How to strengthen mathematics education in kindergartens 1 How to stimulate preschool children's interest in mathematics activities
Interest is the best teacher, and preschool children's learning is more dominated by interest. Teachers should give full play to children's autonomy and stimulate their interest in learning. Generally speaking, math activities are abstract, and children can get twice the result with half the effort when learning in games. Games allow children to actively explore and discover, and only through the process of experiencing, exploring, discovering and solving problems can children's interest be stimulated.
Second, use colorful activities to mobilize the enthusiasm of children to participate.
Kindergarten education syllabus stipulates:? Children can feel the quantitative relationship from life and games, and experience the importance and interest of mathematics. ? Only in colorful math activities will children actively participate in and choose activities that suit them.
(A) let mathematics teaching into the game
Educational gamification is the basis for preschool children to actively participate in mathematics education activities, which can enable preschool children to acquire knowledge in happy games. For example, when I was studying series, I designed a game-? Smart soldier? . I gave the children a lot of problems. Only by solving math problems can children pass the exam. Through serial counting, the children found and dug mines on their own initiative, and finally won.
Only in the real game scene and problem-solving process can children experience the importance of mathematics, let them fully feel the interesting and useful mathematics, and appreciate its charm and value.
(B) let mathematics education into life
There is a lot of mathematical information in real life, which requires us to be good at digging the hidden mathematical content in the living environment to attract children's attention. For example, let children count flowers, trees, etc. When walking, when eating, the children divide bowls and chopsticks, and let the children count their own snacks at noon, and so on. Integrate the content of mathematics education into children's lives, and let children feel that mathematics exists around them, which is the knowledge they can use.
(C) let mathematics education into the corner activities
We know very well that only by choosing corner materials with the same educational goals can children's mathematics develop. Our class has set up a special one. Math studio? According to the daily, weekly and monthly educational goals, put some materials before the activities to let children enrich their experience, find problems and ask questions; Some put materials after the activity to consolidate children's cognition and understanding of what they have learned.
Third, understand children's interests and make math teaching interesting.
Educator Mr. Tao Xingzhi once said: Students who are interested are willing to go all out to do things. Learning and entertainment are inseparable. ? It can be seen that interest is the basis for the success of an activity. When reading a book, most children are very interested in the maze game in the book and play very hard.
In response to this interest of children, I have designed many maze-walking games, which are permeated with a number sequence from one to ten. In order to cultivate the flexibility of children's thinking, we designed a maze route with many paths to reach. The children took different routes in the process of playing, but at the same time, they also had problems and quarrels. Some children say that my path is the shortest, and some children say that they reach the finish line first, so I will guide them to find the fastest path and push the maze game to a climax. Such as outline requirements: it is suitable for children's current level and a bit challenging. ? Give children a sense of cognitive satisfaction and accomplishment.
Fourth, be good at observing the needs of preschool children and make the content of mathematics education hierarchical.
Some children played in the math part of the game for a day and then left. After careful observation, it was found that the children were not interested in this activity. Not focused? However, there are problems with active materials themselves, which are either too difficult or too simple. This fully shows that the original game can't keep up with the needs of children's thinking, so we made some attempts to change the form of single-player game into the form of cooperative game. By two children throwing dice at each other, the two sides find out the pictures equal to their own numbers in the bottom board, and cover the corresponding positions of the pictures with cards, which greatly stimulates the children's interest in activities and sense of competition, and provides opportunities for children to learn from each other, communicate and test. We often change and adjust the content of regional activities according to children's interests and needs, and cultivate children's sense of cooperation and ability. At the same time, it also inspires us to observe children's activities with patience and love, and truly obtain accurate information about the interaction between children's individuals and groups, environment and matter from observation. Only in this way can the value of regional activities be truly brought into play and every child can gain something.
Fifth, the organic combination and mutual penetration of various fields make the content of mathematics education integrated.
The outline points out that the contents of various fields penetrate each other and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles. ? All kinds of activities should have integrated educational ideas, so when designing mathematics teaching games, we should also consciously infiltrate other aspects.
For example, in interesting painting, children should first look at several points in the upper left corner of the picture, then find out the small squares with as many ideas in the picture and color them, and gradually draw a beautiful picture. On the basis of coloring, children with strong ability can also cut out this beautiful picture, which not only consolidates their understanding of the equal relationship of quantity, but also improves their practical ability (including coloring and paper-cutting methods). To sum up, in order to give full play to the educational potential of regional activities and integrate them into mathematics teaching content, teachers should first carefully design regional activities suitable for children in this class according to their interests, age characteristics, cognitive level and teaching needs, combined with their life experience, and provide operating materials at different levels, so that children can acquire mathematics knowledge and feel and experience the fun in a relaxed and natural environment.
Sixth, accumulate life materials to make the content of mathematics education come alive.
The Outline points out that we can feel the quantitative relationship of things from life and games, and appreciate the importance and interest of mathematics. Enter? My favorite food? In the theme activities, children bring all kinds of food from home, and ask the teacher to provide them with shelves and classify all kinds of food in the role area, which can encourage children to classify on the shelves in their own way. When I asked them why they did it, they explained their point like this: it looked neat. It looks very comfortable. That's what the supermarket said. When shopping, we can easily find the food we want to buy. ?
As can be seen from the above cases, children have already had the experience of shopping in the supermarket and moved the phenomenon they saw in the supermarket to the creative area. Through classification, has the child experienced it personally? Classification? Besides looking neat, the things placed at the back are more convenient for game activities. Using local materials in real life makes children feel that mathematics is a kind of visible, tangible and useful knowledge around them. Integrating mathematics education into children's life will help children realize that mathematics and life are inseparable, thus establishing their confidence in learning mathematics and forming their scientific spirit of being brave in exploration and innovation.
Seven, teachers should improve teaching methods and update teaching concepts.
Advanced teaching methods can arouse children's initiative and consciousness, and stimulate their imagination and thinking ability. We should use more methods such as inspiration and guidance to guide children to explore problems boldly and cultivate their courage and ability to find, analyze and solve problems. Teachers should proceed from reality, choose different excellent teaching methods according to different contents, different teaching objectives and individual differences of children, and use them comprehensively and flexibly.
2 1 century is an era of rapid development of science and technology. Teachers should constantly update their teaching concepts and embody the educational concept of taking children as the main body and giving full play to children's subjective initiative. Guide children to learn and understand mathematics from life experience in game activities, and then like mathematics. Inspire preschool children's interest in mathematics purposefully and in a planned way, so that children can experience the importance and interest of mathematics and feel the fun, thus laying a solid foundation for children to enter primary schools to study mathematics smoothly.