Secondly, teachers should properly organize mathematical inquiry activities, increase the interaction between children and operating materials, pay attention to children's "unconventional" performance, and deepen children's inquiry behavior.
Teachers should also effectively carry out mathematics teaching evaluation, improve the cultural content and technical content of teaching evaluation, and further promote children's development.
"Mathematics is not a concept imposed on children by teachers, nor is it endless knowledge, but the attributes and relationships of things implied by events and materials in life.
"This sentence perfectly defines the relationship between mathematics and life.
Since the implementation of the Guiding Outline of Kindergarten Education (Trial), many kindergarten teachers have a new understanding of how to carry out high-quality kindergarten mathematics teaching, and have made active explorations, such as trying to improve children's autonomy in mathematics exploration by creating "life-oriented" game situations, trying to put more materials for children to operate, and so on.
However, mathematics is an abstract subject with strong logic. In kindergarten mathematics activities organized in the form of collective teaching, how to organically unify the concrete visualization and randomness of life essence with the abstraction and rigor of mathematical concepts is a very professional problem.
When observing the collective teaching activities of mathematics in kindergartens, the author found that although there are a lot of operational materials around children, these materials did not stimulate their enthusiasm for independent inquiry.
In the "life-oriented" game situation, children only participate in the game loosely, and rarely learn to "solve practical problems with mathematical knowledge, thinking and methods" actively and independently.
In this regard, many teachers have raised their own doubts: "Where is the way of kindergarten mathematics teaching?
Kindergarten mathematics teaching refers to teachers' planned and organized activities to guide children to learn mathematics.
Teachers use professional teaching strategies and wisdom to create a certain "life situation" in the classroom, skillfully "design" mathematics problems into the "life situation" and organize mathematics teaching activities.
On the one hand, this "life-oriented" mathematics teaching activity provides children with a "life situation" full of "mathematical logic" (including life events, living materials and their relationships, etc. ), let children use "mathematical thinking and methods" to solve some practical problems in life and prevent the loss of mathematical connotation;
On the other hand, it is emphasized to let children feel the interest in mathematics learning in "solving the conflicts and contradictions of life events", satisfy their curiosity, and help them accumulate inquiry experience and avoid the mechanization of mathematics learning.
"Life-oriented" takes into account the interest principle and application principle of children's mathematics learning.
The author hopes to find an effective way to help front-line teachers improve the quality of kindergarten mathematics teaching by reflecting on some problems existing in kindergarten mathematics teaching practice.
First, correctly grasp the goal of mathematical activities. Many kindergarten teachers have always regarded teaching objectives as a dispensable part.
Faced with the new teaching content, some teachers are used to writing about the teaching process without carefully thinking about the goal (core value) of this activity.
Some young teachers only value teaching reference books, thinking that people who write reference books are better than themselves, so they don't have to spend any effort to design teaching plans. They often follow the book, ignoring the analysis of teaching materials, teaching objects and teaching methods, and losing the opportunity to correctly grasp the teaching objectives.
Over time, many teachers gradually lost the ability to grasp the core educational goals.
The author believes that teachers should adopt the following strategies to grasp the teaching objectives when designing mathematics activities.
First of all, we should study the teaching content repeatedly and analyze the knowledge and relationship attributes of humanities, nature and science and technology covered by the teaching content.
For example, regarding the content of "natural measurement" in large class mathematics, teachers should first study the word "natural measurement" carefully, and think about what basic measuring tools will be used in "natural measurement", what basic methods should be paid attention to when measuring, and the evolution history of measuring tools.
With the thinking of this series of problems, the teaching objectives of the teaching content have actually been preliminarily sorted out.
Secondly, teachers should measure children's age and cognitive experience and determine scientific teaching objectives.
Because of different age and cognitive experience, different individuals will have different experiences and feelings about the same teaching content.
For example, "1 and more" is an acceptable learning content for small class children;
"Subtraction within 10" is too difficult for most small class children, but it is more suitable for middle and large class children.
The topic "What attributes are related to the elasticity of an object" is not in line with children's cognitive experience, but children in large classes may try to explore the more operational perceptual problem of "how to make the ball bounce higher".
Teachers should reasonably judge what kind of teaching content is suitable for children of what age according to their own teaching experience, and determine scientific teaching objectives.
Thirdly, teachers should consider creating corresponding teaching situations, providing corresponding operating materials and using corresponding teaching methods to promote children's mathematics learning.
In the "life-oriented" mathematics teaching activities, teachers should not only think about which "life events" have both "mathematical significance" and are familiar to children, but also think about how to present the operating materials in these "life events" in order to further stimulate children's curiosity and use what strategies and means to better guide children to learn independently.
The above three aspects are teachers' overall thinking about cognitive objects (content), cognitive subjects (children) and cognitive strategies in mathematics teaching activities.
With this kind of thinking, teachers can accurately express what children learn and how to learn, and the set teaching goals will not deviate from the core value of "life-oriented" mathematics teaching activities.
Looking at teachers' daily lesson plans, the author also found a problem, that is, the lack of written expression of the target part in the lesson plans.
Some teachers think that the teaching goal is only a formal and grammatical static word, and the expression of the teaching goal is not necessarily related to the quality of the teaching process. As long as the activities are rich in forms and the scenes are warm, the teaching effect will be good.
This idea is very common among teachers.
Generally speaking, there are two indicators to evaluate the expression of teaching objectives: one is pertinence, and the other is accuracy.
The former is related to whether the teacher's analysis of the textbook is thorough or not.
If teachers don't have a thorough understanding of teaching material analysis, they can't extract targeted teaching objectives.
For example, the teaching objectives of some mathematics activities are expressed as: cultivating children's thinking ability and inquiry ability, and stimulating children's interest in activities ... Such teaching objectives are generally suitable for any kind of mathematics teaching content, so don't write them without distinctive case characteristics.
The latter is related to teachers' quality.
For example, a math teaching activity has two teaching objectives: (1) (teacher) to guide children to perceive the changes in the order of things in life.
(2) (children) learn to organize things.
Because the theme is not unified, it affects readers' understanding of teaching objectives to some extent, and it does not conform to the basic norms of writing teaching objectives.
The written expression of teaching objectives can reflect the professional quality and writing skills of teaching teachers, which should be highly valued by teachers.
Second, the proper organization of mathematical inquiry activities "Teaching is to arouse cognitive excitement in students' minds through situations, produce cognitive conflicts, form thinking explosions, and then trigger students' cognitive activities and construct new cognitive structures.
One of the biggest characteristics of "life-oriented" mathematics teaching activities is to simulate the game situations and operating materials in life and guide children to explore and solve mathematics problems in real life.
Some teachers think that children will learn effectively in interesting situations as long as they create gamification teaching situations;
As long as children are given the opportunity to operate materials, they can actively explore problems.
In the actual mathematics teaching activities, some teachers design teaching situations that simply pursue the entertainment value of games and downplay the core value of mathematics inquiry activities;
Some operating materials seem to arouse children's interest, but they can't "talk with children effectively". When children are busy fiddling with operating materials, they neither think nor find them.
How to properly organize mathematical inquiry activities is an urgent problem for teachers to solve.
Every natural material contains certain appearance attributes.
For the "life-oriented" mathematics teaching activities, teachers should make effective use of the appearance attributes of the original materials in life, such as shapes and colors, or add some special information such as shapes and symbols to the materials, so as to effectively "materialize" the "mathematics problems" and "operational requirements" in the materials, and urge children to "wake up" when they perceive the current cognitive situation and touch the current operational materials, so as to carry out effective inquiry activities.
Lawrence believes that teachers should think in advance whether the activity situations designed by themselves can arouse children's cognitive excitement and produce cognitive conflicts, because only when cognitive conflicts occur can children construct new cognitive structures on the original basis.
Teachers should avoid the lack of reasonable excavation and processing of materials in advance, which leads to "things that children can perceive but may not understand."
For example, a bunch of brightly colored building blocks are placed in front of small class children. If there is no special information prompt, children will only play building block games at will and will not realize "how to' play' these building blocks".
At this time, if the teacher can provide sorting slots with different colors and provide simple hints or hints, children can generally take the initiative to classify the building blocks according to their colors;
If the teacher can draw the corresponding ideas or numbers at the bottom of the sorting box, children may play the game of taking things by numbers according to the marks.
These "mathematical problems" or "teaching objectives" are not instilled in children in the process of direct language transmission, but materialized on materials in the form of "information symbols", and then materials launch "perceptual challenges" to children, thus enhancing the significance of mathematical inquiry of operating materials and guiding children to carry out effective inquiry activities.
In the process of interaction between children and materials, excellent teachers are often extremely surprised by children's unexpected performance, and then initiate new interactions to further deepen children's inquiry behavior.
The author once listened to the classroom demonstration activity of a math teacher in a special primary school-"Preliminary Knowledge of Fractions". In one case, the teacher first asked the students to fold a piece of paper in their hands, look for the 1/2 part of the paper, and feel the significance of dividing it into two parts on average;
Then ask the students to fold the paper evenly, and see that each part of the fold is a fraction of the original paper.
During the teacher's tour, students constantly report new findings to the teacher: 1/
4、 1/
8.116 ... but the thinking of these students has never exceeded the routine of "folding in half".
At this time, the teacher found that a student had folded 1/3, and immediately asked him to stand up and ask, "How many copies of this paper have been folded on average, and each copy is a fraction of the original paper.
"This student's answer touched other students' innovative consciousness. 1/
5, 1/9, and even 1/27 appear one after another.
The teacher randomly led further: "Please mark the paper with a pen and tell me what the marked part is.".
"The students gave a new answer: 2/
3、3/
5, 4/ 16 ... Although this is not the teaching goal of this class, it is the teacher's eye that captures the students' new knowledge "growth point", so the class becomes vivid.
In this case, the teacher found that some students realized and grasped the "growing point" of students' learning when they were "unconventional origami".
At this point, the teaching goal of learning "the preliminary knowledge of fractions" has been achieved, and the activity of "marking several fractions on paper with a pen" has opened up a broad cognitive space for students.
In this way, the teacher's eyes are full of children's "unconventional" performance, which is the beginning of truly open teaching.
Suhomlinski once said: "Children's time should be full of things that fascinate them, and these things can develop their thinking, enrich their knowledge and skills, and at the same time do not destroy their childhood interests.
"In the learning situation that children are interested in, children's external words and deeds are not only highly related to what they have learned, but also their subjective attitude is devoted and proactive.
"In the classroom of life, you don't necessarily see the rush of small hands like a forest, but you have the pleasure of devoting yourself wholeheartedly and the vigorous growth of life;
Instead of the teacher talking for a few minutes and the students practicing technical operation for a few minutes, it is a dialogue between teachers and students, a dialogue between students and situations, and a dialogue between situations and life.
When children's subjective feelings breathe together with the classroom and the situation, such a classroom is not just a classroom under the control of teachers, but a sky where children can think freely.
Third, effectively carry out mathematics teaching evaluation, pay attention to kindergarten classroom culture, and encourage teachers to make diversified innovations in teaching evaluation language. However, there are still two major defects in kindergarten mathematics teaching evaluation at present: first, the cultural content of evaluation is not high, and it lacks humanistic connotation;
Second, the technical content of evaluation is not high, and there is a lack of professional details.
"Well, good.
""well, that was quick.
""Let's clap our hands and praise him.
In the kindergarten classroom, this kind of responsive evaluation language or auxiliary physical evaluation methods such as touching the child's head and patting the child's shoulder are common.
The extensive and frequent use of the same evaluation language reflects the teacher's cultural background and the relative lack of teacher evaluation language.
In a big class math activity "Race against Time", the teacher asked the children: "Please remember what you did in one minute.
"Some children said," It took a minute to have lunch.
"Some children said," it takes a minute to get up.
"Some children said," dad, take it one step at a time.
"The children's answers are varied and varied.
In the meantime, teachers sometimes smile peacefully, sometimes respond habitually, and sometimes acquiesce to express encouragement and recognition.
Besides, what should teachers do?
In the "life-oriented" math class, when realizing that children don't know the length of one minute, teachers had better ask at once: "How can there be such a big difference in what everyone does in one minute?"
"The teacher may wish to use a minute to let the children directly feel what they can do in the next minute.
This can stimulate children's curiosity more than smiling and nodding, and make them eager to explore "how long is a minute", instead of pushing teachers and children into a dead end with nothing to say.
Some teachers think that mathematics teaching evaluation should be concise and to the point.
The author thinks that there is no contradiction between paying attention to the connotation of language and pursuing the effectiveness of mathematics teaching in evaluation, not to mention that children's language is developed in the process of imitating others and using language, and we can't hope that we can achieve the goal of promoting children's language development only through a single language activity.
The evaluation of humanistic mathematics activities advocates teachers to judge children's "present" words and deeds with educational wisdom, analyze what experience children's answers represent, why children have such ideas, and how to deal with them so as to make children suddenly enlightened, which can be used as the basis for effectively promoting teaching, thus making teaching evaluation more dynamic and humanistic, rather than feeding back children with mechanical reactions.
Many teachers respond to children's pale language and lack of connotation, which reflects the lack of teachers' professional and technical ability.
The "Guidelines for Kindergarten Education (Trial)" points out: "We should pay attention to children's performance and response in activities ... and respond in a timely and appropriate manner to form cooperative and exploratory interaction between teachers and students.
Teachers should immediately pay attention to and evaluate children's thinking mode in homework activities, what experience they have in answering questions, and what different ways of understanding they present in homework records, that is, analyze and judge children's thinking mode and problem-solving strategies in the interaction between children and various teaching elements, and give children appropriate support and help in time, so that each child can achieve effective development in the "zone of proximal development" and constantly trigger new learning growth points for children.