1. Establish a correct view of children and respect children's subjectivity.
In kindergarten mathematics teaching activities, it is very important to carry out equal dialogue, pay attention to the integration of dialogue links and strengthen emotional communication between teachers and children. By creating various "questioning situations", "story situations", "life experience situations" and "open questions" and providing rich activity materials, teachers can stimulate children to constantly think and actively explore, help children find, collect and use learning resources, help children discover their potential and sexual orientation, and cultivate their reflective, cooperative and social skills.
2. Improve the professional quality of preschool teachers.
In the interaction between teachers and students in children's mathematics teaching activities, teachers should not only understand the content and characteristics of mathematics education, but also understand the law of children's cognitive development, and also combine the spirit of syllabus and advanced educational concepts. Accurately grasp the attributes of mathematical concepts, express them in scientific mathematical language that children can easily understand, strengthen the study of mathematical theory, and continuously improve the practical level through effective mathematical operation materials and phased practical exploration. Grow up by sorting out and reflecting on cases. Infiltrate the theory into the real situation and process, on the basis of the original experience, constantly explore, study, verify and discover, constantly absorb and assimilate all kinds of information, construct and integrate "own" educational ideas and educational ability, and improve the comprehensive ability. Only in this way can we improve the interaction between teachers and students in children's mathematics education activities. Only in this way can we educate children intelligently and flexibly and calmly deal with all kinds of accidents in educational activities.
3. Follow the law of children's physical and mental development and pay attention to children's individual differences.
In kindergarten mathematics teaching, teachers should pay attention to children's nearest development zone, make clear children's current cognitive level and determine the nearest development zone according to the order of children's psychological development [4]. Teachers should pay attention to the difficulty of the activity content to suit children's ability development level, so that children can not only experience the happiness of success, but also feel certain challenges. No matter whether the task is too difficult or too difficult, children will not be interested in the course. Therefore, teachers should fully consider when preparing before class. In preparing lessons, it is more necessary to "prepare children" and fully consider the acceptance of children. Whether setting goals, links or asking questions, we should follow the principle of "jumping to pick fruits", solve the "nearest development zone" at the problem level and formulate different teaching models. In order to achieve the teaching goal of different educational methods and the same degree of ability improvement. It is more necessary to have keen observation ability in teaching activities and take the initiative to pay attention to children's performance in activities. When children operate, teachers should give timely, accurate and appropriate guidance to children who need help. Organize children to carry out "re-creation" inquiry learning, let children explore deeply, and let "the nearest development zone" become the exciting point of children's mathematics learning.
4. Provide a friendly and interactive platform to help children improve their study.
It is pointed out in the Outline that teachers are not simple managers, instructors and adjudicators, let alone mechanical indoctrinators or educators, but instructors, supporters, helpers and promoters of good interaction between teachers and friends. Teachers should intervene in time and space, conduct implicit guidance in activities, and create conditions to trigger real interaction between children. For example, in the activity of guiding large class children to use the desktop materials of "Send Animals Home", let them learn the concepts of classification and collection. In this activity, the children's operation methods are different, and of course the results are different.
5. Create an open interactive space and develop children's creative thinking.
Teachers should create an open interactive space in mathematics activities, so that children can learn and construct mathematics knowledge in the process of personal perception and active exploration, and improve the flexibility and uniqueness of children's thinking. For example, when using jigsaw puzzles to make the big class children spell out triangles and other figures, the teacher asks the children to put together two, three or even more jigsaw puzzles. At the same time, there are many ways to see who can figure it out. In the process of fiddling, operating and exploring, children repeatedly observe, seek differences, observe and seek differences again, prompting children to change their original combinations and make new attempts, thus making their thinking more unique.