The child is going to start operating again. The third research class will be changed to let the children start the operation first, and experience as much, as much and as little in their own operations. At this time, the teacher will guide the children to know as much, as much and as little. In addition, considering that children are in the initial stage of mathematics learning, the characteristics of learning can not be separated from concrete and rich life experience, and the choice and operation of mathematics activities we organize can not be separated from real life.
Teaching demonstration materials and operation materials are combined with life. The Guiding Outline of Kindergarten Education (Trial) points out that children's lives should be chosen, and children's interests should be chosen. It is emphasized that kindergarten mathematics education must return to life, closely connect with children's life reality and fully mobilize children's learning initiative. In the course of this activity, these characteristics of children were fully considered in the use of materials. Activity feeling and reflection: first, introduce from the topic of interest, pay attention to the connection between mathematics and life.
Cognitive psychology and constructivism believe that when children's learning materials are familiar and interesting, they will take the initiative to try and create by using existing knowledge, experience and cognitive methods. It is the nature of every child to like small animals. In this activity, I set up an educational scene with small animals as guests, and introduced that many guests and teachers came today.
Small animals also came to visit. Make children interested in visiting small animals. In addition, let children feel that mathematics is around them through games, promote their enthusiasm for participation and desire to explore, and gain personal experience. Second, deal with teaching materials flexibly and go deep according to children's characteristics.
Starting from children's experience and existing knowledge, create a situation that helps children actively learn, explore, cooperate and communicate, so that children can learn easily at different levels. At the beginning of the activity, the teacher asked the children to queue up for rabbits, then gave them radishes, and asked the children to compare the quantitative relationship between them one by one. Directly manipulating pictures and asking simple questions quickly attracted the attention of most children. Does every rabbit have radish to eat? Children soon understand that there are as many rabbits as radishes. Then they compare the number of monkeys and peaches one by one. Does every little monkey have peaches? Who has more monkeys and more peaches? Who is less? Children have a strong interest, so it is not difficult to do it yourself. Children soon find that there are more monkeys and fewer peaches, and the teacher can encourage them to answer completely. Then ask some children to demonstrate the teaching AIDS on the blackboard, and still compare the number of chickens and bugs one by one. On the basis of the previous operation, children can easily understand the relationship between chickens and bugs. Through in-depth cooperation and communication, we can break through difficulties and make them easy to understand and accept.
Teachers strive to create a relaxed and democratic learning atmosphere for children and guide them to actively participate in mathematics activities.
At the beginning of the activity, the teacher arranged for the children to operate independently, let them explore independently in the operation, and perceive the relationship between the two groups of animals and food by queuing and feeding the animals themselves. In the operation activities, some game situations are created, and the materials are turned into interesting activities with hands and brains, so that children can actively participate in learning activities and operate repeatedly without being bored, which improves the interest and effect of learning.
The whole activity embodies a harmonious relationship between teachers and children, with children as the main body and teachers as the leading factor. Most children can actively participate in learning and achieve the predetermined teaching goals. However, the activity also has some shortcomings: the last extension of the activity gave peaches to the monkeys in the classroom, and the teacher didn't consider the details of the game in advance. For example, there was no red flag in the team of little monkeys, and the children didn't know which monkey it was sent from; Before letting the children operate, the teacher should demonstrate how to send peaches to the monkeys on the wall. The children are at a loss, and this link has not achieved the expected goal. The whole teaching activity seems a bit anticlimactic.