How to design children's mathematics education activities 1? Grasp the development level of children in this class.
The development level here refers to the development level of children in mathematics education. Some teachers think that they are familiar with children every day, and their understanding of children must be thorough and profound, but it is not. Why do you say that? This is because children's physical and psychological development is different from that of adults. Although many of our teachers have been engaged in early childhood education for a long time, their understanding of children is often inferred from the perspective of adults.
In order to truly understand children and understand their thoughts in time, teachers should keep close contact with children, talk with children (including group, group and individual conversations), and also understand children by listening to their conversations. Through the understanding of children, we can grasp which children have the most knowledge and which mathematics knowledge and skills are lacking; What kind of teaching activities do children like best and what kind of math activities do they dislike least? What math tools do children like best and what do they dislike? Which child has what advantages, which child has what disadvantages and so on.
Only when teachers understand and master children's development level can they consider the objectives of specific activities, the scope of selected content, the number of knowledge points, the rationality and novelty of design, and design children's mathematics education activities with confidence.
Second, choose the appropriate specific activity objectives.
The goals of children's mathematics education include general goals (teaching children simple knowledge and skills about mathematics, cultivating children's interest in learning mathematics and good study habits, cultivating children's intelligence, and promoting the harmonious development of children's body and mind), unit goals (within 10 and five units of addition and subtraction, quantity, geometry, time and space), and age stage goals (under each unit goal, according to small classes and middle schools,
Specifically, when designing math activities, we should arrange the relevant contents reasonably, so that each activity design contains the requirements of knowledge or skills, the requirements of cultivating children's interest in learning math and good study habits, the requirements of cultivating children's intelligence, and the requirements of promoting the harmonious development of children's body and mind.
Secondly, teachers should understand the unit goal and age goal of children's mathematics education, and on this basis, understand what specific activity goals may include. Unit goal and age stage goal are the reference for teachers to design specific activity goals. Teachers can determine specific activity goals according to unit goals and age goals, and know where the specific activity goals they need to design are in the unit goals and what aspects should be considered. What requirements should the specific activity goals meet at this age stage, what relevant requirements are there at other age stages, and so on.
Finally, according to the content of the specific goal, choose the appropriate goal. Use the top one again? Review the addition and subtraction operations within 6? For example, teachers can choose the appropriate target capacity according to the development level of children in this class and referring to the previous teaching progress and teaching effect.
For example, the goal of this activity can be: (1) to further understand the meaning of addition and subtraction within 6; (2) Cultivate children's ability to add and subtract within 6 correctly, skillfully and flexibly; (3) Master additive commutative law. Among them, the second goal is the key goal of this activity. Why is Article 2 listed as the key objective of this activity? This is because, what is the name of this activity? Review the addition and subtraction operations within 6? Therefore, it is undoubtedly the key goal of this activity to let children master the addition and subtraction operations within 6 through review; In addition, the goal of 1 and the third goal have been listed as the focus of teaching in other activities, while children have learned addition and subtraction within 6, but they have not practiced addition and subtraction through combination.
Third, choose appropriate teaching content and design specific activity steps.
After choosing an appropriate activity goal, teachers can first consider the scope of teaching content according to the activity goal and the teaching tips of each chapter. Or? Review the addition and subtraction operations within 6? For example, the teaching content in this aspect should include: (1) the formula problems of addition and subtraction appear alternately, so that children can calculate quickly and accurately; (2) Ask children to list addition formulas with the number not exceeding 6, so as to guide children to further master additive commutative law; (3) When adding and subtracting within 6, pay attention to guiding children to further understand the meaning of addition and subtraction.
After determining the teaching content, the teacher can design the specific steps of the activity. The design should be based on the child's physiological and psychological characteristics. Children's attention and interest should be aroused at the beginning of the activity, and then the difficulty should be gradually increased to lead the activity to a climax.
For another example, according to the movement law of the two basic processes of brain nerve activity, when arranging and designing activities, the content with appropriate difficulty and severity is conducive to the concentration of excitement and inhibition; On the contrary, content that is too difficult or too small, too heavy or too light is not conducive to concentration, which will increase the burden of functional activities in the cerebral cortex. Therefore, when designing and arranging activities, teachers should pay attention to the appropriateness of teaching content (neither too much nor too little) and not too difficult; Difficulties should be arranged in the middle of activities, not the beginning and end of activities.
When designing the specific steps of the activity, we should also consider the novelty of the activity and strive to reflect the characteristics and advantages of our own teaching. If some teachers are good at guiding children with language, when arranging activities, they can think more about how to inspire and guide children to understand and master mathematics knowledge with vivid language. Need to be reminded that the novelty of the design is not to let the teacher play tricks, nor to let the teacher rack their brains to come up with any amazing moves. Novelty is combined with rationality and feasibility. Novelty without rationality and feasibility can only lead to the failure of teaching activities.
Fourth, consider the rationality of the activity design and make necessary modifications and enrichment.
After the basic design of the activity is completed, teachers should consider whether the design is reasonable. At this time, in addition to considering whether to follow the characteristics of children's physical and mental development mentioned above, we should also consider whether the length of time is appropriate. In a small class, 20 to 25 minutes is suitable for math activities. For middle class and large class, the appropriate time for math activities is 30 ~ 35 minutes. Teachers should consider whether there are too many difficulties when designing their own activities. If it is too much, it may exceed the scheduled time. If there are no difficulties or too few difficulties, the scheduled time may not be reached.
In addition, teachers should also consider whether to mobilize children's initiative and enthusiasm in the activity design, whether to arrange children's operation activities and participate in exploration activities, if not, it will inevitably affect children's initiative and enthusiasm.
Finally, teachers should once again consider whether they have correctly estimated their children's development level, whether they can achieve the predetermined educational goals, whether the educational content is appropriate, whether the activity design reflects their own specialties, whether it is reasonable, and what needs to be improved.