After reading mathematics education in kindergarten, I haven't really settled down to read a good book for a long time. With this winter vacation, I have some time to settle down and want to read this book. Maybe it's because I like math since I was a child. After working in kindergarten for so many years, I have always liked professors, although math education is boring.
After reading the book "Mathematics Education in Kindergarten", I was deeply touched, which provided immediate and effective guidance for "teaching" and "learning". Provide all kinds of practical teaching skills for new teachers; Provide all kinds of useful guidance methods and cases for old teachers; It provides materials for any teacher who intends to improve himself. These suggestions and some opinions are especially important for teachers. Mathematics is an important issue in current education. It is inseparable from primary school and even kindergarten until graduation from university. Mathematics has almost become a necessity in our life. But in the process of mathematics teaching, how many teachers have really thought about what we should pursue in mathematics teaching?
In my opinion, the content of mathematics teaching should be concise. An activity lasts about 30 minutes, and children's energy is limited. Choosing appropriate teaching content, especially grasping the essential content of activities, will be both refined and simple. As a teacher, if we grasp these three core issues, we will find a breakthrough in teaching and the classroom content will be quite refreshing and concise. In fact, if teachers can grasp these three problems, the teaching content will be handled with ease.
The teaching process should be simplified. Mathematics learning should be a simple and happy thing. Some teachers' classroom design makes many simple classrooms complicated. Some teachers deliberately design some obstacles and traps in order to "show", which confuses children for a long time and reduces their interest in learning. Instructional design should better serve students' study.
Appropriate use of teaching media. In fact, as long as you thoroughly understand the teaching materials and catch the children, the activity can still be very successful.
In a word, I read the book "Mathematics Education in Kindergarten" and was very inspired. I think I will continue to work hard in the future teaching to make myself more mature in teaching.
Reflections on mathematics education in kindergartens II. The book "Kindergarten Mathematics Activity Guidance-Realistic Mathematics Education for Children" mentioned two characteristics of children's mathematics learning, which impressed me particularly: First, children's mathematics cognition has just changed from quantity to quantity; Second, the child's concept of number stems from his actions.
Logical concepts such as classification, ordering, correspondence, equivalence, relativity, conservation and inclusion are the basis for children to form and understand addition and subtraction. In children's mathematics education, we should first help them to establish this foundation, and then let them learn counting and addition and subtraction, instead of reversing this process, let them count first, take counting as the basis of the concept of number, and let children understand the practical meaning of number, and only use counting means to add and subtract. In other words, in the process of children's learning mathematics, we should first let them learn to measure, and let them gradually transition to number through their understanding of quantity.
The size, length, width and thickness of the quantity (continuous quantity) in children's mathematics education are tangible, touchable and comparable. Children can discover their characteristics and laws through intuitive perception, operation and fiddling. This aspect is also mentioned in the Guide:
Guide children to pay attention to the shape characteristics of things, try to describe things with words representing shapes, and experience the vividness and interest of description. In the process of our mathematics teaching, we should follow the cognitive law of children's development. First, it is an indispensable part to arouse children's interest from intuitive phenomena such as size, length and thickness, and gradually change from quantity to number.
The concept of children's number originated from action, and the establishment of the concept of children's number is different from children's acquisition of physical knowledge, which is the attribute of the thing itself, and children can obtain it directly from the thing itself, that is, only by relying on individual objects and individual actions acting on the object can they obtain it. For example, take a look and find the color; Smell it and find the smell; Tap the ball, the ball jumps up and finds it elastic, which can be called empirical abstraction. Mathematical knowledge is not the attribute of the object itself, but reflects the spatial form and quantitative relationship of the real world. It cannot be obtained from the object itself. Children need to take actions on one or more groups of objects, and through the coordination of a series of actions, the quantitative relationship between them can be extracted, which can be called relationship abstraction. For example, the understanding of continuous quantities, such as "size, height, length, thickness, depth, thickness and weight", is obtained by comparing a group of objects. For another example, to understand the actual meaning of the number "four apples and four pencils", they have the same number "4" with the same property, which is obtained by comparing two groups of objects: apples and pencils.
The Guide points out that children are encouraged to try to design regular lace patterns, create regular movements or build activities according to certain rules; Discover and experience the orderly formation arranged in a certain order with children. These are the perfect interpretations of the origin and function of children's digital concept. Our children's mathematics is not a simple number, but a concept of numbers that we have experienced ourselves.
In other words, the acquisition of children's mathematical knowledge depends on a series of actions of children acting on one or several groups of objects, and this harmonious relationship is established psychologically. At present, children's thinking is in the stage of concrete image thinking, lacking the basic concepts and corresponding perceptual experience to understand the abstract relationship of things. Their reasoning should rely on concrete images and operations. Therefore, children can't understand mathematics knowledge only by teaching and watching teachers' demonstrations, but by changing their objects. In other words, it is another main feature of children's learning mathematics to actively construct mathematical knowledge through actions acting on objects.
Reading these characteristics of children's mathematics learning in this book has great guiding effect on my mathematics teaching. Only by deeply understanding children's development characteristics can we be more comfortable in the future teaching process and better guide children's interest in mathematics learning. With interest, children will become more active in their math learning. Children's mathematics comes from their own lives, so we should find more mathematical materials from their lives to help children sum up their mathematical experience and solve mathematical problems in their lives, which is the key for children to learn mathematics. Just like the name of this book, what we want to do is realistic children's mathematics education.
Some time ago, I read the book 10 1 Suggestions on Mathematics Education for Kindergarten Teachers, and I felt a lot and gained a lot. Many doubts suddenly became clear, which can't be described for a while, but what is certain is that as teachers, we should engage in education with a peaceful mind, treat every child with appreciation and treat every child with harsh standards. Always bear in mind that "teachers are the most glorious profession under the sun", and you must be diligent and not slack off in this job. I think I will always use these suggestions of 10 1 to remind myself in my future work.
This semester, we just discussed and studied mathematical situational activities, so that children can gradually form a sense of mathematics and experience the importance and significance of mathematics in the real situation of life and games and in the process of solving problems. In particular, the children in our small class are young, have a short time to concentrate, and have a strong desire for free activities. Their cognitive range is expanding, but at this time, the concepts in their minds are concrete, with intuition and image thinking as the main ones. Only those vivid, interesting and vivid materials will attract their attention; Only by coordinating the knowledge system formed by children with the situation can we stimulate children's interest in mathematics and their desire to participate in activities independently, and promote the development of thinking in active activities.
The book points out that "real life is the source of children's mathematical knowledge". Children's mathematics education should be carried out not only through systematic teaching activities, but also through daily life activities. In daily life, we find that children are dealing with mathematics all the time, and mathematics teaching has a unique influence on children's life. In children's daily activities, we pay attention to guiding them to discover mathematics, learn mathematics and use mathematics to make mathematics education alive. Indeed, mathematics is everywhere in our lives, and mathematics teaching has a unique impact on children's lives. As a teacher, we should pay attention to guiding children to discover, learn and use mathematics and carry out random mathematics education activities. For example, after the children come to the garden, they can use the morning talk time to guide them to see how many children, boys and girls, have come today, and through statistics, their awareness of mathematics application has been enhanced; When children eat, I use the activities of sharing meals to guide them to find many one-to-one relationships; When playing water games, I provide children with different shapes of musical instruments to guide them to perceive the conservation of capacity; When children arrange toys, they will be inspired to arrange them according to shape, color and category. Children gain knowledge and experience of number, shape and quantity in a relaxed and natural life, which not only enhances their curiosity and interest in learning, but also forms a preliminary concept of number.
Children's living environment is full of mathematical knowledge and content. The purpose of our teacher's teaching is to organize children's fragmentary mathematical experience, form logical and systematic mathematical knowledge, and promote the complete development of children's thinking. At home, let parents and friends guide their children to count how many people there are in the family; Talk about the number of your shoes, weight, height, home phone number and other numbers closely related to daily life and their functions; Look at the calendar, perceive the order of month and day, and know what month and date yesterday, today and tomorrow are. ...
The book suggests "the infiltration of mathematics education and other fields". Yes, knowledge itself is a system and inseparable. Especially for children, all kinds of knowledge education are superficial basic knowledge, especially if you have me and I have you, so that education in all fields can supplement and promote mathematics education, so that children can not only obtain mathematical concepts and skills from other fields, or obtain important concepts from other fields, but also use other fields or others in mathematics. For example, infiltrating mathematics education in the art field: In fact, infiltrating mathematics education in art activities will make children relax in music, accept knowledge with pleasant emotions, and feel the characteristics of quantity, shape and spatial position of things, and experience the quantitative relationship between things.
Secondly, mathematics is infiltrated into the language field, and some mathematical knowledge can often be seen in some children's songs, stories and other literary works, so that children can master some simple mathematical knowledge while learning the language. For example, in the "baby counting game", let the children say what it is according to the words in the teacher's hand and the corresponding picture cards, and read it out with nursery rhymes ("four": you clap a few times, I clap four times, and four children fly). You can read nursery rhymes and do actions with your peers at the same time. Then, let the children find the pictures corresponding to the "four" and pair them to become good friends. I can also read "clapping songs" and make corresponding actions. In addition, I also learned the number from 1 to 10, and learned the mathematical knowledge of one-to-one correspondence between pictures and texts. Therefore, it is of great significance to infiltrate mathematics education into the language field so that children can learn mathematics, feel mathematics and accumulate rich mathematical experience in a relaxed, pleasant and natural language atmosphere.
Therefore, as a teacher, I should pay more attention to children's daily activities and daily life links, let children get close to mathematics intentionally or unintentionally in familiar situations, enter the world of mathematics happily, use scenes close to children's life experience to stimulate children's mathematical thinking, integrate kindergarten mathematics activities with real life, and let children gain relevant mathematical experience and construct mathematical concepts.