In view of the common misunderstandings and problems in specific operations, our garden has conducted special research and practice on the selection of mathematical materials. According to Tao Xingzhi's theory of life education and Rogers' theory of meaningful learning, we put forward the view that the choice of mathematics activity materials in kindergartens should be life-oriented.
First, use the teaching situation in life to create activity conflicts and guide children to find materials.
Rogers believes that the more unfamiliar and unnecessary content children have, the greater their dependence and passivity in learning. Only when children realize that the learning content is related to them will they devote themselves wholeheartedly and meaningful learning will happen. At this time, children will not only learn much faster, but also have conscious and active learning behavior.
To this end, according to the requirements of the syllabus, we integrated the content of mathematics education into life and created activity conflicts, which received good results. For example, children in large classes learn to sort. We use chaotic phenomena such as push-pull and crowding. When children wash their hands, let them find ways to get the teacher to solve the problem of not pushing hands. The child quickly entered the role and expressed his opinions enthusiastically. Some said to go in groups, some said that girls should wash first, and some said to give in to each other.
Several of the children said: line up and wash your hands one by one. The teacher affirmed the children's ideas and especially praised the children who said the queuing method. Then the teacher asked some questions related to numbers, such as when to queue in life, what can be queued at home and so on.
This leads to the situation of helping to solve problems, attracting children's attention and curiosity, and stimulating children's desire to explore and learn actively.
Second, the process of finding homework materials is also the process of teaching thinking.
Children looking for mathematical materials in their lives should observe, analyze, compare and judge many materials. After this process of searching and classifying with a lot of time, children's understanding of logarithm will deepen. For example: sorting materials, children must first know what sorting is? Then we can select the materials that can be sorted out from many complex and diverse materials.
What can cultivate the accuracy and flexibility of children's thinking is the rigor of mathematical knowledge itself and the complexity of relationship changes. It can be seen that the process of children seeking materials is the process of children's thinking development.
Third, ask children to exchange materials themselves and help them understand the teaching relationship from multiple angles.
Children bring all kinds of materials from home, including countless relational mathematics. Children are often curious about the materials of their peers and always want to have a look and feel. Teachers should use this curiosity to guide children to learn mathematics in peer materials. In this way, the available materials are extremely rich, which not only improves the utilization rate of materials, but more importantly, children broaden their horizons in the mathematical relationship contained in different materials.
As mentioned above, please ask your child to go home and find the information. The 40 children in my class bring a variety of materials with their own characteristics. We guide children to carry out activities including positive and negative sorting of quantity and positive and negative sorting of number.
For example, the order of quantity: from large to small, the materials used are: cartons, robots, rice bowls, shoes and so on. According to the height ←→ height, the materials used are: colored pens, paper figures, etc. Number sorting: press l←→ 10, use toothpicks, crayons, etc. Press triangle → polygon, use geometric pictures, toys, etc.
At the same time, we also classify materials according to their physical characteristics: soft → hard, with candy; Sour → sweet, use apples; Wait a minute. Children have shown a positive thirst for knowledge in many materials, and they have also gained unlimited fun, thus enhancing their communication ability with their peers. At the same time, teachers are freed from the heavy task of making materials and put more energy into the observation and guidance of young children.
Fourth, record the operation results and promote the sublimation of thinking from concrete to abstract.
Because there are many materials and mathematical relationships, it is inappropriate for teachers to arrange who to exchange with and who not to play with a certain material, which also binds children's hands and feet. At the same time, it is impossible for teachers to record the operation results of each child. In order to keep the whole process in order, the teacher can make some principled arrangements, but the main energy is to guide the children to record themselves.
For example, ask children to record: Who has more sorting methods? See who has more classification methods? See who has more formulas? Let the children operate once and record once. You can choose your own recording methods, so that children can create many effective recording methods.
For example, some children draw a candy symbol at a time when using candy and draw a sorting method; When using toothpicks, draw one toothpick at a time and draw your own sorting method.
The teacher asked the children to compare which of the three methods is the simplest and fastest. Children immediately understand that the first two methods are simply to use symbols instead of paintings, but there are still many symbols to draw. Simple and fast, of course, recorded by numbers. This process from concrete to abstract is naturally formed by children in their favorite materials, and the practical significance of the abstract number 1.2.3.4 ... is also understood by children. This is the foothold of our mathematical activities to promote the development of thinking.