First, the environment and children's mathematics learning
The environmental arrangement and material transfer of kindergarten classes can penetrate certain mathematical elements, attract children's unintentional attention, let children feel and experience mathematical knowledge and develop their mathematical ability in a subtle way. Such as digital cards and beads placed in the math corner, building blocks of various shapes placed in the building block area, houses with various geometric combinations posted in the building area, glasses with different volumes placed in the sand water area, and so on. These environments and materials contain certain contents of mathematics education, which can stimulate children's interest in various mathematical phenomena and arouse their thinking. Therefore, teachers should actively create an environment that can cultivate and stimulate children's mathematical thinking, provide children with materials that can be freely and fully operated, and support children's mathematical learning. Children can also participate in the process of creating environment, which will become the process of children's mathematics learning.
Second, create a living environment for mathematics learning
Mathematics knowledge is closely related to life. Only by letting children feel that mathematics is in our lives can they participate in mathematics learning more actively. Therefore, children's mathematics education needs teachers to skillfully grasp the problem situations related to mathematics in daily life, so that children can feel and experience in various activities. For example, children can learn the concept of "number" by using the number of people in the activity area and the number of game materials. Let children accumulate knowledge and experience related to "order" through questions such as "which group of children I am" and "which grade I am"; Let children learn "corresponding comparison" by marking "small footprints", marking toy cabinets and distributing chopsticks during the game.
Teachers should not only provide a living mathematics environment, but also seize and grasp the opportunities of mathematics education in life. For example, when discussing how to help teachers tidy up toys in turn, some children asked, "There is a group of children to tidy up every day from Monday to Friday, so when will the sixth group tidy up?" After discussion, the children suggested: "The children in the sixth group can be divided into the first five groups." In order to help children sort out the clues of grouping and remember the results of grouping, I draw a table on the blackboard and guide children to sort out their experiences with questions: How many children are there in each group? A * * * How many people have joined the group? How many people are on duty in the sixth group? How many people are left? What shall we do? The children answered one by one. Because there was one more person at last, everyone decided to let him be on duty for the children who didn't come. In this way, the distribution process and results are presented intuitively and clearly, which is convenient for children to construct mathematical experience. Children construct corresponding mathematical experience through full discussion, and really learn to use mathematical experience to solve problems in life.
Children's thinking development has concrete and vivid characteristics, and it is necessary to strengthen their understanding of mathematics through practical operation. Daily life is situational, intuitive, close to children's lives, in line with children's experience, and the infiltrated mathematical concepts are easier for children to understand and accept. Therefore, teachers can use these educational resources to guide children to understand the relationship between mathematics and life, so that children can gain mathematics knowledge and experience in a relaxed life, learn to solve problems and get active development.
Third, create an environment for mathematics learning in game activities.
The game itself is interesting and situational, and there are toys, materials, actions and activities during the game, which is easy to attract children's interest in participating in activities. In the game, abstract mathematical knowledge is closely combined with rich forms of activities, so that children can apply mathematical knowledge spontaneously and gain useful experience. Therefore, games are the most direct way to stimulate children's interest in math activities. Teachers should infiltrate the content of mathematics education in mathematics games and corner games, and provide children with operational materials that can be explored (materials should be provided in different levels and stages), so that children can gain perception and experience through operational materials. In the supermarket games carried out by small, middle and large classes, children in small classes can classify goods according to their scores; Children in the middle class can carry out "buying and selling" activities, and the teacher provides cards as money to draw points according to the price; The activities of children in large classes are more varied. For example, we carry out promotional activities and design promotional lists in the supermarket activities of Daban. Children's enthusiasm for playing games is getting higher and higher, and their ability to solve problems is getting stronger and stronger. Later, "buy one get one free" and other promotional activities, all of which contain the concept of mathematics.
For another example, when playing the "Doll's House" game in small classes, let children understand the mathematical concepts such as "1 and many" and "one-to-one correspondence" and develop their mathematical abilities such as classification and comparison. When providing items, teachers can provide the same number of items first, and then provide different items to gradually improve the requirements.
Therefore, we should explore the opportunities of mathematics education around us and let children learn to solve problems in life with mathematics. As long as teachers have clear educational goals in mind and are good at observing and thinking, they can seize the opportunity of education, support and create conditions for children to guess and explore boldly; Help children organize their experiences in time and let them develop in the process of accumulating experience.