The learning content of mathematics has its special laws, because it is abstract and general. Therefore, for children who are mainly in the development stage of image thinking, it may seem abstruse or difficult to understand, but if the learning content of mathematics is not loved by children, it is difficult for children to enter a good learning state. Learning mathematics in early childhood mainly depends on interest. When children feel the fun of mathematics activities and the charm of inquiry process, they will show their love for mathematics. If children find teaching abstruse and difficult to learn, and the operation activities are boring and repetitive, their interest in learning will gradually decline, which is manifested as inattention, not actively participating in thinking and discussion, being slow to respond, and being afraid of teaching activities, which will affect their confidence in learning after entering primary school and their confidence in learning mathematics in the future. Therefore, the "Guidelines for Kindergarten Education (Trial)" clearly points out that children's educational games have become basic activities, and education runs through all activities in life.
How to stimulate children's interest in learning mathematics?
First of all, the choice of mathematics teaching activities should be close to children's life and conform to their age characteristics. For example, in the "fun phone" activity, children in small classes can find the graphics on their mobile phones and their understanding of graphics; Let the children in the middle class learn to press the number keys to make phone calls and consolidate their understanding of numbers; Let the big class children design a new set of phone numbers by themselves and feel the different order combinations of the same numbers. In this way, children of different ages are given math learning tasks that meet their age goals.
The shape design of its mathematical materials should be bright, clean and lovely, because children's interest in learning operation is most easily influenced by intuitive feelings. In addition, the operating materials provided to children should be firm, and durable materials that are easily broken will make children timid and unable to enjoy the fun of operation, which will affect the effect of activities. In addition, the material design should be as diverse as possible, and the flexible supporting materials of music magazines will keep children fresh in activities and will not be bored with learning.
Then, the activity organization should try to adopt the game form that children are willing to accept or deal with the situation, so that the learning applause is empty for children's self-investment behavior, and mathematics teaching is interesting, beneficial and effective, thus promoting the development of children's mathematical logic ability.
In addition, it should be noted that we emphasize stimulating children's interest in learning mathematics, not simply changing the form of activities and constantly introducing new operating materials, but emphasizing children's meaningful learning. Perhaps the new form can attract children, but in practice, it is not difficult to find that this attraction is short-lived, and once children are familiar with it, it will lose its appeal. Whether teachers can effectively stimulate children's interest in learning mathematics depends on whether teachers can respect children's psychological characteristics in teaching design. For children, only those challenging activities that can be successful through hard work can arouse their learning behavior. From the activity, I feel the happiness of successfully solving math problems with my children. This kind of motivation can arouse the real interest of my children from the heart.
Therefore, teachers should not only adopt flexible teaching methods, strive to make the teaching content playful and situational, and infiltrate mathematics teaching into events closely related to children's lives, but also pay attention to the difficulty of the activity content (thinking and operation) and the adaptability of each child's development level, that is, assign children tasks that they can control and expect. In this way, the math activities we carry out can meet the needs of children and firmly grasp their interests.