With the rapid development of science and technology, especially the arrival of the information age marked by computers, modern mathematical technology has rapidly spread to all fields of social life. Intelligent robots, office automation, computer savings, school education and even people's daily life, such as trading, deposit insurance, stock bonds and many other real-life things are inseparable from mathematics. Mathematics is closely related to real life, and mathematics is around children. I think it is worth discussing how to let children learn, do and use mathematics in real life.
First, in real life, we should provide children with a good educational environment for learning, applying and doing mathematics.
Environment is of great value to children's mathematics, and a good mathematics environment is helpful for children to accumulate mathematics life experience and learn and use mathematics knowledge better.
1, the existing life experience is the basis for children to understand mathematics knowledge, and it is the knowledge preparation for children to accept new knowledge and form new abilities. Only when they have rich life experience and correct experience can they find the combination of mathematics knowledge and life experience. Therefore, in real life, we should pay attention to creating a material environment related to educational goals and contents, and guide children to accumulate relevant life experiences. For example, in order to make children's daily life contain more mathematics knowledge, we have numbered the children's student numbers in the card insertion positions of children's daily necessities, school supplies, access cards and morning check bags, so that children can be as familiar with their names as they are with their own and others' student numbers. Before learning the neighborhood, let each child find his neighborhood with his student number, and tell everyone hand in hand, who is your neighborhood? Before learning odd and even numbers, let the children get as many snowflakes as their student numbers and put them together in pairs. What secret did they finally discover? For example, before learning to classify, I asked my children to sort out desktop toys according to the marks of "baskets". These baskets sometimes have different colors and sometimes different shapes. Practice has proved that this educational method is feasible and a good way for children to learn and use mathematics.
2. In real life, teachers set situational questions that children are familiar with organically or randomly according to the educational objectives and contents, so as to help children learn or use mathematical knowledge. For example, before children learn the transmission relationship of series, I set such a situational question: mom is taller than you, dad is taller than mom, and who is taller than dad or you? Why? The child learned the transmission relationship of the sequence and soon mastered it.
3. Creation of material conditions in the field of mathematics.
The math activity area is the best place for children to observe, operate, explore, learn and apply math knowledge, and it is also the best educational activity in intellectual skills to train children to listen, see, think, do, use and collect math activities, so we pay special attention to the materials in the math area.
Teaching AIDS are tools for children's exploratory learning, which can help children learn mathematics knowledge systematically and induce them to find out on their own initiative. In the education of mathematics area, I always invest teaching AIDS in a planned way according to children's age characteristics and monthly, weekly and daily educational goals. For example, when learning to compare whether two groups of objects are the same, I put a set of teaching AIDS with kittens and circles in the math area. Kittens are fixed on the front and back of the floor, and children are compared with circles. Children will soon pass on their knowledge through operation and understanding, let them compare boys and girls in the whole class, and children will find out the answer through one-on-one pairing comparison. Playing chess is children's favorite pastime. Its dice contain some mathematical knowledge, but it will be boring compared with a single child playing for a long time. So I will change the dice myself. For example, children learn the addition of 5, and the six faces of my self-made dice say 1+4=, 2+3=, 3+2=, 5+0=, 0+5=. When children play chess, they can take corresponding steps according to the number of dice thrown, and then change the dice according to the content of education after playing for a while. Practice has proved that this activity can mobilize children. It is a comprehensive activity of learning, doing and using mathematics.
On the second part of children's mathematics education 1. Analyze the present situation of kindergarten mathematics education.
Mathematics teaching content should be closely linked with children's real life. If there is a lack of life in the teaching process, children's mathematics knowledge can't be fully applied. Kindergarten teachers teach children to "know circles and squares". When introducing circles and squares, with the help of multimedia, they show children what is a circle and what is a square, and give each child a piece of paper with various figures of circles and squares on it for children to operate and classify. In this teaching process, it reflects the phenomenon that the teaching content is out of touch with the actual life of children. Teachers can insert a link in the teaching process to let children think about what is round and what is square in real life. This not only gives full play to children's imagination, but also closely combines the content of real life. Therefore, I deeply reflect on the lack of certain life in this teaching process.
Second, tap the value of kindergarten mathematics education to children's development
Children are in the period of germination and initial development of logical thinking, and it is also the period of initial formation of mathematical concepts. Children in this period can't fully understand abstract mathematical concepts, but that doesn't mean they can't learn mathematics. For children, learning mathematics also has the value of rational training and practical application. In addition, mathematics learning, as the earliest academic learning activity for children, can give children some early learning habits and learning quality training, so that they can better adapt to primary school learning in the future.
Third, explore the mathematics education in the daily life of kindergartens.
(1) Dig out the content of mathematics education from the regional activities that children often contact.
1. Puzzle area: building blocks and plastic products
In operational activities, children can perceive basic concepts such as size, shape, weight, spatial relationship and volume by moving, stacking, placing and balancing. For example, in the process of playing with building blocks, teachers can guide children to know the mathematical teaching activities of geometric figures, let them have a look, touch and see what they can find, and then guide children to actively explore, so that the teaching form of teachers will not be single, and children's rich imagination will be brought into play to know geometric figures in the game. It can be seen that mathematics activities have become daily life, and it is easy for us to dig out valuable mathematics education activities from them.
2. Role-playing area
Children can find that the content of mathematics education activities is to practice one-to-one correspondence and one-to-many by distributing tableware and food in the doll's home; Buying and selling things in restaurants, grocery stores and other games can dig out the contents of mathematics education activities, such as the classification of goods, understanding RMB (taking money from banks and 5 yuan money), and learning addition and subtraction within 10 (how much did it cost to buy two things? How much money do you have left? ) These all contain rich contents of mathematics education.
3. Art design field
(1) Plasters can be used to pinch various objects. In the process of modeling objects, children can perceive the structure, shape, hardness and quality of objects. In the process of kneading irregular objects into a sphere, kneading a large mass of clay into many small balls, and then making small balls into big balls, children can gain a lot of experience about volume, shape and weight.
(2) Activities such as painting, origami, self-made gadgets with waste materials, and jigsaw puzzles provide children with opportunities to perceive symmetry, structure, spatial relationship, and identify and classify. These include a lot of mathematics education content. Only with the guidance of teachers can children's mathematics education in kindergartens be enriched.
(2) Digging out the content of mathematics education from children's thematic activities.
1. outdoor theme activities
Outdoor, children can sense speed and direction through body movements. For example, experience orientation by climbing scaffolding; Feel the speed and up and down direction by climbing the ladder; Perception of front, back, left and right. By queuing.
2. Storytelling theme activities
For example, when a teacher said "Bunny is a guest", she said, "Bunny is a guest in our class today. She brought many presents to the children. What gift is it? The teacher said while showing the real thing: a piece of paper, two books, three boxes of crayons ... The teacher can guide: the story says that the rabbit will send us some paper, books, boxes of crayons and so on. It is natural to explore the content of mathematics education.
(3) Digging the content of mathematics education from daily life activities.
1. Access allowed
At the reception, the teacher chatted with the children: "What did you do at home in the morning? Are you happy to get up in the morning? Did you watch cartoons last night? " Seeing it is unintentional, but it is actually intentional. Teachers connect their life experiences with the concept of time by talking with children. These are the contents of mathematics education excavation.
Step 2 eat dinner and snacks
A lot of mathematics education can be excavated in this link. You can get a lot of information about quantity (pouring milk), matching (cups, spoons, people), sequence (starting first), one-to-one correspondence, counting and so on. In short, through the present situation of our kindergarten mathematics education, combined with the value of kindergarten mathematics education to children's development, this enables us to scientifically and reasonably dig out the content of kindergarten mathematics education in our daily life. As a kindergarten teacher, we should always pay attention to everything around us, pay attention to all the little details, be good at thinking, digging and using. In this way, the mathematics education in our daily life in kindergarten will be excavated more.