The hierarchy of materials is the guarantee to meet the respective operational needs of children with different levels and abilities. The hierarchy is embodied in: 1. The level difference of children in primary school, middle school and high school, and the level of materials needed. Second, the level reflected by the difficulty of the same functional material. Third, the hierarchy of the same material in different periods. In the teaching process, we will find the following phenomena from time to time:

Phenomenon one. A material appears in small, middle and large classes at the same time, and there is no difference or hint in content and requirements.

Phenomenon 2: There is only one grade for all materials in the area, such as sorting, only one material is paved, and there is only one grade-sorting according to the given prompt law, and nothing else.

Phenomenon 3: once the materials are put into use, they remain unchanged for several weeks or even a semester.

Countermeasure conception

1. Study the logical relationship between educational content and the inherent logical law of mathematical knowledge.

It is necessary for every teacher to study the logical relationship between educational contents and the inherent logical law of mathematical knowledge, so as to correctly put in materials suitable for children's age according to the characteristics of subject knowledge. For example, for sorting, different age groups have different requirements for educational content: small classes: sorting according to the external characteristics (such as color and shape) or quantitative differences (size, length and height) of three objects; Middle class: rank within 5 according to quantity and quantity difference; Category: within the range of 10, sort according to conventional sorting and free sorting, as well as the number and quantity difference of objects, and sort preliminarily. If teachers can understand this, they can better grasp the scope and difficulty characteristics of the course materials they bring, so as not to confuse the age course materials.

2. Study the structure of the material itself.

The structure of the material itself determines how children get it and what kind of experience they get. Therefore, teachers' research on material structure directly affects the content, time and way of materials. For example, when we study and develop the value of bottles, the bottles themselves cannot interact to reveal a certain relationship, but we can add a relationship to it and make various variations of capacity, so that children can understand the conservation of volume from the operation. These variants are:

( 1) (2) (3) (4)

When we have a better grasp of this point, we will purposefully present and provide bottles with the same thickness or different heights at different stages, forming a group of materials that constantly guide children to explore.

3. Overcome the "burnout" mentality

Preschool teachers have a heavy workload, so they should learn to have fun in their work. From the perspective of being responsible for children's development, we strive to overcome psychological "burnout", strive to provide challenging materials to children in time, and change them in time according to their interests and needs, so that our wisdom and love can be passed on to children through one material after another!

Second, the operation material is single and boring, and there is no room for exploration.

Phenomenon one. Sometimes the children look around the activity area, and sometimes they fiddle with the materials in their hands, which looks boring.

Phenomenon 2: Many children are interested in the freshly baked materials, but after three minutes of heat, freshness will never be chosen again.

Phenomenon 3: Children frequently change toys in this area and enjoy it. Asked the reason, the child replied: "After the fight, change the same (material)."

Countermeasure conception

1. Fully tap the value and function of materials.

Give full play to the value of each material, let one thing play more, and let it have the possibility of various changes and combinations, so that the material will be attractive, attract children, and stimulate their desire for games and exploration. For example, we provide children with a "variable bottle" material, consciously making them different in size, height, thickness, color and shape, supplemented by materials such as game record sheets, boxes and balls, so that children can design games creatively and independently according to their own wishes. They can play games in restaurants, sort goods, buy and sell, and learn about "money" ... They can play bowling and learn the decomposition and composition of books within 10 ...

2. Make the material situational

Children's thinking is "figurative" and they like interesting, beautiful and colorful materials. In concrete and interesting situations, it is very easy to stimulate their desire to operate, so as to achieve their educational goals unconsciously. The following is a set of materials "Cute Little Frog" for the oral test of the big class. Blue ponds, green grass, blooming lotus flowers, stretched lotus leaves, big trees and huts form a beautiful picture. Frogs swim, rest, think, wear hats and glasses ... with different dynamics and different characteristics to add vitality, so that children are attracted and have "editable" content and interests.

3. Make the material operable.

Children gain experience and perception by constantly playing with objects, thinking and exploring. When a group of materials can be read by children, they will feel bored and lose interest in operation and learning opportunities. It's not surprising that there are phenomena ahead. The following is the material of "oral application problem"-"Beautiful Christmas". Through the operation of children, the Christmas tree is changed from a plane to a three-dimensional one, and small gifts such as "colored stars" and "Christmas boots" are hung on different sides of the tree according to wishes, so that all kinds of small animals can come from all over the world to participate in the Christmas carnival ... With the imagination of children, the plot and content are constantly enriched and expanded. Children have the space to think, have the content to say, and operate on the objects of interest, and move towards the goal unconsciously.

Third, the operating materials cannot be verified.

Teachers may pay attention to activities in different areas and at different times, while math activities are special and the results are relatively certain. We often see: in the bucket marked with 8 small fish signs, children only catch 6; In the classification activities, children are just fiddling with things, and there is no clear classification standard ... We encourage children to try mistakes, but we don't want them to repeat them. Many times, children unconsciously repeat mistakes. Therefore, teachers should not only guide and encourage the communication and cooperation between children in time, but also pay attention to making the materials have verifiable functions.

Countermeasure conception

1. Form a supporting and echoing material group.

Take the following set of materials: disk 5, choose the formula card of 3+2=, right? Children can verify it through other materials, such as: selecting clips, 3 pink clips, 2 white clips, and the children put them on the plate, and the results are clear; You can also ask ladybugs for help. Two yellow ladybugs and three red ladybugs make up five ladybugs, so it is correct to choose the formula card of 3+2= in the fifth set.

2. The material can automatically control the error.

For example, in the pattern matching game, two parts marked with numbers and painted with objects can be made into cracked eggshell shapes, and if the matching is wrong, a complete egg cannot be formed; Or stick the numbers on the bottle cap and the physical graphics on the bottle body. If the matching is wrong, the bottle cap and the bottle body can't be buckled together ... This material can inspire children to try many times and automatically adjust the mistakes, which is conducive to children's active exploration and learning.

Leave traces of learning

Provide children with recording tools, such as paper, pens and notebooks. Children can record while playing and visualize their own thinking process, so that children can see their own "thinking process" during or after the game, which is beneficial for children to find problems in many operations, judge right and wrong in comparison and form experience.

Fourth, the production and delivery of homework materials has become the teacher's own action.

Teachers often feel exhausted at work. Especially the production and transportation of materials in the activity area, many of them have to work overtime to complete. Of course, it is inevitable to pay the necessary time, but you should be tired! Let the process of material production and collection also be integrated into the elements of education, make full use of various resources and avoid doing it yourself.

Countermeasure conception

1. Collect information with parents and children.

Existing materials in life, including waste materials, provide inexhaustible treasures for children to play and learn. We should make full use of them, explore their educational value, study their "structural relationship" and think about their presentation, so as to make them one of the time-saving, labor-saving and efficient methods in our education.

2. Materials from specialized mathematical activities

Specialized mathematics activities need a lot of teaching materials. After the activity, the teacher can put these materials into the activity area according to the children's interests, so that the children can continue to play, which saves both manpower and resources.

3. Develop and utilize the purchased finished materials.

Many kindergartens have purchased a large number of exquisite finished materials, such as sorting boards, solitaire cards and mosaic boards. Teachers only need to study hard and use it skillfully to achieve good educational results.

4. Flexible use and transformation of existing teaching materials.

All kinds of teaching materials not only provide convenience for our use, but also broaden our thinking. We should learn to take a "shortcut" and process and transform it on the original basis to make it a toy material that is convenient for children to operate and love.

Question 5: Homework materials are placed in disorder.

The placement of materials is actually a matter of how materials are presented. We often see toy cabinets full of materials, which look rich, but in fact they are messy. Materials with the same function and goal are scattered in different areas, and multiple groups of materials are also stacked together, which is not conducive to children's choice and is not convenient to take and put. Children learn what they are exposed to. "Material transmission" seems to be a detail, but it actually provides an orderly environment for children, which subtly permeates the "clean and orderly" education.

Countermeasure conception

1. Try to put materials with the same function together, which is convenient for children to choose and for teachers to guide.

2. Materials pointing to the same goal but with different levels are placed in order to form a material group.

3. Try to put the same group of materials in a larger container, so as to prevent children from taking the materials repeatedly in order to play with this material, which is inconvenient for children to operate, delays time and occupies space.

4. Mark it accordingly. This sign can prompt the placement position, make the materials neat and orderly, and let the children return to their original places; You can also indicate the difficulty of the materials, so that children can constantly challenge their abilities and explore according to the signs, and stimulate their enthusiasm and desire for continuous games.