The goal of kindergarten mathematics education is the requirement of children's mathematics learning and the foundation of kindergarten mathematics education. The establishment of goals can clearly indicate the direction of educational activities, guide the design of educational activities and establish the evaluation basis of educational activities. Therefore, the establishment of goals is very important in mathematics education. First, the structure of kindergarten mathematics education goal The kindergarten mathematics education goal is an organic whole and a system organized according to an orderly structure. Generally speaking, it can be divided into three levels: general goal, age stage goal and mathematics education activity goal; From a horizontal perspective, it can be generally divided into three categories: cognitive goals, emotional and attitude goals, and operational skills goals. When setting different levels and types of goals, the existing foundation of children's development, the characteristics and laws of children's mathematics learning, and the logical system and characteristics of mathematics itself are all factors that goal makers need to grasp. 1, general goal (first-level goal) (1) Cognitive goal: guide children to learn some superficial mathematical knowledge and skills, help them gain perceptual experience about the shape, quantity, space and time of objects, gradually form some preliminary mathematical concepts, and develop their mathematical thinking activities and problem-solving ability on this basis. (2) Emotion and attitude goal: to cultivate children's interest in mathematics activities and their initiative and independence in participating in activities; Gradually cultivate children's habit of thinking. (3) Operation skill goal: let children learn to operate and use materials correctly, gain perceptual experience about mathematical concepts in the interaction with materials, and cultivate children's good habits such as being serious, careful, organized and not afraid of difficulties. 2. The goals of all ages (secondary goals) are put forward according to the primary goals. According to the different development levels of primary school, middle school and large class children, they are established in three categories: cognitive ability, emotional attitude and operational skills, which have strong operability (see the table on the next page for details). 3. The goal of mathematics education activities (three-level goal) In the practice of mathematics education, the goals of all ages must be decomposed into concrete and operable goals, that is, the goals that can be achieved by one mathematical activity or the goals that need to be achieved through many mathematical activities. This level goal should be consistent with the first and second level goals, so as to connect with each other and promote the all-round development of children. Second, the formulation and expression of the goal of kindergarten mathematics education activities The goal of education activities is the starting point and destination of carrying out educational activities, which stipulates the expected effect of some activities. The goal of educational activities is the basis of educational content selection, method application and effect evaluation. At present, there are still blind mathematics education with only content and no goal in kindergarten mathematics education practice, and there is a tendency of "stylization" and vague goal setting. Therefore, teachers should pay attention to the following points when formulating and expressing the objectives of mathematics education activities. 1, the development of goals When setting the goals of mathematics education activities, teachers should first focus on the development of children, including the development of mathematics cognition, as well as the development of emotion, learning attitude, personality and sociality. Only by fully grasping children's age characteristics and current development level can the principle of gradual progress be embodied in the activity design. Paying attention to the development of goals means that teachers must clearly understand the development foundation of children in this class, so as to determine whether the designed activity goals have development value for children. The middle class and the big class in the small class recognize the target 1, learn to classify objects according to one feature, learn to sort within 5 according to the number of objects (size and length), know "1" and "many" and distinguish them correctly, learn to compare the number of two objects by one-to-one correspondence, and perceive "many", "few" and "many" And can tell the total number 6, take things by number (within 5) 7, know circles, squares and triangles, and can tell their names 8, distinguish up and down with oneself as the center 9, know morning, night, day and night, learn to use 1, know numbers within 10, understand the meaning of numbers, and express the number of objects with numbers. Learn ordinal numbers and countdown 2. Learn to correctly judge numbers within 10 without being disturbed by external characteristics such as spatial arrangement and size of objects. That is, the amount of learning 3 is conserved. Know the arithmetic relationship between two adjacent numbers in natural sequence within 10. 4. Know rectangle, trapezoid and ellipse. 5. Learn to classify objects within 6 according to their thickness. 6. Count the objects within 10 correctly. 7. Classify objects according to a certain feature. 9. Learn to compare the difference between thickness, thickness and weight. Learn to correctly identify and name graphics, regardless of the size, color and location of the graphics. That is, learn the conservation of graphics 1 1, understand the simple relationship of plane graphics 12, learn to distinguish the front and back with itself as the center, learn to distinguish the front and back with objects as the center, learn to move forward and backward in the specified direction 15, and know and learn to use "today" to understand "=" and "8800". Learn addition and subtraction within 10 and experience reciprocal addition and subtraction. The meaning of symbols such as ">" → "5. Know cubes, cuboids, spheres and cylinders, and learn to distinguish plane graphics from three-dimensional graphics. Learn to classify objects according to more than two characteristics. In the range of 10, the objects are sorted positively and negatively according to the number and amount of objects. A preliminary understanding of transitivity, duality and reversibility of sequence 8. Learn to divide an object or figure into equal parts. Learn to measure nature 10. Self-centered, object-centered, learn to distinguish between left and right, and will move left and right 1 1. Learn to know the clock, learn to watch half an hour on the hour, and learn to read the calendar. Know the name and order of every day in a week 12, learn to sum up the feelings and attitudes of mathematics experience with the help of teachers 1, answer questions boldly in mathematics activities 1, be interested in mathematics children and operate the materials of mathematics activities, listen to teachers and peers quietly in mathematics activities 1, like to choose mathematics activities in daily life/kloc. Actively participate in the discussion of math problems; 2. Be able to skip the speeches of teachers and peers in math activities quietly; 3. Like to choose math activities in daily life; 4. Learn to play math games with your peers in a friendly way; coordinate the relationship with your peers by taking turns, waiting appropriately and coordinating 1; Understand the requirements of teachers and learn to play according to the rules of the game; 2. Learn to tell the process and results of peer activities in language 3. With the help of the teacher 1, learn to take, place and operate the activity materials as required. Learn to listen to the teacher's request, carry out activities as required and check the results of your own activities II. Learn to tell the process and results of your own business activities 3. Learn the skills of mathematical operations 1. Listen carefully to the rules of operating activities. Conduct activities according to the rules, and check the process and results of the activities. 2. Make clear the process and results of operation activities. 3. Organize the activity data in an orderly way. 2. The comprehensiveness of the objectives. The comprehensiveness of the goal means that teachers should think about "what children have learned" (knowledge goal), "can children learn" (ability goal) and "are children interested in learning" (emotional goal) under the conditions of this activity content and situation. Generally speaking, the objectives of activities should include the requirements of learning content and the development of children's behavior. When setting the goal of mathematics education activities, teachers should avoid two tendencies: one is to emphasize knowledge learning and ignore the development of other aspects; The second is the misunderstanding of "comprehensiveness", which is manifested in all forms divorced from the content of activities and specific situations, that is, all mathematical activities must have three goals: cognition, emotional attitude and operational skills, thus making some goals decorative or embellished, which is of no value to children's development, education and teaching. 3. Objectives Because the objectives of educational activities can be used as one of the basis for testing the effect of activities, the objectives should be concrete, observable, operable and evaluable. In other words, the formulation of goals must be targeted and not vague and general. For example, the goal of a middle school math activity "Numbers at Home" is: (1) to feel the relationship between numbers and human life; (2) Cultivate children's affection for their families. Obviously, such a goal is empty and aimless, and cannot be used as a basis for evaluating the effect of activities. The goal of this activity can be adjusted as follows: (1) Find and collect photos or pictures with numbers at home, feel the close relationship between numbers and people's lives through exchange and sharing activities, and understand the application of numbers in life; (2) Willing to communicate with peers and try to express boldly; (3) In the collective observation and exchange activities, the good feelings for home are further sprouted. Such three goals are more targeted. 4. American curriculum expert, Unity of Goals Bloom, believes that "the change of students expected by teachers is the teaching goal or teaching purpose." "Elaborating the teaching objectives is to describe more specifically what students should be able to achieve (or produce) or what characteristics they should have after completing a unit or course." In other words, teachers can't just express the goals (behavioral goals) of educational activities with children as the main body.