The Guiding Outline of Kindergarten Education (Trial) clearly points out that the goal of mathematics education is to "feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics." The content of mathematics education is "to guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment, to construct preliminary mathematical concepts, and to learn to solve some simple problems in life and games with simple mathematical methods." According to the spirit of "Outline", this semester we made a preliminary study on children's mathematics life-oriented teaching.
First of all, we will infiltrate mathematics into all aspects of children's life in the park. Every aspect of kindergarten life is an important way to fully tap children's mathematics teaching resources. For example, when eating snacks and fruits, giving children the initiative can help them gain mathematical experience such as counting and dividing equally. Let children compare the number of bowls and spoons at lunch, or let them distribute bowls, spoons, chopsticks and other tableware, which can help them know and understand the one-to-one correspondence between things and between numbers and things; When going up and down the stairs, guide the children to take several steps while walking, so that they can practice counting backwards or forwards. ...
Second, let mathematics develop from the surrounding environment where children live. Flowers and trees in kindergartens, dazzling items in shops and buildings on roads are all good teaching materials for children to learn mathematics. We usually consciously guide children to observe the position, distance, shape of houses and so on of various objects. This perception of children's mathematical knowledge, such as classification, sorting, body shape recognition and spatial measurement, can not only help children learn mathematical experience from it, but also use the acquired relevant knowledge to explain the unknown world.
Third, create a vivid indoor environment for mathematics education. In the math corner, we collected all kinds of materials with children, such as sticks, buttons, magnets, glass balls, toothpicks, beans, leaves ... Children can count, add, subtract, compare, classify and combine all kinds of math materials at will, or make their own math learning tools. In the doll supermarket, we guide children to sort out some waste cans and bottles with different shapes, colors, sizes, varieties and uses, or foods and medicine boxes with different shapes and colors. In the corner of nature, when children find that different plants germinate one after another, in order to understand the growth speed of seedlings, they learn to measure objects with different tools and record the data of each measurement in various statistical ways.
Practice has proved that fully tapping the mathematics teaching resources in children's life and realizing the return of mathematics teaching to life will not only help to solve the contradiction between the abstraction of mathematics education content and the concrete visualization of children's thinking level, but also help to cultivate children's interest in inquiry and problem consciousness from an early age, and better accumulate and develop mathematics experience.
This semester, after business study and discussion, we decided that Mr. Song would conduct open class teaching activities. After teacher Song's careful selection, our group finally determined the mathematical activity of "knowing the ordinal number within 5" in the middle class.
The objectives of this activity are:
1, learn the ordinal number within 5, understand the directionality of ordinal number, and know the arrangement order of objects in different directions.
2. Correct use of ordinal numbers to express the arrangement order of objects and stimulate interest in ordinal numbers. Through three different levels of observation and discussion, this math activity is closer to children and has better effect.
Thank you for your active cooperation. I hope children can be more flexible, agile and creative in math activities.