1, the child's acceptance. If children can't understand and accept activities, they have no interest, so it is a relatively failed activity.

2. Children's interests: Children in kindergartens are young and have similar interests. Before doing activities, it is best to collect children's opinions, give several plans, and see the children's main intentions. I want to make that piece!

3. Activities should help children, guide them, or cultivate their interest.

First, the psychological characteristics of children learning mathematics

Whether the design of educational activities conforms to the characteristics of learners is the key factor to determine the success of educational activities. The design of kindergarten mathematics education activities first needs to analyze the psychological characteristics of children learning mathematics.

(A) from concrete to abstract

Mathematical knowledge is an abstract knowledge, and its acquisition needs to get rid of other irrelevant characteristics of specific things. Children's understanding of mathematical knowledge needs the help of concrete things, even actions obtained from the abstraction of concrete things. The more concrete experience they rely on in the process of concept formation, the more general their understanding of mathematical concepts will be.

(2) From individual to general

The formation of children's mathematical concepts has a process of gradually getting rid of concrete images and reaching abstract levels. At the same time, the understanding of mathematical concepts also has a process from understanding individual specific things to understanding their general and universal meanings. For example, when the general meaning of children's logarithm is not fully understood, in the activity of taking things by numbers.

Children often think that a digital card can only take and put one card with the same number of objects. Only when he really understands the general meaning of numbers will he think that he can hold more than one card, as long as the numbers are equal. For the study of other mathematical knowledge, children have also experienced the same generalization process.

(3) From external action to internal action

When children learn math, they initially do it through action. Children in small classes, in particular, often complete certain tasks with definite actions. For example, children often count by hand when counting; With the increase of age and the improvement of counting ability

They can gradually internalize their actions, correspond numbers and objects in their minds through vision, and even directly determine the number of objects within 1O through visual inspection. This kind of external action is especially needed in the early stage of children's learning certain mathematical knowledge. Children in large classes have strong internalization ability, and learn the addition and subtraction time within l0.

I already have the experience of addition and subtraction at the action level, and I have summarized and internalized these experiences instead of appearing in my mind out of thin air.

4. Security: This issue is more important. When planning activities, we must consider safety, because safety is the main thing, which is related to the vital interests of children.

5. Resources: Before the activity plan comes out, we should fully consider the problem of resources, which resources can be used, which resources can be used and which resources can't!