First, the homework materials in the math activity area must pay attention to the cognitive characteristics of children of all ages.
It is important to put homework materials in the math activity area. Operating materials are the media of education, the tools to help children systematically construct mathematical knowledge and induce them to explore and learn actively, and the material pillars applied to operating actions, so that external material actions gradually evolve into internal conceptual actions. Providing materials is not only the preparation before activities, but also an important means to guide children to learn mathematics knowledge and develop their thinking ability in the whole education process. Therefore, the cognitive characteristics of children of all ages should be fully considered when providing homework materials. For example, children in small classes are good at imitating in the cognitive process, with poor learning purpose and weak sense of task. They are interested in moving tools and using them. However, in large classes, their learning objectives have been enhanced, they can work hard to complete their learning tasks and attach importance to learning results and evaluation. The cognitive characteristics of small classes and large classes are different, and the effects of the same materials are completely different. A teacher in a large class used the seal and the composition of physical exercise once, and the effect was very good. A small class teacher imitated this form, and provided the children with a bird's seal behind two birds in the small class number formation activity, which was 3 birds, and 2 plus 1 was 3. When the children printed the seal on the paper, a bird flew from behind at once, and the children were very excited. They printed on their faces and hands. The teacher was very angry and thought that the child was deliberately naughty. In fact, it is the teacher's lack of research on the learning characteristics of children in this class and improper materials. In the math activity area of middle and large classes, there must be clear tasks and requirements, otherwise children are not interested. Therefore, it is necessary to integrate learning tasks into materials, such as adding some worksheets and other materials. Children will be interested in operating according to the requirements of the worksheet and cooperating with the real thing. In the activities, they can not only get the practice of relevant knowledge, but also cultivate a sense of task, thus gaining the satisfaction of success and enhancing their self-confidence. Therefore, we should pay attention to the cognitive characteristics of children at all stages when putting in materials.
Two, the content of the mathematics activity area should be consistent with the objectives of recent mathematics activities.
Teachers should be clear about the goals of this semester's math activities, design a math activity area to achieve a certain goal, and consider what kind of goals they have. Run educational intention through the content of mathematics activity area, and create a good environment consistent with mathematics goals. For example, the goal of this week's small class math activity is to "classify objects by color and find objects with the same color from objects with multiple colors". Then, the small class teacher should provide materials around this goal when setting up the calculation activity area in the week. For example, they can give each child six colorful cards or brightly colored toy flowers. Let the children put them on the table to observe and compare, then let the children put the cards of the same color together and let the children talk about how many colors there are, what color they are and how many cards of each color there are. In this way, not only children can review and consolidate the contents of this week's math activities in the activity area, but teachers can also give individual education and counseling to children of different levels.
Third, we should pay attention to individual differences and teach students in accordance with their aptitude.
Children's individual differences exist objectively, so we should attach importance to them and allow them to start from different starting points and develop and learn at different levels and speeds. With help, the children made progress and gradually reached the target requirements. This requires us to provide different operating materials and put forward different operating requirements in the math activity area, so as to give children the possibility of doing what they can and exerting their potential, thus enhancing their self-confidence and independence. However, in practical work, some teachers often ignore this point. For example, in the activity of "classifying according to the thickness of objects", some teachers provide children with the same materials and put forward the same requirements. In this way, children with weak ability find it difficult to complete the operation task, while children with strong ability feel lack of challenge and interest. With these contents, we can put forward different requirements for children according to their different levels and acceptance. For example, children with weak ability can be sorted according to the thickness characteristics of three objects; Children with strong ability are required to sort five or more objects, and pay attention to the directionality of sorting. In this operation process, we can let children change different levels of materials for activities after completing their own operation tasks, which not only meets the needs of children at different levels, but also improves each child on the original basis.
Fourth, guide children to actively explore in the math activity area, so that children can become the masters of learning.
At present, when teachers guide activities in the activity area, they always explain and demonstrate unconsciously. This will lead to two kinds of results: first, because of the teacher's guidance, children are willing to explore when the teacher is around, thus relying on the teacher, and when the teacher does not participate in the guidance, it is easy to lose interest in exploration; Second, the teacher's guidance disturbed the children's exploration, and the teacher's explanation weakened the original interest of the game, which made the children lose their original enthusiasm for exploration.
So, how to guide children to take the initiative to explore and let them become the masters of learning? First of all, we should admit that children are individuals in life and development, and they are active explorers in learning and playing. Therefore, the kindergarten mathematics activity area should be an activity for children to actively explore, gain experience, experience the fun of exploration and construct concepts. Secondly, we should understand that teachers' effective guidance is not excluded to give full play to children's subjectivity, but teachers' guidance in the process of activities should be implicit, that is to say, the realization of activity goals is implicit not only in the creation of activity environment, but also in teachers' guidance, that is, in teachers' instructions, tips and questions. This implicit guidance is mainly reflected in:
1, the description of the proposed task is very concise and clear, and frequent discussion is conducive to stimulating children's desire to explore.
2, pay attention to observe the specific behavior process of children in the activity area, timely understand the needs and confusion of children, and inspire and guide them through the activities of teachers and children, at the same time, timely discover the creative behavior of children, give affirmation and encouragement.
3. The results of exploration activities are not told by teachers to children, but summarized by children through their own discoveries.
In short, corner activities can provide children with more opportunities for activities, without the constraint of "keeping pace with the collective", so that children can move in a relaxed, happy and voluntary state. District corner activities break the traditional centralized teaching form and take game activities as the learning form of children, which is also in line with the requirements of "games as the basic activities and entertaining education" put forward in Kindergarten Outline. Therefore, the district corner activities make the educational goals implemented and become lively. Children are polite, confident, independent and creative in regional activities, which are the necessary conditions for talents needed by the future society.