Establish advanced educational ideas

The present situation of mathematics education in kindergartens has the phenomenon of emphasizing knowledge teaching and neglecting thinking training and ability training. The task of kindergarten mathematics education is to impart knowledge, cultivate interest and develop thinking ability. These three tasks are relatively independent, complementary and integrated. Therefore, in order to complete the three tasks of kindergarten mathematics education, we must implement the training tasks, especially the training tasks of cultivating children's thinking ability, on the basis of raising awareness.

In view of the disadvantages of the disconnection between knowledge teaching and thinking training in the past, I arranged teaching materials reasonably and adopted various forms of exercises to strengthen children's thinking training, trying to combine thinking training with knowledge teaching organically, penetrate each other and promote each other.

For example, to learn the composition of numbers, we study the decomposition and combination of numbers, and classify them from different angles according to the characteristics of objects, so that the classification and division of numbers can get a natural correspondence. For another example, combining the composition of numbers with the addition and subtraction of numbers requires children to compile arithmetic problems according to the combination after learning the combination of numbers. After a period of practice, it has promoted the development of children's logical thinking.

Creating the external environment for learning mathematics

Zoltan, a famous French mathematics educator? Deannis put forward the view that a mathematics learning environment should be set up, so that they can use different media as much as possible and deal with variables as much as possible, so as to gain rich experience about concepts and abstract the structure of concepts.

There are two environments for children to learn mathematics: one is the objective reality environment for children's life, and the other is the mathematics environment specially set up to achieve certain educational goals. There are a lot of mathematical information in real life, and children are dealing with them all the time, because numbers and shapes exist in everything.

For example, children build bridges, what shape of building blocks should be used on the bridge deck, and how to put them so as not to collapse. These mathematical experiences are extremely important for them to learn mathematics and are the inexhaustible source of our mathematics education. Teachers should create an appropriate mathematical environment and design and organize activities purposefully and in a planned way.

It can help children form concepts and develop their thinking. In a good learning environment, children can explore learning according to their own ability level and learning speed by using learning forms suitable for their own characteristics, so as to make continuous progress on the original level. It can be seen that this artificial mathematics learning environment is more important.