First, create a harmonious and pleasant atmosphere and induce children to learn independently.
Comprehensive and meticulous observation is the basis for the smooth development of collective mathematics education activities, and creating a safe atmosphere of inquiry is the basic premise and condition for children to actively learn and explore. The emotions of teachers and children are favorable factors to stimulate children's learning motivation and improve their learning ability. The emotion between teachers and children directly affects children's learning emotions in teaching activities, so teachers should create a lively teaching atmosphere and let children actively participate in learning in the pleasant environment created by teachers. Because the traditional educational thoughts and teaching methods regard the teaching process as a process of knowledge transfer and children as listening microphones and radios, children have no enthusiasm and initiative in learning and cannot appreciate the fun of learning. To this end, we should bring smiles into the classroom, bring expectations to children, and respect, understand and tolerate children. For example, in the "Perceived Quantity 6" activity in the middle class, let the children count the number of fruits by talking about their names and compare them one by one. If you want them to have as many as possible, you have to buy the corresponding fruits according to the quantity the teacher said. By playing games and participating in activities with children, they feel that the teacher is their good partner and has a close relationship with them. Through games, children's initiative of participation and autonomous learning can be better mobilized, so that children can constantly experience a sense of freedom and success, and feel that learning mathematics is not a burden, but a pleasure, so that children can consciously form a good habit of active learning in a harmonious and happy teaching atmosphere.
Second, set questions to stimulate interest and stimulate children's independent learning.
"Learning begins with thinking, and thinking begins with doubt". Doubt is the starting point of exploration, and interest is the engine of knowledge, which can stimulate children's interest in learning and their thirst for knowledge and curiosity. Kindergarten teaching is meticulous, and rigorous mathematics education activities need teachers' care, including how to carry out links, how to ask questions, and even how to grasp pronunciation and intonation. Especially when teachers ask divergent questions, children often have various performances, some of which will develop in the direction related to teaching objectives, and some will go beyond the scope of activities preset by teachers. Therefore, teachers should grasp the general direction of the goal in order to give effective guidance. For example, if you learn the ordinal number of 5, you can create a "zoo" scene in the activity room, set up a row of houses for cats, dogs, chickens, sheep and rabbits, and hang several pictures in each animal's home (there are five identical animals in each picture, one of which has a different color and a different position in each picture). At the beginning of the activity, let the children observe freely by visiting the "zoo" and let them count: How many animals are there in the zoo? Where is the puppy's home? At this time, some children said that the puppy family ranked second, and some children said that the puppy family ranked fourth. This should be suspicious: why are the puppies' homes in different order? Through such doubts, stimulate children's interest in learning. After mobilizing children's interest in learning, let the children solve their own doubts: the direction of counting children is different, the puppy family ranks second from left to right, and the puppy family ranks fourth from right to left. Then let children freely look for animal pictures, guide them to observe the pictures, actively look for the order of animals with different colors in the pictures, and let them queue up to find animals, and continue their independent learning activities with 5 as the ordinal number. Through the interaction between children and the environment, children can explore their thinking from questioning to solving doubts, from exploration to practice, stimulate their enthusiasm for expressing their opinions boldly, stimulate their interest in learning, give play to their main role and cultivate their autonomous learning ability.
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Third, create a role atmosphere and cultivate children's independent learning.
Without games, a child's life is incomplete and not wonderful. Games are children's favorite teaching activities, which enable children to learn and master knowledge in a relaxed and pleasant atmosphere, and role games are the most dynamic and comprehensive activities in kindergartens. Carrying out role-playing activities can not only give full play to children's subjective initiative, but also promote the cultivation of children's practical ability and the development of autonomous learning, which is a more effective teaching form to cultivate children's autonomous learning. For example, the big class "review the addition within 5", make up their own application questions, let the children play the role game of "department store", and provide all kinds of goods within 5. The rules of the game are as follows: the salesman said that the condition of the application problem is "How many ××× (product name) are there in the counter", and the customer said that another condition of the application problem is "I want to buy ()×××××", and the salesman said that the problem of the application problem is: How many ()××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××× The salesperson said the answer was: "() XXX left". Game activities can carry out various forms of autonomous learning and training by changing conditions and roles. At the beginning of the activity, there will be some problems because the children are not familiar with the roles they play and the dialogue between them. At this time, it is necessary to patiently guide and encourage children to play boldly, and encourage them by selecting the best salespeople, customers and salesmen, so that the game can go on smoothly soon. Through this interesting and entertaining role-playing activity, children's feelings about the beauty of mathematics are established, children's interest and hobbies in learning are stimulated, and children's autonomy is cultivated in children-centered and enjoyable activities.
Fourth, create activity areas to develop children's autonomous learning.
For children, games are their life, which is also determined by their age characteristics. Mathematics teaching should be based on children's learning characteristics of "learning while playing". The materials in the math activity area are for children to operate and interact, which can expand children's math thinking and ability. Therefore, teachers should think deeply about the purpose, material selection, material transmission opportunity and material formulation of material games, so that children can enhance their learning initiative, improve their interest in learning, induce the spirit of inquiry, and cultivate their autonomous learning habits and practical operation ability through autonomous inquiry activities such as playing, posing and spelling in mathematics activity areas. For example, in the math area of a small class, you can set up some geometric figures so that children can make puzzles with them and play with them freely. At the beginning, children's puzzles and fiddling had no shape awareness and rules. After a period of operation and exploration, children gradually learned to piece together geometric figures with shapes and rules. After a period of exploration, children know how to match the colors and shapes of geometric figures to make puzzles from an aesthetic point of view, and the figures they spell out are becoming more and more different and more beautiful. For example, in the math area of the middle class, some math sticks are provided, so that children can learn to recognize and count, know how to compare the number of numbers, and know how to put out various geometric figures with math sticks through exploration and practice. For another example, children in large classes have a strong sense of cooperation, and they can complete an activity together through communication and consultation with their peers. Therefore, in addition to providing children with independent materials, teachers can also provide some cooperative materials, such as chess materials and poker materials, to promote the development of children's cooperative ability. Placing colorful materials in the math activity area not only allows children to carry out various activities in the math activity area at any time as needed, but also allows children to explore the mysteries of mathematics in the activity area, develop children's autonomous learning and cultivate their practical ability and innovative spirit.
Fifth, guide the actual operation and cultivate children's autonomous learning.
Paulia pointed out: "The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the most profound to understand and the easiest to grasp the internal laws, essence and connections." Therefore, in mathematics activities, teachers should provide rich exploratory operation materials according to teaching requirements, and use different forms of activities to guide children to carry out exploratory practice activities, so that children can discover, acquire and consolidate their own mathematics knowledge in practice. For example, when teaching a large class of children to "learn to divide equally", after the children understand the meaning of "divide equally", they can provide each child with three geometric figures: circle, square and rectangle. Let the children do the practical operation activities of "bisecting" by themselves in the language of encouragement and encouragement. See who has the best effect and the most methods. With the encouragement of the teacher, all the children in the class are eager to try and start working at once. After a period of operation, some children have completed the "dichotomy" of three geometric figures, but there is only one way to "dichotomy" of squares and rectangles. At this time, you can remind your child to think about whether there are other ways to "split into two" and see who has more methods. After the teacher's inspiration and encouragement, the children became active again and continued to operate. Finally, through mutual guidance, comparison and their own exploration and operation, they found other equal division methods of squares and rectangles. After the successful practice, they all showed happy smiles. Interesting mathematical practice activities stimulate children's interest in learning and increase their ability of autonomous learning.
Mathematics teaching is highly abstract and logical, which requires teachers to accurately grasp the attributes of mathematical concepts and express them in mathematical language that children can easily understand, which is extremely important for children to understand and master mathematical concepts. In short, all aspects of the planning and implementation of collective mathematics education activities in kindergartens put forward higher requirements for teachers' educational skills, forcing teachers to strengthen the study of mathematical theory knowledge. Only by fully understanding mathematical theory and scientific and comprehensive understanding of mathematical concepts can mathematical concepts be correctly applied to teaching activities, and collective mathematics education activities in kindergartens are more meaningful.