I. Current situation and misunderstanding
1, the activity material is single, which is not conducive to mobilizing children's interest in learning.
A single material is not playful enough to make children feel fresh and interesting. Some materials remain unchanged for a month or two or even a semester. The lack of regular updates and changes in materials can not make children excited and desire to operate, let alone actively participate in activities.
2. Active materials only pay attention to beauty, and the operability is not strong.
In order to arouse children's interest, the designed operational activity materials only pay attention to beautiful appearance and plot, which is very complicated, inconvenient for children to operate, and even ignores the unfavorable factors that interfere with children. Such operational activity materials are also not conducive to the development of children's mathematical ability.
3. There is no grade in the provision of materials, which cannot meet the operational needs of children at different developmental levels.
The information provided by many teachers is often "one size fits all", and the information of the whole homework activity is the same or different, but it reflects the requirements of the same level. Some children can quickly understand the gameplay of new activities and actively participate in the operation process, while others find it difficult or even impossible to start.
4. There are too many materials for operating activities, and the purpose is not clear, which is not conducive to the development of children's inquiry ability.
The richness of materials in the activity area is directly related to the quality of children's activities, but the more materials, the better, because children's attention is unstable. Too many miscellaneous materials can attract children, but it is also easy for children to be distracted and unable to carry out activities alone.
5. There are few waste materials and multi-purpose materials, and the educational value of some operating materials is not tapped enough.
Second, the implementation strategy
The quality of children's mathematical operation activities is restricted by many factors, among which the role of operation materials cannot be underestimated, because the effect of activities mainly depends on the initiative of children. The strength of children's desire for activities, the level of interest, the duration of activities, whether they can think independently and imagine, and whether they can explore and innovate are closely related to the materials they operate. Therefore, in the design and provision of children's mathematical activity materials, we have made the following attempts:
1, the design of materials should adapt to the children's "interest center".
Children's activities are not mainly controlled by goals, but by interests and their own needs, that is to say, children's learning activities are mainly maintained by interests and needs. "What is closest to children is what children are most interested in." The selection and design of children's mathematical operation materials are closely related to children, and should be close to children's cognitive activities and adapt to children's "interest center". What children see, use and understand can be the material of our operational activities.
Influenced by the environment and television, children often show great interest in an animated cartoon or the protagonist in a book, and keep a lasting excitement center for a long time. I will use "fashionable things" as the theme of material design, which will have a multiplier effect on children's participation in activity learning. The corner material Pleasant Goat Selling Hamburgers uses the characters in the cartoon Pleasant Goat and Taro Ash to induce children to participate in learning and operating the material. Results The materials have been used for 12 weeks, and the children's interest remains undiminished.
2. Provide rich operational materials to meet the needs of children's games.
In the math regional games, we provide rich computing materials, and children can understand the characteristics of various materials in contact with the computing materials, form concepts such as number, shape, time and space, expand existing experience, and sprout children's wisdom.
For example, in order to help children review the adjacent numbers, I designed the game "Find a friend", so that children can easily master the laws of adjacent numbers in finding, posing, talking and discussing. In the "fishing" game, I provide small fish and fish tanks marked with numbers, and guide the children to put the caught fish in the fish tank one size or one size smaller than the number on the fish. When reviewing the division and combination of numbers, I designed interesting games such as frog jumping box and graphic chess.
Designing and providing colorful game materials in regional activities provides children with a display space to try and explore new things, satisfies children's curiosity and stimulates their ability to think independently and solve problems by themselves.
3. Design hierarchical game materials to meet the development needs of children with different abilities.
When placing materials in the math area, we should consider the relationship between materials and activity goals, and the relationship between materials and children's needs, so as to be targeted. Teachers should start from the "nearest development zone" suitable for children's development level, design operational activity materials with different functions and difficulties for children with different development levels, let them choose materials from different starting points, according to different requirements and different development speeds, so as to meet the development needs of children with different abilities, and teachers can better teach students in accordance with their aptitude.
(1) Material hierarchy in the same area
For example, in the field of mathematics, in order to let children master "sorting by a certain feature of objects", we have set up the following three levels of operating materials:
Level 1: provide children with plastic beads of different colors, so that they can learn to classify them according to their color characteristics;
The second level: provide flowers of different sizes and colors, and learn to classify them according to color and size characteristics;
Level 3: Provide materials such as geometric figures and building blocks with different sizes, colors and shapes, further learn to classify according to different characteristics, and guide children to learn sorting on this basis.
Different materials and different levels of difficulty can fully meet the needs of children at different levels of development and ensure that every child has the opportunity to experience success, thus attracting more children to participate in the activities in the math district.
(2) the hierarchical structure of the same active material
When providing materials, we will carefully analyze and study the value and gameplay of each material, gradually improve the target requirements and gradually increase the difficulty of operation. We will divide the homework materials into several grades, so that children can choose homework materials with corresponding difficulty according to their own abilities, and teachers will also give targeted guidance to children with different abilities.
Take "area calculation" as an example.
Children can choose their own operation cards according to their own abilities, place them according to the tips of the operation cards, or carry out ☆ level challenges. You can play alone or in cooperation.
Level 1: (the difficulty level is ☆) There are two graphic operation circles, the number of which is just enough for the two graphic operation circles to be placed independently.
Level 2: (the difficulty level is ☆☆) There are two graphic operation circles, but the two graphic operation circles need to be placed crosswise, and the common areas should be counted.
Level 3: (the difficulty level is ☆☆) The number of graphics operations increases, and the difficulty increases.
In mathematics activities, teachers pay attention to designing and providing homework materials with different difficulties for children with different abilities, or put forward different requirements for the same homework materials, so that each child can succeed, see his own achievements and experience the joy of success, which invisibly enhances his self-esteem and self-confidence. At the same time, we encourage children to cooperate and communicate with each other in operational activities. It cultivates children's bold and cheerful personality and good qualities of being willing to help their peers and cooperate with others.
4. Excavate the mathematical materials in life to stimulate children's autonomous learning.
Excavate the mathematical materials that make children feel intimate in life. For example, leaves, petals and stones picked up by children on an outing, and various daily necessities such as seeds, waste bottles, boxes, buttons, paper cups and spoons brought by theme activities are all natural and good materials for counting, sorting and modeling. We use sorting boxes to learn object sorting operations, and use cans as arithmetic wheels to practice addition and subtraction. Calendars and monthly calendars are natural tools for children to understand the time sequence and irreversibility. Data (date, temperature, weather conditions, etc. ) Accumulated from daily weather records can be used to make children feel the changes of time and temperature. ..... Simple objects have become inexhaustible materials for children to explore and perceive mathematical concepts.
Let children contact and experience the real mathematical tools used by adults. For example, I provide children with some such materials, such as rulers (tape measure, ruler, triangular ruler), scales, scales, weights, measuring cups of different sizes, various timing tools, calculators and so on. Let children have the desire to explore in curiosity and find interesting phenomena and laws in exploration.
In the math activity area, only the innovation of materials can stimulate children's enthusiasm; Only when the materials provided are beyond the child's ability, that is, the area where the child has recently developed, can the child explore and operate. The variability of game materials is closely related to children's game behavior. We should adjust the game materials in time according to children's needs, give children more freedom, and give them the opportunity to freely choose their favorite materials according to their different hobbies and operate in the way they can. I believe that as long as the teacher is a conscientious person, he will see more, think more and create more, he will certainly give full play to the maximum benefit of materials and make our mathematics field full of vitality.