Mathematics, when it comes to people's thinking, raises an inexplicable old-fashioned impression, and few people think mathematics is fun. It has been regarded as a boring subject since ancient times, and many people don't like it. But it is a very practical basic subject. It is born for life and serves for life. As human beings, we must face life, so we must learn life and understand it, so our children will accept the reality: learn math, but if we don't use exciting forms for children of several years old, how can they take the initiative to learn?
It is clearly pointed out in the outline that "children's education should take games as the basic activities, and children should live and grow in games". "Outline" emphasizes the role of games in children, which is their life. However, if the teacher doesn't provide a good game atmosphere and environment for children, how can he mobilize the resources of children's autonomous learning? The purpose of preschool education is to let children experience happiness in activities and feel the vitality and fun given by life in the process of growing up. Therefore, we should cultivate children to feel the fun of mathematics in childhood, so that mathematics teaching is no longer abstract, boring and boring, but full of life, times and vitality, so that they can truly experience the joy of learning in the process of activities. How can we stimulate children's interest in learning mathematics in practice?
First, create a happy atmosphere for children to learn mathematics.
The success or failure of teaching lies in the quality of teachers themselves. If the teacher himself is not interested in this activity and does not create an atmosphere suitable for children to learn, where does the interest of children come from? In addition to creating a material environment for children, the most important thing for teachers is the spiritual environment. Therefore, teachers should infect children with passion, become one with children, narrow the distance between them, fully mobilize children's emotions, and let children have the desire to learn. They are eager to try the activities created by their teachers. For example, the teacher's body language, mental outlook and exaggerated movements can arouse children's interest in participating in activities.
Second, the design of mathematical activities should be "innovative"
Innovation is actually the "shining" axis of every activity and a good medicine to attract children to learn actively. Judging from children's age characteristics, only fresh things can attract and mobilize children to actively participate in activities. In the "new" and "heart", children can expand their thinking space, fully imagine, fully participate in the whole activity, and freely experience happiness in the space of new things.
Thirdly, the flexibility of organizing mathematics curriculum activities.
Mathematics has a strong pattern. When organizing activities, many teachers blindly pay attention to the model teaching steps and carry out every activity step by step. This kind of course is only for completing activities, and there is no "people-oriented" educational thought, no consideration and consideration of children's learning characteristics and psychological characteristics, and no concern about whether children's learning process is happy? Do you participate in the activities independently? Is it possible to construct knowledge independently in activities? Success comes from the teaching process. Without a happy process, there will be no good harvest. Therefore, our teachers should pay attention to the flexibility of children's mathematics curriculum activities, organize activities from the perspective of children's development, and try to provide children with a multi-method, multi-thinking, multi-scheme and multi-mode mathematics education process, so as to make our children's mathematics really interesting and bring them good interest and happiness in learning. A, think more: If there are 6 boys and 9 girls in a class, children can have many ideas: (1) Who has more boys and girls? (2) How many boys and girls are there? (3) How many boys and girls are there? Wait; B, multiple methods: For example, formula 6+ 12 can make children do 6+6+6, 6+3+3+4+2, 3+3+6+6, etc. Multi-mode is to use situational teaching to make mathematics story and life.
Fourth, life-oriented mathematics education can stimulate children's interest in learning mathematics.
Children's learning and mastering of mathematical concepts depends on their own construction. Therefore, it is very important to organize and create a suitable environment in which children can do their best to fully develop themselves. Mathematics regional activities are an open, free and independent way of activities, which can make children relaxed and happy in the activities without psychological pressure, and can choose their own activities content, methods and partners according to their own wishes. And can operate and practice according to their own learning style and speed, which plays an important role in promoting the physical and mental development of each child. Therefore, regional activities have become one of the important ways to carry out mathematics education activities in kindergartens today. Carefully design regional activities and choose appropriate ways to stimulate children's interest in participating in activities. For example, small class children have the age characteristics of strong self-centeredness, figurative thinking, short concentration time and little learning experience. Therefore, when designing regional activities, we should adopt methods with concrete images, strong operability, strong playfulness and independent operation, such as "feeding small animals", "iris" and "kitten fishing", so that children can feel the shape, quantity, color and size interestingly in these colorful and specific operation activities and have a sense of mathematics in independent operation. However, the understanding and self-control of the children in the middle class are constantly improving, and the consciousness of cooperation and competition has been produced and gradually strengthened. When designing regional activities, we mainly consider the ways of cooperation, competition and challenge, such as board games, poker games, puzzles, mazes and roulette games. Let children find problems in cooperation, communication and sharing with their peers and gain more. At the same time, teachers should carefully observe, give timely and appropriate guidance to children, and evaluate them according to their operations, adjust their goals and materials in time, so that children can gain the joy of victory, encourage children to participate in them, and actively learn in play.
Fifth, create a story-based teaching scene to stimulate children's interest in learning mathematics.
Professor Li Pei, a professor at Capital Normal University and a famous mathematical science writer, said: "Children who don't like learning can be found everywhere, and children who don't like listening to stories can't be found. The so-called story is an event. When listening to a story, children always imagine themselves as the protagonist in the story, or anxious, or painful, or happy. Because children are good at remembering stories and can control and grasp stories, they like to listen to stories and give full play to their imagination in the ocean of stories. Constantly expand children's thinking, make boring mathematics interesting, make children feel that mathematics is fun and interesting, thus generating a good interest in learning mathematics, organically combine the story with mathematics, understand the contradiction of the protagonist in the story in the mathematical thinking space, and understand the value and significance of mathematics.
In short, in the process of children's mathematics education, we should contact children's life experience as much as possible, create problem scenarios for thinking and operation, make abstract mathematical concepts concrete and interesting, fully consider children's learning characteristics and physiological characteristics with the "people-oriented" educational concept, and infect children's desire to learn mathematics with their own educational enthusiasm and emotion, thus generating interest in mathematics. Once children are interested in learning, it will have a positive impact on them. Promote migration, benefit for life, and make children have a great influence on mathematics emotions all their lives. As pointed out in the syllabus, "being a supporter, collaborator and guide of children's learning" is good at digging and discovering things that children are interested in, and actively guiding them, so that children can enjoy themselves in the ocean of mathematics and no longer feel that mathematics is a boring thing, but an interesting thing that they like to play and want to play.