Experience in math class of kindergarten teachers 1. Provide rich activity materials.
The essence of mathematical activities is to operate by using materials, so that children can actively explore and discover the mathematical relationship between their objects, so operating materials are the material basis of activities. Let young children? Moving? Get up. Do you have to have it? Moving? Textbooks, these textbooks, teachers should provide according to the educational objectives, teaching content and the actual level of children. Not single, but rich and sufficient, so that children can choose according to their own abilities. Like studying in the middle class? Compare numbers within 5? At that time, I provided four different materials: drawing lines in kind, sticking numbers to a ball, comparing things in kind, printing less than five ideas and so on. Children with weak ability can finish the first and second groups of activities first, and children with strong ability can do the last two groups of activities, so that every child has it? Moving? Opportunities to improve their enthusiasm for learning.
At the same time, providing rich activity materials can not only satisfy children's formal educational activities, that is, use them in math classes, but also put them in activities such as math corners, so that children can freely choose, operate, discover and explore in regional games.
2. Create opportunities for expression
Children's mastery of the essentials of mathematics should go through a process of gradual abstraction and internalization. This process is divided into three stages, that is, gaining experience through operation, expressing the result of action with language, and expressing the result with symbolic records. Therefore, while letting children gain perceptual knowledge through operation, they should also be provided with opportunities to express themselves. Moving? More opportunities can not only promote the development of their thinking, but also be teachers? Moving? There is evidence.
Therefore, in mathematics activities, I provide opportunities for children to express themselves by asking questions, organizing discussions, carrying out telling activities among peers, and evaluating the results of activities with teachers and children. For example, when learning self-made addition and subtraction application problems in large classes, I asked individual children to make up the problems, and then organized discussions according to the children's problems: Is this right? In the process of mutual discussion and consultation, Why 7 promotes children's understanding of the conditions for compiling questions, and teachers have a more correct understanding of children's thinking process, which provides a direction basis for teachers' guidance.
3. Get rid of unnecessary situation design and get straight to the point.
I remember two years ago, I went to a central primary school to have an observation class. What did the teacher say in this class? Countdown? Content. At the beginning of the class, the math teacher took out two beautiful cards, which read? Water, Yu Chu Kun Gang I like you. The teacher asked the students to read the sentences on these two cards upside down. Jingkun produces jade, while Shui Li produces gold? ,? Do you like me? Study? All the students read it aloud. On the surface, all students actively participated in the teaching process and achieved perfect teaching interaction. But in fact, does this situation design have anything to do with what the teacher said next? Countdown? How deep is the relationship, and how many students can guess the teacher's good intentions to make them fall backwards? Instead of spending energy and time thinking hard about these situations, it is better to tell the students the main contents we are going to learn in this class. It is not necessary to give every professor with new knowledge points a situation.
4. Reduce unnecessary questions and improve students' independent thinking ability.
In the process of preparing lessons, many teachers have carefully designed small games to let students participate in the new courses to be taught. However, in the process of students' participation, teachers can't hold back their inner anxiety about the small mistakes made by students, and participate too much in the process of students' completion of tasks, which makes the originally carefully designed teaching games fail to achieve the expected results. In fact, the process of combining numbers by students themselves is a process of independent thinking and comprehensive thinking. In the process of combining numbers, students may think independently about the relationship between the size of a single number and the rank of numbers, and which number is misplaced will affect the size of the final generated number.
The seemingly simple game can not only stimulate students' interest in the basic knowledge of mathematics, but also cultivate their independent thinking ability. If teachers give students too much advice in the process of completing tasks independently, it will hurt students' self-confidence, reduce children's enthusiasm for independent thinking, and even lead students to get tired of teachers and mathematics.
5. Improve students' ability to solve problems.
The new curriculum standard emphasizes that students run through the whole process of mathematics learning, but they can't relax their mastery of basic mathematics knowledge and skills. Some teachers have designed a full-course, rich-content teaching situation, so that children can strictly follow the teacher's lesson preparation tutorials in the process of classroom learning, and after completing all the tutorials, they can achieve the goal of full experience. This is good, but more importantly, it is to improve children's problem-solving ability.
6. Be accurate before class.
Preparation before class is the premise of a good class. Pre-class preparation includes teacher's material and experience preparation and children's knowledge and experience preparation. Only when teachers and students are fully prepared before class can we ensure the smooth development of teaching activities. Most classes in kindergartens require teachers and children to be prepared for material and experience. Not long ago, I took an art class "carrying a turtle shell". In order to have a good class, my children and I have made a lot of preparations. I asked each child to collect a plastic basket and tie ropes or belts on both sides of the basket. The length of the rope (belt) is equivalent to the thickness of the child's waist. We put the collected plastic baskets in one place, and each basket is written with the child's student number to avoid mistakes.
Use afternoon activities to make semi-finished products for decorating plastic baskets with children, such as love and small trees. In art class, I also prepared a lot of materials for children, including calendar paper with beautiful patterns, wrinkled paper of various colors, colored paper, small rags and so on. With sufficient materials, children boldly imagine decorating plastic baskets into beautiful turtle shells. Children carry turtle shells on their own, appreciate each other, and have a sense of accomplishment and satisfaction. When I saw children happily learning to dance with turtles on their backs, I also felt extremely happy.
For kindergarten teachers, the meat cleaver in our hands should be carved with abstract and strict logic and its practical application, instead of choosing a bright but dull blade that can't stand the test just for pursuing gorgeous forms and illusory situations. It is necessary to use the small meat cleaver in your hand to restore the simplicity and innocence of students in the learning process and the true colors of teaching.