How to improve the effectiveness of kindergarten math activities

Kindergarten math activities in the game is generally the teaching content, especially teaching key points, difficult points and young children enjoy the form of the game organically combined together, and it is appropriate to arrange in the process of teaching activities.

Mathematical games for young children hands, mouth, brain, multiple senses involved in learning activities to create the best scenarios, stimulate young children's interest in learning, mobilize young children's enthusiasm, maximize the play of young children's physical and mental potential, and time efficiently complete the learning task. At the same time, it penetrates the education of ideology and morality, cultivates good learning habits and psychological quality, and harmonizes the development of intellectual and non-intellectual qualities. The purpose of designing games is to guide children to learn in "play", "fun" in practice, "fun" in growing talent, "race" in increasing courage. Therefore, the design of math games, classroom activities should pay attention to the following aspects: the game novel, diverse forms, full of interest, in order to effectively stimulate the internal drive of young children, so that they take the initiative to learn, enjoy learning. Such as rich in thought-provoking "riddle", interesting "kitten fishing", "picking apples", "help the white rabbit to collect radish" and other games one by one in front of the children, the children are happy, eager to try, can not wait to participate in, and consciously abide by the rules of the game, and strive to correctly, happily and conscientiously. The rules of the game, and strive to correctly and quickly complete the learning tasks in the game, improve the learning efficiency, cultivate the young ear 4 good learning habits and organizational discipline. Intuitive image of the math game can be in the young children "concrete image of thinking" and "abstract concepts of mathematical knowledge" between the bridge to help young children to understand and master the concepts, laws and other knowledge, to guide young children from the concrete image of thinking to the transition to abstract thinking. We will perform "Composition of Numbers", "Decomposition of Numbers", "Number Song", "Finding Neighbors", "Finding Friends", "Delivering Letters", "Striving to be a Good Salesman", etc. in a visual way. Excellent salesman" and other games are to use the children's performances and common sense to understand mathematical knowledge. For example, the children's song "2 is like a duckling, round and small, with a long slanting neck and a straight little tail" describes the number "2" graphically. It describes the shape of the number "2" and the key points of writing. For example, if you are looking for your brother, hold up the number card "6" and say, "I am 6 years old this year, my brother is two years younger than me, where is my brother?" The child comes up with an answer and holds up the number card "4" and says, "I am 4 years old and my brother, who is two years younger than you, is here." Toddler continues, "Where is my brother who is 1 year older than me?" The child holds up the card "7" and says, "I am 7 years old and my brother who is 1 year older than you is here." In this game, students begin to think of results based on their knowledge of number order, which paves the way for learning related application problems. So teachers in kindergarten math classrooms need to incorporate games into their teaching.

Early childhood math education is a systematic, scientific, logical discipline, so teachers feel more difficult to teach in education, teaching, children feel more boring in learning. How to make early childhood math education into a subject that teachers are willing to teach and children are willing to learn is one of the problems that early childhood educators are exploring. Here, the author introduces early childhood math education can be used in eight ways, and strive to throw a brick to attract jade, caused by the majority of colleagues **** with the discussion.

One, through the interaction with the environment for early childhood math education.

According to the characteristics of the development of thinking in early childhood, young children are in the development of thinking at the level of sensory-motor, in the middle and older children are in the sensory-motor stage to the stage of the development of concrete image of the level of thinking, so it is difficult for young children to grasp the abstract concepts of mathematics. Therefore, it is best for teachers to allow children to learn math through interaction with the environment. A well-organized environment can facilitate children's thinking and develop their mathematical concepts.

For example, a teacher arranges an environment that provides children with the opportunity to learn to categorize. On one shelf, she puts a variety of blocks of different sizes, colors, and shapes for children to classify; on another cabinet, she puts cards of various modes of transportation for children to classify according to their names (car, boat, plane, train).

Second, through the game of early childhood math education.

Playing is the most basic and major activity in early childhood. In the game, young children can obtain mathematical knowledge , and have the opportunity to freely express themselves and express their feelings.

For example, in a doll's house, the "mother" gives the "children" the dishes (spoons, bowls, chopsticks, etc.) one by one. In this simple game, children develop the concept of one-to-one correspondence.

Three, math education through manipulation.

Concepts can only be grasped when children are engaged in a large number of activities, using a large number of materials, and discussing their observations and discoveries on a regular basis.

For example, children really grasp the meaning of the number "1" when, through a great deal of manipulation, they discover that "1" is the set of all the same things, and when they are able to express the set of all the same things clearly in words. Fourth, through a variety of activities for math education.

Children learn in different ways and have different preferences. Teachers should design a variety of activities and provide opportunities for different choices to meet the needs of different children.

For example, for sorting activities, teachers can provide a variety of small plasticine pieces of different colors, a variety of different blocks, a variety of learning tools, and a variety of tableware ...... to meet the exploratory needs of different children.

Fifth, through the stimulation of young children's thinking to math education.

The indoctrination teaching is a kind of teaching without children's thinking, in this kind of teaching situation, the children can't be active, active learning, can't really grasp the mathematical knowledge, the development of logical thinking. Therefore, teachers should promote inspirational teaching and encourage children to explore through manipulation. In this process, teachers should set up a variety of problematic situations for children to think about and come up with their own answers.

For example, teachers can set up a problem situation in which children are asked to think about "how to know who is the tallest". When the children used the method of comparing and measuring one by one to compare the tallest child in the class, the teacher guided the children to think: how to find out the tallest child in the kindergarten, how to find out the tallest child in China, how to find out the tallest child in the whole world, so as to guide the children to understand how the unit of measurement comes about.

Sixth, through the stimulation of young children's emotions to math education.

The emotions of young children greatly influence their learning of mathematics. It is important to stimulate children's interest in learning mathematics by providing them with an environment that is acceptable, encouraging, stimulating, and enjoyable, and to convince them that they have the ability to learn mathematics well and to develop a positive attitude toward mathematics.

For example, the question "Does this cup hold more water or does this bowl hold more water?" For example, the question "Does this cup contain more water or does this bowl contain more water?" aroused the children's interest, and the answers they got through the discussion convinced them that math is interesting and that they like math and can learn it well. Seven, through the language of math education.

The internalization of mathematical concepts and the development of language skills are two important aspects of children's intellectual development. They interact with each other and promote each other. Teachers should use vivid, simple and correct language in teaching, and also give children the opportunity to express their understanding of mathematical concepts in language.

For example, when teachers use vivid, visual language with specific objects to let children know what a triangle is, inspire children to use the language of "triangle has three sides and three angles" to express the basic characteristics of the triangle. The first step is to make sure that the children know what a triangle is and that they know what it is.

The children, through manipulation and their own explorations, have a certain feeling about a certain problem in math and are eager to express their ideas. Teachers should provide opportunities for children to express themselves freely and to discuss their findings and problems with their peers.

For example, after the children have broken down the 8's with the small stones, the teacher will let the children discuss the matter in small groups, so that each child can express his or her own feelings and be inspired by the ideas of his or her peers.

In early childhood math education, these eight pathways are not absolutely separate, but are intertwined and mutually reinforcing. The rational and full use of these eight ways will make the teacher's teaching more lively and the children's learning more interesting.

References:

.

/link?url=BeyL4i269ltokHM6e_E9yPy_4ikkO80Z2N9u_ 5beo5IHgCosYV28GjaMBfqwK4HrIIaml8PN7bQegzBtBQv3EjmuvD3HBaskFuK0Up-SAHO