What is the role of Qizhi bead counting in the deep heritage of traditional culture?

"One on one, one down five to four, one to nine into one; two on two, two down five to three, two to eight into one ...... "Once upon a time, people kept reciting all kinds of mnemonics of bead counting. Until the 1990s, bead counting was a part of the math syllabus for elementary school in China

Country. It was dropped from the 2001 Compulsory Education Mathematics Curriculum Standards (Experimental Draft) issued by the Ministry of Education, and then revised in 2011 to include the phrase "represent three-digit numbers with the

balls on the abacus".

"It's not quite realistic to bring back bead counting as a compulsory subject, but it's feasible and worth advocating among some students through school-based programs and interest groups." Cao Yiming said.

Babble, as China's outstanding traditional culture, was included in the United Nations "Representative List of the Intangible Cultural Heritage of mankind", and bead counting is the best carrier of inheritance. Therefore, the bead counting again into the early childhood classroom, into the elementary school textbook.

Walking through the cold wave, this return is a new rebirth, ushering in a new opportunity for development. In July this year, the Jiangsu Provincial Department of Education and the Department of Finance jointly issued a notice, decided since September this year, to determine the 120 elementary school for the second batch of Jiangsu

Provincial bead counting education experimental schools. In Cixi, Zhejiang Province, there was a special "revitalization of the bead calculator cause to create a special cultural education brand of a number of opinions," from the teaching model innovation, incentives to strengthen the mechanism, etc., a strong

promote the development of bead calculator.

"The times are changing, the bead calculator is also advancing with the times, from the 'divine calculator' era of winning by counting, turning to enhance children's memory, attention, thinking ability and the ability to represent the goal of enlightenment era." Experiencing the ups and downs, Zhou Limin, a teaching researcher in the teaching and research office of the Cixi Municipal Bureau of Education in Zhejiang Province, knows it well.

No longer pursue the strengthening of the calculation function, but to highlight the puzzle function of the manifestation. Zhou Limin introduced the changes in the concept of teaching bead calculations reflected in practice, is to correspondingly reduce the proportion of arithmetic training, and instead increase the double

Hand dialing bead training, beads like memory training and other new training methods, consciously strengthen the child's memory, attention, etc.; coordination of the listening to the heart calculation, look at the heart of the calculation of the configuration of a variety of tasks to promote the children's language and visuo-spatial integrated strategy

strategic

In addition, the program is designed to accelerate the formation of the "brain image" and stimulate the generation of high-intensity connections between the white matter of the brain regions through the coordinated participation of all brain regions in the cognitive processing of numbers.

For kindergarteners, bead counting is like a toy. At Tianyuan Kindergarten in Cixi, Zhejiang Province, teachers have developed a set of potential bead counting manipulative material kits and accompanying courses to guide children to follow the process of building quantitative relationships from objects to representations to symbols. Children can learn while they play.

What's more surprising is that Minghe Primary School in Zhejiang Province, which started its bead counting teaching experiment in the late 1970s, has persisted until now. Because of this feature, this originally inconspicuous village elementary school has become a school known far and wide.

In reality, how to better develop the bead counting, grassroots schools are still facing a lot of problems: how to organically and effectively integrate bead counting teaching with math classroom teaching, how to continue to maintain the interest of middle and upper grades students in the teaching of bead counting, how to combine bead counting teaching with modern educational technology more effectively and develop ......

"The bead counting teaching and how to combine and develop modern educational technology more effectively. p>

"This requires people to reach more *** knowledge, *** together to find answers." Dynasty Cai said.

Bead counting is indeed the crystallization of the wisdom of ancient people, we should learn it well.