What is mathematics? Mathematics is a science that studies the spatial form and quantitative relationship of the real world. Mathematics is also the gymnastics of thinking. According to the viewpoint of modern education, mathematics education is the teaching of mathematical activities, that is, the teaching of thinking activities. It can be seen that teaching mathematics is to teach children the way of thinking in mathematics and develop undeveloped brain cells in the brain, thus improving their thinking ability and innovation ability.
Professor Cantor, a master of mathematics, said: "The essence of mathematics lies in freedom." Mathematical knowledge exists in our living space and occurs in the communication between people and things, so real life is the source of children's mathematical knowledge.
And mathematics is boring and abstract, how to make mathematics lively and interesting? How to show a colorful mathematical world in front of children? The outline also points out that we can feel the quantitative relationship of things from life and games and appreciate the importance and interest of mathematics. This requires us to combine children's daily life, explore the mathematical elements around children, build a bridge between "knowledge world" and "life world", make mathematics education alive, gain useful mathematical experience from real life scenes, and cultivate flexible, intelligent and unique ways of thinking.
Second, the "life" of mathematical thinking
Mathematics comes from life and is also used in life. Therefore, formalization is an inherent feature of mathematics. In the face of children whose logical thinking ability has not yet developed, we should pay attention to the close relationship between mathematics and life.
Thinking space makes effective use of children's natural curiosity, so that they can constantly perceive mathematical knowledge such as number, quantity, shape, class, order, space and time in their own living environment, and form a beneficial mathematical thinking mode.
(A) Situational games-the mathematical carrier in life
Mathematics in kindergarten is relatively simple, and the content of learning and the problems to be solved can be found in life. Based on the characteristics of children's psychological development, their study has a strong emotional color and shows kindness and interest in interesting and vivid life situations. Grasping this feature effectively and using the situation flexibly as a mathematical carrier can make mathematical thinking activities vivid and situational.
Case: Breakfast in the morning: Divide cookies.
1. In the small class stage, role games can be injected into the "share cookies" link, and the situational mode can be introduced: a certain animal is invited to share cookies today. So as to arouse children's interest in participating and learn mathematical knowledge such as one-to-one correspondence in situational games.
2. In the middle class, you can effectively use the learning materials of "cookies" to start the collision of cookies and dolls, and you can also play games in which individual cookies are missing and deformed, such as taking a bite. What shape has the cookies become? How to bite can become what, and so on. The wonderful connection between graphics in perceptual situational games.
3. In large classes, with the concept of missing and deformed graphic biscuits, children can learn the concept of equal division at this stage, such as the situational model "How do small animals divide pizza biscuits fairly?" Wait a minute. When children think and solve problems
When solving these problems, we also learned mathematical experiences such as shape, quantity and equal division. These are not taught by adults, but they are obtained by thinking in their own life situations.
Another example is the sharing of meals in life, which effectively injects situational mode, allowing children to serve as restaurant waiters and prepare meals for everyone:
Junior children can distribute tableware according to the total number of children in each group, and senior children can distribute tableware in bowls, spoons and plates in the early stage, forming a preliminary concept of tableware collection; Later, you can increase the placement position of tableware.
The concept of spatial orientation is as follows: it can also be used for dishes.
The penetration of the concept of line division, such as fried hairtail, braised chicken wings, braised quail birds and so on. , you can let the waiter plan and allocate according to the number of people, the lower segment can combine several things to take things according to the number of people, and the higher segment can compare how much to take.
First, deal with the lack of vegetables and leftovers reasonably according to the distribution, so that restaurant waiters can build their own knowledge and experience and develop their mathematical thinking ability in role games.
(B) Experience docking-mathematical resources in life
Children experience many math problems in life and accumulate some life experiences, such as roll call in the morning and drinking water during recess. Those seemingly scattered, superficial and disorderly experiences are often resources for children to learn mathematics and solve problems.
Case: morning roll call
The seemingly ordinary morning roll call is an effective resource for children to learn mathematics, which will expand and deepen the roll call.
1. In the small class stage, roll call is a kind of resource for learning to count. According to the student number, roll call can count orally, feel the natural order, and form the most basic concept of number. You can also count the points of children who come to the park one by one.
Number, develop the coordination of hand, mouth and fundus, initially form a one-to-one correspondence between number and object, and perceive that the last number represents the total number of sets. You can also compare the number of two collections based on this experience, such as coming to the garden.
Are there more boys or girls? Linking mathematical experience with life can effectively solve mathematical problems and expand children's mathematical thinking ability.
2. In the middle class stage, addressing the names of peers in the order of student numbers not only develops children's cognition of order, but also invisibly permeates the concept of sorting, such as the sorting method for men and women, giving different fruit labels to each child, and addressing names in the form of bananas, apples, pears, bananas, apples and pears. Make effective use of resources and let children experience the fun of mathematical thinking in the roll call of life games.
3. In the large class stage, pay attention to the children's existing experience, tap the teaching resources that children are interested in, and count the attendance rate of children coming to the park. For example, how many children came today, how many were absent and how many were late.
And so on, and recorded through the statistical chart. The following legend: (it can be developed into a series of statistical records with individuals as independent units in class or group)
Morning Attendance Statistics Chart (based on daily attendance)
Statistical Table of Morning Runners (Monthly Attendance)
Through the above life-oriented learning, we can turn the abstract into concrete, actively arouse children's review of life experience, and gradually develop children's "estimation" ability on this basis, such as consulting the number of people who went to the park the day before, estimating the number of people who may go to the park today, and building a new knowledge system.
Third, the "mathematization" of life problems.
Mathematics comes from life and is also used in life. Therefore, the "mathematization" of life problems is to extract mathematical knowledge reserves from memory to solve practical problems in life, so that mathematics can truly integrate into life and be higher than life.
Case: Off-campus activities
Leaving the park is not only the last link in the park, but also the busiest stage for teachers and the biggest safety hazard. How to organize the activities of leaving the park effectively is very important.
First, look back on my day in the park.
From the low stage to the high stage, children can experience the length and order of a time period or a day from different angles. For example, talk about games and activities in the morning, which activities are long and which activities are short, and what you did yesterday.
What, what I did today, what I want to do tomorrow, and so on. Let children not only master some abstract concepts of time in retrospect, but also gradually form the habit of reflecting on their own behavior, and experience time is gone forever.
So as to arrange your time reasonably and effectively.
Second, arrange appropriate activities to leave the park.
Finishing toys when leaving the park is
A good chance to learn math. Exodus: After each toy is finished, the teacher will let the children tidy up their own toys. At this time, the teacher can ask the children questions, let them classify the toys according to their uses, and put the toys belonging to the car in.
Together, put the building blocks together and put the dolls together. Children will be interested in doing these things, and after a period of training, it will increase the difficulty, such as putting car toys in a small red basket.
Building blocks and toys are placed in a small blue basket ... in this way, children unconsciously learn the classification in mathematics and know the content of colors. The teacher added a summary to raise the child's perceptual knowledge to rational knowledge, thus completing it.
This teaching task.
Third, count the number of people who left the park.
Low section: Who answered and who left? Did more people leave the park or did the people pick them up late?
Gao Duan: There are several boys and girls among the children who pick up late; There are several boys and girls who go home.
Of course, there are many problems in life. Teachers should be good at observing the things around them from the perspective of mathematics, find out the factors related to mathematics, and then discover, describe, explore and discover the laws, and seek to analyze and solve problems with mathematical methods. This is the value of mathematics learning.
Piaget believes that the highest requirement of education should be to arm children.
Having the ability of logical reasoning and mastering complex abstract concepts, the purpose of wisdom training is to form wisdom, not to store memories and cultivate intelligent explorers, not just to be knowledgeable. As teachers, we should support them.
Have a pair of keen eyes, a thinking head, a heart full of beautiful yearning for life, grasp the bits and pieces of knowledge in life and penetrate every moment of life.