Children's mathematics education thought 1. Establish advanced educational ideas.
The present situation of mathematics education in kindergartens has the phenomenon of emphasizing knowledge teaching and neglecting thinking training and ability training. The task of kindergarten mathematics education is to impart knowledge, cultivate interest and develop thinking ability. These three tasks are relatively independent, complementary and integrated. Therefore, in order to complete the three tasks of kindergarten mathematics education, we must implement the training tasks, especially the training tasks of cultivating children's thinking ability, on the basis of raising awareness.
In view of the disadvantages of the disconnection between knowledge teaching and thinking training in the past, we arrange teaching materials reasonably and adopt various forms of exercises to strengthen children's thinking training, trying to organically combine thinking training with knowledge teaching, penetrate each other and promote each other.
For example, to learn the composition of numbers, we study the decomposition and combination of numbers, and classify them from different angles according to the characteristics of objects, so that the classification and division of numbers can get a natural correspondence. For another example, combining the composition of numbers with the addition and subtraction of numbers requires children to compile arithmetic problems according to the combination after learning the combination of numbers. After a period of practice, it has promoted the development of children's logical thinking.
Second, create an external environment for learning mathematics
Zoltan, a famous French mathematics educator? Deannis put forward the view that a mathematics learning environment should be set up, so that they can use different media as much as possible and deal with variables as much as possible, so as to gain rich experience about concepts and abstract the structure of concepts.
There are two environments for children to learn mathematics: one is the objective reality environment for children's life, and the other is the mathematics environment specially set up to achieve certain educational goals. There are a lot of mathematical information in real life, and children are dealing with them all the time, because numbers and shapes exist in everything.
For example, children build bridges, what shape of building blocks should be used on the bridge deck, and how to put them so as not to collapse. These mathematical experiences are extremely important for them to learn mathematics and are the inexhaustible source of our mathematics education. Teachers can design and organize activities purposefully and in a planned way by creating an appropriate mathematical environment to help children form concepts and develop their thinking. In a good learning environment, children can use the learning form suitable for their own characteristics to learn, and carry out inquiry learning according to their own ability level and learning speed, so as to make continuous progress on the original level. It can be seen that this artificial mathematics learning environment is more important.
Third, play the role of game activities.
Children can't concentrate for a long time because of their age and physiological and psychological characteristics. In order to arouse children's enthusiasm, highly concentrate, enrich the content of activities, it is necessary to change the form of activities. Children's favorite activities are games. Integrating mathematical knowledge into game activities or designing mathematical activities into game forms will make children devote themselves wholeheartedly, study easily and happily, and get twice the result with half the effort.
1. Learn math in the game
Children like toys very much, so I often use toys to design math games. Like math activities in small classes? 1 There are many more? I designed it as? A bus and many cars travel? Games. The children lined up with toy cars in their hands, led by a bus and followed by many cars to go out to play. The children were so happy that they soon mastered it? 1 There are many more? Mathematical knowledge. In math activities? Within 3 minutes? I designed it as? Step on a balloon? In the game, the teacher divided the children into two groups to play the game and step on the balloon. The teacher who stepped on the balloon scored the same as the students, and finally announced the result of the game. In this way, with the help of the game plot, the mathematics content is transformed into the game content, which not only makes the children master the mathematics knowledge quickly, but also makes the children feel the fun of mathematics.
2. Use mathematics in the game
In all kinds of games for children, I am good at guiding children to discover and feel mathematics. For example. Step on a balloon? In the game competition, the children actively participated. As a reward, I will give some? Candy? Divided into the winning side, one of them deliberately gave less to a child, and that child was naturally unhappy. Then, I asked him the original reason, and he replied: I won, too. Why is it mine? Candy? Less than them. I took the opportunity to say: How did you get yours? Candy? A dime a dozen, several children began to split up again, guiding children to discover mathematics in the game, which not only allowed children to accumulate mathematical experience, but also experienced the fun of solving some simple problems with mathematical methods in the game.
Fourth, accumulate mathematical experience in life.
Mathematical phenomena and problems in life are everywhere. As a teacher, we should be good at guiding children to discover and explore mathematical problems. The children who live near them are really interested in mathematics. Therefore, we can trigger children to do some math learning activities from the problems in daily life and guide them to solve simple problems in life by mathematical methods.
Life is the source of learning. I design math activities as children's life situations and transfer children's feelings in life to math activities. For example, in math activities? Looking for a position? I designed it to let children find out which floor their classroom is on, which floor their home is on, which row their beds are in, which row their seats are in, and so on, so that children can identify the direction and perceive the numerical order. At the same time, we should make good use of the things around us, find out mathematical problems from the things that children are interested in and want to explore, trigger children's mathematical inquiry activities, and infiltrate mathematics education into children's daily life. For example, I bought some small goldfish for the class biology corner, and the children all liked it and came to watch it.
The children are so enthusiastic and caring. I'll let them count the little goldfish. Then I put the little goldfish in two goldfish bowls and asked the children to name the lovely goldfish. I made goldfish business cards and digital cards. Finally, let children use them to indicate the number of different goldfish in each goldfish tank, and make some changes every day, so that children can observe, count and adjust the number of cards every day. Children are very interested in such activities. They not only gained knowledge of mathematics, but also accumulated life experience.