Summary of Small Class Mathematics Teaching in Kindergarten 1 This semester's work is also over. As a kindergarten teacher, I have always been very strict with teaching. Although I will encounter many difficulties and problems, based on my love for this job, I have been insisting. Looking back on this semester's work, I think it is worth mentioning in mathematics teaching. Children of this age should develop their logical thinking ability. As a kindergarten teacher, I can feel my responsibility. In teaching, it is not easier than educating children. This is a persistent state. I have been working very hard, and the children are still quite cooperative. Looking back on this semester's math teaching, I think I should make a summary.
Strictly speaking, we must be careful in teaching. There are still many things to be done at work. I believe there will be more things waiting for you to do well. Of course, many interesting things will happen in this process. I've always wanted to believe that. Many times, work must be combined with reality. I get along well with the children. I think it is helpful for teaching. Mathematics is to cultivate children's logical thinking ability. At first, I will ask for leave from other teachers. I must have a good method, not too formal. I must also think from the child's point of view, whether the child can accept it, and which teaching method is better. This is what I have been thinking from the beginning. I have been doing this actively in my work since last semester.
The second is to let children take the initiative to learn mathematics, let children experience the fun and learn actively. This is also crucial. Many times this is a key to children's learning, and I have also formulated relevant measures to let children learn on their own initiative. This is not a conflict, and it is also a good thing for children. Let children take the initiative to learn what I think as a teacher. Mathematics learning needs logical thinking ability. I will make it easy for children to understand in teaching. This is the best teaching method as a teacher. You must know how to do this well in your study. Your job will have many advantages. I would never underestimate this. In the past year, I took the initiative to learn some advanced teaching methods. Let children have more fun when they get up in the semester, so as not to make learning boring, but to let children take the initiative to contact. Of course, in the next work, I still have more to learn in mathematics teaching and make relevant work plans.
Summary of Small Class Mathematics Teaching in Kindergarten 2 The teaching work of the first semester is over. In the face of this semester's teaching achievements, I also feel a lot. From the analysis of the work results, I also understand my efforts in my work this semester, which will have a greater impact on my development in the next semester.
First, complete the educational task.
Children in small classes enter school life for the first time. At first, they were unfamiliar with everything, especially in a brand-new environment. Without their parents around, they even cry. So in this semester, I am more familiar with this environment for children, and I can also find happiness and gain growth in this school way. And I am also grasping the children's sense of novelty about the world, constantly guiding them to feel the beauty here at school, and slowly guiding them to have a better promotion for each other. Their innocence, their liveliness and their kindness all grew up in the kindergarten bit by bit, and they gradually learned more about the new campus life. This semester has passed, although there are still children crying, but everything has improved, and children have spent a happier semester in kindergarten.
Second, the lack of teaching work
In carrying out teaching work, I still rely more on my personal improvisation ability. After all, children's minds are unpredictable. I should spend more time in the teaching process to make the class more interesting, so that the teaching work can really go on. Although I have a long experience in kindergarten teaching, there are still many places that need to be worked hard and changed in teaching, so I also need to reflect on myself more in teaching, so that I can grow better in this job. I believe I can do this job well.
Third, the adjustment of next semester
As a teacher in a small class, my most important job is to take good care of the children and accompany them to grow up. In addition, communication with parents is also very important, so I need to strengthen communication with parents next semester and have a better understanding of all aspects of children. For my own work, I am also very glad that I can have such growth. After all, I need to make more efforts in the next teaching. Next semester's work, I also made a rigorous plan for myself, hoping that I can grow up in my work and make more efforts and contributions to my next work.
The completed work also makes me know more about my work in the next semester. I will work harder to develop and grow in it. I believe that my future efforts will promote my better development in my next life. I have great expectations for my future.
Summary of small class mathematics teaching in kindergarten III. Kindergarten mathematics education is an enlightenment education, which is of great value to children's thinking and development. Not only the teacher's thinking activities, but also the children's thinking activities. Combined with the age characteristics of the children in the middle class, after determining the specific goals, we created a good activity environment for the children and carefully arranged the activities. According to children's interests and needs, various materials are put in to make children actively carry out mathematical operations. The summary is as follows:
First, provide children with rich and interesting materials.
Arithmetic is the most basic way for children to learn mathematics. Children can only get direct experience in the process of "doing" and interacting with materials, and talk while doing activities.
The materials provided by 1. should closely focus on the activity objectives.
The materials provided should start from the goal, integrate the teacher's intentions and requirements into the materials, fully tap the potential of the materials, and make them play their greatest potential. For example, when carrying out the activity of "Selecting Labels by Looking at Pictures", we provide children with geometric figures and labels of different colors, sizes and shapes, so that children can choose freely. Some children choose labels first according to their own wishes, and then choose geometric figures that match the labels. Some children choose figures first and then choose corresponding labels, which embodies the purpose of multi-purpose.
2. The materials provided should be gradual to meet the operational needs of children at different levels. Teachers should provide different materials at different stages of the same activity content, and at the same time, they should provide materials with different difficulties for children at different levels of development.
Second, pay attention to the operation process and let the children talk while doing it.
Mathematics knowledge has a certain logical structure, so children should combine "doing" with "speaking" in their activities. Let children summarize their own "doing" process in words, so that thousands of teachers in Qian Qian can grasp their children's thinking process more accurately. In the activity, we encourage children to talk to themselves or each other through questions such as "How did you do it", "Why did you do it" and "Why do you think it is the best".
Let children talk while doing, so that teachers can find out what problems children understand and what unclear places need help and guidance, and at the same time, they can help children learn in a targeted way, which can promote the further development of each child at the original level.
Third, life-oriented mathematics education.
In children's life, problems related to mathematics are always everywhere, and mathematics education in daily life is subtle. In normal life, teachers should be good at using and creating problem situations, guiding children to consolidate their knowledge and skills in the process of solving problems and feel the joy of learning. For example, before taking a nap in our class, let the children set their shoes, let them sort out, count and compare, and let the children put away tea sets, chairs and so on at lunch, so that they can accumulate one-to-one correspondence.
The above are some experiences gained through practice this semester. Through various activities, most children can persist in doing and speaking in activities and develop good operating habits. There are still a few children who are not good at sorting out materials, and will improve in the practice next semester, so that every child can take the initiative to learn and give full play to the role of middle school.