagine and add pictures according to the shape of the pictures, and add each picture to a different object: some children add circles to the doll's face, car wheels, eyes and so on; Draw a square into a TV, a house, a handkerchief, etc. Draw triangles into umbrellas, trees, lights, scarves, etc. In practical exploration, children spread their imagination wings to carry out creative activities, which not only deepens their understanding of geometric figures, but also promotes the development of their imagination and innovative thinking ability.
2. Provide more different materials
Homework materials play a particularly important role in children's learning mathematics. This is because the development of children's movements affects and determines the development of thinking. The more diverse the movements, the richer the content of thinking. Therefore, teachers should provide them with changeable operating materials and encourage children to explore in operation. For example, in the math area, there are many geometric figures with different colors, sizes, shapes and thicknesses. Teachers consciously inspire children to pose various regular geometric figures. Some are arranged according to the law of size, some according to the law of color, some according to the law of quantity, and some according to the order of graphics. Through such activities, children's thinking is more active, agile and creative.
3. Encourage children to ask questions
Einstein once said: "It is often more important to ask a question than to solve it, because solving a question may only be a mathematical or experimental skill, while asking new questions and new possibilities, looking at old problems from a new perspective, requires creative imagination and marks the real progress of science." Creative thinking begins with finding problems. Creative thinking itself is a process of discovering problems, clarifying problems, putting forward hypotheses and verifying hypotheses. And doubt is the starting point of finding problems. In the process of finding the problem, there is no doubt and no question to ask. The creativity of thinking is mainly manifested in seeing differences in similarities, seeing strangeness in differences, and seeing strangeness in mediocrity, and being able to see problems from places that are difficult for ordinary people to detect. Therefore, to cultivate children's creative thinking, we must actively encourage them to dare to question and ask questions, and cultivate their ability to find and solve problems.
4. Guide children to discover themselves in exploration.
"Discovery" is closely related to creation. The characteristic of this teaching method is to let learners "explore" problems themselves, thus solving problems, which is conducive to forming creative attitude and cultivating creative ability. The process of exploration is conducive to giving full play to learners' initiative. Therefore, in the creative activities of children's mathematics, we actively create an exploration environment for children, provide opportunities for discovery, and urge children to learn through "discovery" in exploration.
For example: "Is there as much math activity in the big class?" . In group activities, we prepared many beverage bottles with different thicknesses for children and put the same amount of water in them. In activities, children have no fixed behavior patterns, are not bound by norms and habits, and have a large thinking space. They can express their creativity truly, freely and without modification. Some children blindly tell the results just by visual inspection. Some children find two identical bottles, pour two bottles of water into them, and find that they are the same. Some children only found a bottle exactly like one of them and poured out the water in the other bottle to see if their liquid levels were the same. The other children found a disposable cups as a measuring cup. First, they pour the water from the thick beverage bottle into the disposable cups, draw the liquid level on the cup wall, then pour the water back into the thick bottle, and then pour the water from the thin beverage bottle into the disposable cups to see if it is as high as the liquid level just now. The children found in their exploration that we can't just look at which bottle has more water or which bottle is thicker. We must put water in two identical bottles, or find a measuring cup for comparison. This activity not only makes children understand the concept of liquid conservation, but also cultivates their independent thinking ability. At the same time, it not only satisfies their curiosity, but also allows them to get a pleasant experience in the process of self-discovery.
In a word, the cultivation of thinking quality plays a leading and decisive role in children's mathematics learning activities. It can be said that if a person obtains excellent thinking quality through mathematics learning, he will benefit for life.