Children's mathematics education strategy 1. Strategies for Cultivating Children's Interest in Mathematics and Exploring Spirit
Some psychologists believe that curiosity and inquiry spirit are a primitive instinct of human beings and the internal driving force of children's learning. The outline also puts forward that children should be guided to have interest and desire to explore common things and phenomena around them.
Therefore, teachers should first provide children with more operational materials, and satisfy their curiosity and exploration desire through interaction with the materials in a relaxed environment. Secondly, teachers should be good at grasping situational problems in life, let children learn mathematics in life, and learn to use mathematical methods to discuss and solve practical problems in life, thus enhancing their interest in mathematics.
Learning mathematics from life can not only improve children's understanding of concepts, but also shorten their psychological distance from mathematics, so as not to be afraid of mathematics. Teachers can also use more gamification and diversified teaching activities to make children feel that mathematics is interesting and useful, thus enhancing their interest in mathematics activities and their desire to explore.
Second, children's mathematical learning problem-solving ability training strategies
1. Create real and complicated situations to stimulate children to solve problems.
From the constructivist point of view, children should be problem solvers, and they should be able to face the problem situations in the complex world. However, real life is complicated and changeable, and children can't apply conceptual knowledge to real life. Therefore, teachers should study excavation, embody mathematics in children's lives, present some problems related to children's lives to children, and stimulate children to think. Children will try to guess, calculate, discuss and make simple charts in various ways to seek and verify answers and adjust their way of thinking.
For example, let the children help the teacher count the number of people eating, and help the store count the goods. Children gain experience through constant communication with others and learn to design tables. In this process, children have an understanding of addition and subtraction, learned logical classification, and found a solution to the problem.
2. Adopt problem-solving learning method to improve children's problem-solving ability.
The so-called problem solving is a process and a way to think and seek answers in unfamiliar situations. Problem-solving learning method refers to the method that allows learners to learn and experience in the process of overcoming and solving the contradictions and problems experienced in life. Teachers should create a relaxed, anxiety-free and well-designed environment for children. Topic? Let children develop problem-solving strategies confidently and tentatively, and strengthen their thinking and reasoning ability in the face of uncertain and unfamiliar problem situations. When children solve problems, teachers should keep asking open-ended questions, such as? Why? How come? What is the difference? What other ways can make children think about the situation? In the process of solving problems, teachers should not be eager for success, but should patiently guide children to seek solutions through cooperation, thinking, reasoning and exploration. Teachers are the intermediary of knowledge and stimulate thinkers.
Third, children's mathematical concept self-construction training strategies
In recent years, psychological research has revealed to us that children's mathematical concepts are not obtained directly from the object itself, but through playing with materials and organizing their own actions in their hearts, and discovering and constructing mathematical relationships through interaction with materials. The formation of children's mathematical cognitive structure depends on their mathematical experience and operation of mathematical materials. Therefore, teachers should help children construct mathematical concepts from the following aspects:
1. Pay attention to arithmetic activities and help children accumulate mathematical experience.
The acquisition of children's mathematical concepts is linked with concrete life, and it is always linked with individual things at first. For children, a new concept or skill is not learned, but may not be used. A scholar in Taiwan Province Province once did an experiment to let children know triangles. When a triangle changes its spatial position, children don't know it. Therefore, teachers should pay attention to the accumulation of mathematical experience in mathematics education, and let children actively construct through various forms of operational activities.
For example, (1) teachers can guide children to extract the knowledge of number, quantity and shape from the things around them, transform the language of life into mathematical language, and express the problems in life in mathematical language. For example, 3> means there are more boys than two girls. (2) Guide children to illustrate and explain some abstract knowledge such as mathematical concepts and mathematical relationships. For example, in the teaching of addition and subtraction formulas, it is actually a psychological operation to guide children to compile application problems and give them meaningful and practical content.
There are also examples: building models of objects for children with various building materials to help them accumulate some experience of space perception. (3) In operational activities, teachers should provide children with rich and varied examples, enrich their experience base, and make some scattered number concepts form a conceptual system. For example, when understanding triangles, teachers can provide some variants of triangles for children to accumulate experience through operation and exploration, and draw the conclusion that the concept of triangles is a closed figure composed of three angles and three lines.
2. Pay attention to the operation process and encourage children to actively construct.
First of all, teachers should pay attention to children's learning process in mathematics education. The teacher's task is not to pay attention to the results and correct the children's answers, but to correct the children's thinking. Teachers should stand in the wrong position of children to understand their way of thinking and help them think. More often, a child's mistakes include the imperfection of his thinking, and there is no logical structure in his mind that is ready to accept this knowledge.
For example, if children are sorted by length, most children will not arrange logically, but just look for them one by one, because a logical structure has not yet been formed in their minds. But this structure can't be taught, and it is gradually accumulated by children in their lives. Through repeated operations, when they gain relatively long experience and reversible experience, children's logical structure will gradually form in their minds (the construction of new concepts).
Secondly, teachers should guide children to reflect on his operation process, let children tell his operation process in words, and help children establish the habit of externalizing their thinking activities. For example, in the early stage of learning addition and subtraction, the teacher should teach the child the format of expression, let the child say it in his own language, and pay attention to how he knows it. Then through the delayed evaluation strategy, let the children reflect on why they are right and why they are wrong, and help them reflect. On this basis, the teacher summarizes the evaluation, so that children can learn concise logical ways and promote the understanding of logarithmic concepts.
Finally, teachers should be good at studying and understanding children. On the basis of understanding children's original cognitive experience, find out children's recent development areas and choose appropriate new experiences related to old experiences for teaching. In teaching, teachers should create the situation of learning concepts, try their best to arouse the relevant knowledge and experience in children's original cognitive structure, and form new concepts through the interaction of old and new experiences.
It is irreplaceable for children to learn mathematics. The more adults teach, the less children will find, but this does not mean that teachers should not teach, and some content must be taught, because children have not yet reached the ability to turn practice into abstract experience. As teachers, we should deeply understand the spirit of the Outline and the Guide, understand the ideas contained in them, and grasp? Teaching? Degree, and constantly explore new strategies of mathematics education.