It is of great significance for children's thinking development to carry out mathematics enlightenment education in kindergartens. For young children, learning mathematics is their self-need for growth and development. Modern education view points out that mathematics teaching should start from children's existing knowledge and experience, let children experience and participate in specific teaching activities, gain some experience, abstract practical problems into mathematical models through independent exploration and cooperative exchange, and understand and apply them. "Kindergarten Guidance Outline" points out that the goal of mathematics activities is to make every child engage in valuable mathematics activities, make them interested in mathematics activities, promote the development of children's intelligence, and exercise and develop children's thinking ability. In practical work, I have been thinking about such a problem: how to give full play to children's subjective initiative in mathematics activities and let them experience the happiness of mathematics activities.
1. Living mathematical activities
Educator Tao Xingzhi once said: Life is education. What kind of life, what kind of education. Mathematics is inseparable from life, and there is mathematics everywhere in life. Help children learn, understand and develop mathematics with life-oriented educational content, and then like mathematics. For example, the "Numbers in Life" in the big class last semester, through the preparation of activities, let children find the numbers they see in their lives and understand the uses of these numbers, which triggered an activity boom. It can be seen that numbers can be seen everywhere in our lives. During the activity, children did find many numbers that can't be separated from life through their own observation. For example, the telephone number at home needs numbers, the house number at home needs numbers, and the mobile phone number of parents can't be separated from numbers. Another example: there are numbers on the food bags you often eat, that is, the date of production is very important, and there are numbers on the shelves of supermarkets, that is, the price of goods is also very important. Every car has a license plate number, and there are many numbers on the bank card and so on. The children answered a lot and answered well. They found many numbers in their lives and realized the importance of some numbers in their lives.
Through this activity, I also understand that the content of mathematics should be changed from logic to life, which is the basis for children to like mathematics.
2. The process of mathematical activities is gamification.
Games are children's favorite activities. Combining abstract mathematics knowledge with lively games can help children apply mathematics spontaneously and gain useful experience. How challenging and interesting it is for children to find answers to mathematical questions and find mathematical methods, experiences and knowledge in the game experience. I believe that children will be interested in this learning process. If you have heard of such an activity, it is the ordinal number within 5 of the middle class. The teacher's activity process is connected with the blue cat treasure hunt that children are interested in. Even I am deeply attracted by the active games, not to mention the children. It also made me feel the gamification of mathematics activities, which not only improved children's interest in learning, but also improved the effectiveness of the classroom.
3. Individualization of mathematics activity guidance
The new "Outline" points out: "Respect children's individual differences in development level, ability, experience and learning style, teach students in accordance with their aptitude, and strive to make every child satisfied and successful". In mathematics activities, children's performance is also uneven: some children are quick-thinking, sensitive and easy to understand; And some children are slow in thinking and feeling. In order to make children reach the goal of "jumping and reaching", teachers should guide children to practice at different levels. For example, in the sorting of middle classes, children can be sorted according to one-dimensional characteristics, such as red, yellow, red and yellow patterns; You can also sort by two-dimensional features, such as red circle and yellow triangle, red circle and yellow triangle and so on. Practice has proved that only by acknowledging children's differences and letting them do hierarchical operation exercises can they experience the happiness of success and support their interest in mathematics activities.
Mathematics activity is one of the main courses in kindergarten. In teaching practice, teachers should pay more attention to children, actively explore effective teaching methods and activity processes according to children's reality, adhere to the principle of step by step and teach students in accordance with their aptitude, and improve the effectiveness of mathematics activities.