Problems and methods in kindergarten mathematics education

Mathematics education is a subject that studies the practice and methods of mathematics teaching. Moreover, mathematics educators also pay attention to developing tools to promote this practice and its research. Next, I will bring you the problems and methods in kindergarten mathematics education. I hope you like it!

Problems and methods of kindergarten mathematics education 1 first, the breadth and depth of teaching content are not enough.

Kindergarten mathematics generally has the problems of shallow content and small capacity, which is far from meeting the needs of children's intelligent development in breadth and depth. Due to the increase of information in modern society, children are stimulated by all kinds of information and their intelligence level has been greatly improved. It is easy to learn the contents stipulated in the syllabus, and they also have enough ability to learn knowledge outside the syllabus. For example, there are only simple composition decomposition, addition and subtraction, ordinal number and simple physical content in preschool mathematics textbooks.

The textbooks that were originally learned in half a year are now learned in only a few activities in kindergarten, and they can all be understood. Then there is repeated teaching in classes of all ages. For example, if the middle class talks about composition decomposition within 5, the big class will learn composition decomposition within 5, and so will the preschool class. This kind of repeated teaching without depth can not only stimulate children's curiosity, but also hinder their thinking development.

Second, the teaching goal is single.

In kindergarten mathematics education, there is a phenomenon that teachers only teach for imparting knowledge and children only learn for learning knowledge. Teaching goal is only one-sided goal of mathematics knowledge. For example, the goal of the "book arrangement card" teaching activity in the middle class is:

① Practice counting from 1 to10;

② Consolidate the understanding of numbers within 10.

The composition of "5" is decomposed in the activity of identifying large category numbers. The objectives of the activity are:

① Understanding that "5" can be divided into 1 and 4, 2 and 3, 3 and 2, 4 and1;

② Write the number "5". It is not difficult to see that teachers lack a comprehensive understanding of the goals of children's mathematics education, and only take learning mathematics knowledge as the only goal in their activities, ignoring the development of thinking ability, the cultivation of mathematics interest and other goals.

Third, the operating materials are boring.

Children are very curious about the outside world, and they often take interest as the starting point in their studies, so they are easily attracted by new stimuli. This requires that the operating materials provided to children must be novel, bright and colorful, and the size of the materials should be determined according to the age characteristics of children. However, because some teachers don't know enough about the role of homework materials in teaching and are afraid of trouble, they always reuse several sets of homework materials in teaching. When the teacher sends the materials to the children, the children will immediately complain that "it's still this". Old and monotonous homework materials easily make children feel bored and affect the effect of homework activities.

Fourth, the teaching method is monotonous.

When considering the methods and organizational forms of kindergarten mathematics education, teachers are used to taking children's understanding of things from concrete to abstract as the basis, emphasizing only the intuition of mathematics education, relying on demonstrations unilaterally and imposing answers on children. For example, a few pencils and apples, we will talk about a class. Thirdly, ignoring children's learning rules and even overestimating children's acceptance ability, the teaching effect is not ideal. Moreover, the whole activity adopts a single teaching method, which makes the classroom atmosphere inactive and cannot stimulate children's interest in learning mathematics and desire for knowledge.

Verb (abbreviation of verb) In view of the above problems, it is suggested that:

First, reform the content of mathematics education.

According to children's age characteristics, expand the knowledge of all ages and deepen the difficulty of mathematics knowledge. Classes of all ages should be deployed in a unified way, and the teaching tasks should be completed from shallow to deep, so as to avoid repeating ineffective education. Number of sets: in addition to writing, reading, counting and fetching within 10 specified in the outline, it should be extended to writing, reading, counting and fetching within 20, and array counting, visual array counting and multi-level cognition should be added;

Neighborhood: we should pay attention to the infiltration education of laws and methods in the understanding of neighborhood, extending to the understanding of the essence of neighborhood and the neighborhood within 100; Even and odd numbers: from the cognition of ordinal numbers and reciprocal numbers within 10 to the cognition of ordinal numbers, reciprocal numbers and parity numbers within 100, and increase the cognition of series (single ordinal numbers and double ordinal numbers); Composition decomposition: In addition to learning addition and subtraction, composition decomposition and application questions within 10, we should also pay attention to the training of thinking ability in many aspects and the cultivation of transfer ability. In addition, we should expand the knowledge and increase the difficulty from the concepts of time and space and logic, and pay attention to the cultivation and training of children's analytical and comprehensive reasoning ability, mathematical language application ability, expression ability and multiple thinking ability.

Second, pay attention to the overall improvement of children's quality.

The Outline clearly puts forward four goals of mathematics education: teaching children to master some elementary mathematics knowledge; Cultivate children's initial logical thinking ability; Cultivate children's interest in learning; Cultivate children's correct learning attitude and good study habits. It is necessary to stimulate children's interest and thirst for knowledge through mathematics education, develop children's logical thinking ability and spatial imagination ability, cultivate children's meticulous, initiative, organization, persistence and creativity, educate children to overcome difficulties bravely, cultivate children's perseverance and self-confidence in learning, and lay a solid foundation for their future development. When teaching children mathematics, teachers should infiltrate these goals into teaching activities, and consider how to cultivate children's logical thinking ability, learning interest and good learning attitude and habits, so that children can improve their comprehensive quality while learning knowledge.

Third, enhance the interest of homework materials.

Teachers should master children's psychological characteristics, what kind of operating materials children of different ages like to use, and what kind of operating materials to use in an activity. Such as children's intelligent learning tools, multifunctional boards, abacus, plastic snowflakes, sand table teaching AIDS, game cards, round cards and other operating materials are brightly colored and deeply loved by children. In addition, teachers should work harder, choose materials skillfully and make homework materials suitable for children. It is also necessary to fully mobilize the enthusiasm of parents and children, and the same is true for parent-child production. Because of the children's personal participation, they will feel more cordial, like and care for the homework materials, thus improving the teaching effect.

Fourth, improve teaching methods.

It is necessary to change the previous "indoctrination teaching" into "operation teaching", so that children can participate in activities and experience the evolution of knowledge from activities, so as to obtain knowledge structure and knowledge results. Art can be used as a means of counseling in activities, and "passively accepting knowledge" can be changed into "actively operating to acquire knowledge". In the teaching of number composition and addition and subtraction operations, we should also organically combine with art, and adopt the teaching methods of "one picture with multiple models", "multiple models with one picture" and "one shape with multiple changes".

In short, we should also pay attention to the interactive use of several teaching methods in mathematics education, so that children can experience the connotation and operation law of a concept and ask them to tell their own operation process and results. Thus, the knowledge acquired by children is systematized and symbolized, and a certain system is formed.

Problems and methods in kindergarten mathematics education II. Teachers must update their teaching concepts.

2 1 century will be an era of rapid development of high technology. Only by constantly updating teaching concepts can teachers adapt to the development and changes of new styles.

The mastery and application of knowledge is endless. Only when you are never too old to learn can you not be eliminated by the times. Only by continuous innovation and enterprising can we keep pace with the times; Only by jumping out of the traditional educational circle of "focusing on imparting knowledge and overemphasizing the role of teachers" can we embody the new educational concept of "taking children as the main body and giving full play to children's subjective initiative", so that children can learn, understand and develop mathematics from life experience and objective facts in practical activities of studying and understanding problems, and then enjoy mathematics.

For example, read more newspapers and magazines, consult more experienced teachers, visit and study in Brother Park, make more use of network information, and exchange scientific research results with other places.

Second, teachers must improve their teaching methods.

Traditional education methods obviously cannot cultivate children's innovative thinking and ability. Only through advanced teaching methods such as discovery, heuristic and discussion can children's initiative and consciousness be mobilized.

Stimulate children's imagination and thinking ability, and guide children to explore problems bravely and boldly by means of inspiration, guidance and active participation.

To cultivate children's courage and ability to discover, analyze and solve problems, we should proceed from the reality of kindergartens, choose one or several optimal teaching methods in mathematics teaching according to different contents, different teaching objectives and children's personality differences, and use them comprehensively and flexibly.

For example, when teaching children to measure or compare the above three, measure the height of the bottle and the cup with a pen. From the fact that the cup is shorter than the pen and the bottle is higher than the pen, we can know that the bottle is higher than the cup.

Third, teachers should arrange and decorate a suitable learning environment for their children.

Provide a happy, harmonious, free and relaxed learning environment for children through practical operation and experience.

For example, in the activity of teaching "juice bar", a juice shop was set up in the math corner before class. The shop is filled with several empty fruit juice bottles, boiled water and honey or orange juice, 10 paper cups of the same size, colored pens and so on. The teacher is the owner of the juice shop.

Choose another corner of the classroom to arrange juice, and let the children take turns to be bosses and guests. In this way, children learn the capacity relationship between bottles and cups in a pleasant and relaxed environment, let children share the fun of opening juice bars with everyone in the process of learning, and concretize the abstract concepts of mathematical knowledge, which will have a multiplier effect.

Four, mathematics teaching should be combined with kindergarten teaching.

The "New Outline" points out that the teaching of various subjects in kindergartens should be integrated with each other, with children as the main body, and teachers should give full play to children's autonomy and stimulate their interest in learning.

Therefore, teachers can't make a car behind closed doors in the process of mathematics teaching, and infiltrate mathematics teaching into kindergarten teaching, so that children can develop oral expression ability, cultivate artistic interest and cultivate sentiment in the process of learning mathematics.

For example, in the teaching of "Magic 10 yuan", the teacher first makes all kinds of sweets with the children in the art area and marks the prices. Then, a candy store was set up in another corner of the classroom. Finally, show the coins of 1, 5, 10 yuan, let the children distinguish their differences and introduce their relationship. To each child 10 yuan. At the end of the activity, please tell the children what candy you bought. How much did it cost? How much is left? Help children record the currency combination of buying candy on the whiteboard.