Small class children are not interested in a single form of activity because of their age and physiological and psychological characteristics, while mathematics is relatively abstract and boring because of its subject characteristics. If mathematics knowledge is integrated into games, sports and comprehensive activities, so that children can learn in the context of games, sports and comprehensive activities, it can not only meet children's needs in games, sports and other aspects, but also achieve the goal of mathematics teaching well. According to this theoretical setting, when organizing small class math activities, I set out to carry out the experiment of combining math knowledge with games, sports and integration activities. The results show that children's learning mathematics in games, sports and comprehensive activities is better than simple mathematical collective activities and operation activities. To sum up, there are roughly the following experiences and understandings:
First, learn math in the game.
Every child likes games, in which children make progress in daily growing. Games that incorporate mathematical knowledge or design mathematical activities into games are more popular with children. In math activities, I always use games to attract children's attention and get them involved in the activities. Such boring mathematics knowledge will become interesting because of the game, simple and repeated exercises will become vivid because of the game, and children will learn easily and happily, and the effect will be better.
1, design math games with daily life activities.
The activities of daily life account for a large proportion in the daily activities of small class children. Considering the psychological needs of parents, they also hope that teachers will pay more attention to children's life care rather than study. Therefore, integrating mathematics knowledge into children's daily activities is a subject that small class mathematics teachers must face. Accordingly, I designed some games to let children learn math knowledge in their daily activities. For example, in the operation area, I designed a toy for a small animal with a big mouth. When children play, feed the small animals with a spoon to eat paper balls, and when they feed them again, they can count them while feeding. Teachers should control the number of paper balls when providing them. Children can also communicate with each other, such as "I fed three snacks to the frog" and "I fed five small fish to the kitten" and so on. Children have not only consolidated their understanding of logarithm and exercised their self-care ability, but also their language and communication skills. For example, when eating cookies, most children only pay attention to the activity of "eating" and don't think about anything else. I will inspire children to use their brains to make cookies "magical" and turn them into triangles, circles and squares for a while, so that children will no longer pay attention to eating in their life of eating cookies, and also consolidate their understanding of graphics and cultivate the habit of thinking.
2. Design math games according to children's interests.
Children in small classes can't keep their attention for a long time because they are young, and they can't love boring math and concentrate. Once, I organized children to watch a magic show, and I found that children could watch it very attentively and tastefully during the whole process. This shows that children in small classes cannot concentrate for a relatively long time, but it depends on the content and form. Inspired by this special case of life, I used the "magic" method when I was helping the kindergarten to review math knowledge. For example, I combine colors and graphics to review. I deliberately hid all kinds of graphics behind my back with exaggerated actions and said, "One, two, three, change, change!" " Children's eyes are wide open to see what changes have taken place, and their attention is highly concentrated, so the practice effect will be better.
Second, physical education learns mathematics.
Children in small classes prefer sports because of their age. In line with the characteristics of this age, I pay attention to combining mathematics with sports and sports games, so that children can learn mathematics in sports, and the effect is also obvious.
1. Adapting existing sports games.
Many ready-made sports games focus on the training of children's basic motor skills, which are loved by children because of their simplicity and fun. If we integrate mathematical knowledge into it, isn't it not only practicing sports skills but also consolidating mathematical knowledge? Can be described as killing two birds with one stone, killing two birds with one stone. So in math practice, I consciously adapted ready-made sports games and incorporated math exercises into them. For example, "racket ball" is a traditional sports game. I combined "1" and "many times" with the number of points within 3, and added "take once", "take many times" and "take three times" in the original game, so that children can practice jumping with their feet and answer "jump once", "jump many times" and "jump three times". The adapted sports games are more in line with the teaching practice and are more conducive to children's mastery of mathematics knowledge.
2, according to the need to create sports game content.
According to the education plan of mathematics, many games are operated by children on the desktop indoors. Can you create some outdoor sports games including math exercises? Because that can not only meet the needs of children's outdoor activities, but also carry out math exercises. Practice has proved that it is feasible to create some easy-to-organize sports games according to the needs of mathematics teaching. For example, combined with the teaching of "taking things by number", I created the game "Little Hedgehog transports apples" to let children transport the corresponding number of apples according to different numbers; Combined with the teaching of "sorting by size", we can create an outdoor game of "I'll queue up to get the ball"; Combined with graphic teaching, we can create a sports game hopscotch and so on. Children learn while playing in sports, and the mastery effect is also very good.
Third, the integration activities in middle school mathematics
It is difficult for children to keep their attention for a long time when learning a single math activity. The integration activities designed by the teacher will always keep the children interested. For example, the "Cats Catch Fish" activity I designed is based on the clue that the mother cat teaches the kitten to learn skills, do exercises, drill caves, and then go to the pond to catch fish, which permeates a lot of content when catching fish. Every child catches a fish, which adds up to many fish. Then put the fish in a basket of three colors according to the colors of red, yellow and blue, and there are contents classified by color. Then go to grandma's house to send fish across the bridge, help grandma divide different colors of sugar, consolidate the classification by color, and finally hit the traffic lights to go home. The children always maintained a strong interest throughout the activity. This activity is a combination of computing activities and sports activities, including emotional education and courtesy education. In common sense activities, language activities and other activities, we can try to integrate with mathematics activities.
According to Piaget's cognitive theory, some scholars put forward the theory that children should change from "learning mathematics by operation" to "learning mathematics in social situations". I think it is a little practical experience to let small class children learn mathematics in games, sports and comprehensive activities, to let children learn mathematics in a pleasant game atmosphere and situation, and to let children play, learn and have fun in games.