Thinking characteristics of large class children

If you are a kindergarten teacher, a child's parents, or someone who has always cared about the growth of children, you might as well know more about the thinking characteristics of children. This knowledge may be a good helper for you to educate your children. Try it if you don't believe me.

One of the thinking characteristics of children in large classes: imitating thinking

There is a story that Nick and his father went to visit their grandmother together. On the train, Nick always sticks his head out of the window. Dad said: Nick, be quiet! Don't stick your head out of the window. ? But Nick still sticks his head out. So dad quickly took off Nick's hat, hid it behind him and said, Look, the hat is blown off by the wind. ? Nick was scared. He cried and wanted to get his hat back. Dad said: Whistle and the hat may come back. ? Nick leaned over the window and whistled. Dad quickly put the hat on Nick's head. ? Oh, it's a miracle. ? Nick smiled. He was so happy that he quickly took off his father's hat and threw it out of the window. Now it's your turn to whistle, dad! ? He said cheerfully. Little Nick thought his father's hat could be found back.

children learn mainly by imitating. Their imitation ability is very strong, but they only imitate it simply. For example, in class, if a child says he wants to go to the toilet, you'd better make sure that he really needs it, otherwise many children in your class will make such a request.

One-way thinking

If you teach your child 1+1=2, you must never think that he already knows 2-1=1, because he can only push from left to right, not from right to left. Another example is that two equally short and wide cups contain the same amount of water, and the water in one cup is poured into the other high and narrow cup. Then ask students to compare which cup has more water, and there may be an answer that there is more water in the high and narrow cup, because children can't make good use of operation to solve problems at this time, but only use their only intuitive experience. Therefore, when educating children, we can't take it for granted that they can do some reverse thinking by themselves.

thinking characteristics of children in large classes 3: thinking in images. When children perform simple operations, such as 1+1=2, it is a qualitative leap for children to know why 1+1 equals 2. If you say that one pencil plus one pencil equals two pencils; One apple plus one apple equals two apples. He knows the truth that 1+1=2, but in the future, when he calculates 1+1=2, he still has to rely on physical objects. After the accumulation of image thinking, he can extract abstract digital concepts from one physical object after another. Therefore, when teaching children to learn mathematics, we should pay special attention to using visual teaching AIDS, so that children can get abstract concepts from objects themselves. Elephant? Negative number? It is difficult to teach this abstract concept in kind, and it is best not to teach it in early childhood.

There is a little joke about Jack coming home from school. When his mother saw his face covered with blood, she asked. Jack, did you fight again? How come you lost two teeth! ? Jack said quickly:? Mom, I didn't lose my teeth. I put them in my pocket! ? It can be seen that the child didn't understand his mother's meaning at all. Her mother blamed him for fighting with others again, but he said that his teeth were not lost. From the child's point of view, the tooth is really not lost, because the meaning of losing is that they can't find it, it's gone, and his tooth is still in his pocket. Can this be considered lost? There is another joke that can also illustrate this problem. A mother said to her child:? Be careful not to eat the worms in the apple. ? The child said:? Why should I be careful? It should be watched. I'm the one. ? What lovely children's words! Therefore, children can't grasp the key to the problem, and parents should be patient enough to listen.

The thinking characteristics of large class children: One-dimensional thinking There is a story that can illustrate this problem. The mother educated her son and said: Everything important should be locked in a box so as not to be lost. ? The son remembered this sentence. A few days later, my mother wanted to open the box to get something, but she couldn't find the key. The son quickly said:? Mom, the key is in the box! You said the key must be something important, so I locked it up. ? It can be said that the child only knows the importance of the key, but he forgets that only the key can open the box. Xiao Ming is eating ice cream. He was told that there was a bug in the ice cream. Naturally, the adult's intention was to tell him not to eat the bug in his mouth, but he said a little viciously. Freeze him! ? Children's thinking is quite different from that of adults.

Piaget, the main representative of genetic epistemology, once summarized the thinking characteristics of children at this stage as the pre-operation stage; Ausubel also put forward a similar pre-operation level stage, and also defined the age as preschool children. He believed that preschool children can only understand and use primary concepts and their relationships. These primary concepts are obtained by learners from concrete practical experience. Preschool children can't think reversibly, master what is conservation, and can't perform real logical operations.

after knowing this, have you learned something about your children?

On the thinking characteristics of children in large classes

Thinking ability is a basic and important ability that affects people's life development. Preschool period is an important period for laying the foundation for children's thinking ability. It is our teachers' unshirkable responsibility to let children learn how to think, discover and solve problems from an early age. In the process of guiding small class children to learn thinking characteristic courses, I deeply feel that we should follow the age characteristics of small class children and teach them in accordance with their aptitude, and adopt corresponding teaching strategies in order to make them develop better.

Small class children are full of interest in the world around them and have a strong curiosity about new things. The children in the class are younger, with unstable attention and weak observation ability; It is easy to know vivid and colorful things and images, but observation is very random, and you often look at everything you encounter, which is out of order, repeated before and after, and many left behind; We can only observe the rough outline of things and see the superficial phenomena of things, which are easily disturbed by new external stimuli and cannot last long, and are greatly influenced by emotions. Maria, a famous Italian child educator? Montessori believes that a person's intellectual development and the way he forms concepts depend to a great extent on his language ability. Therefore, there is a close relationship between language and thinking, and the development of children's thinking ability and language ability are synchronized. The process of children mastering language is also the process of thinking development, and the development of thinking will promote the development of language conception ability, logic and language ability.

I summed up some strategies of thinking activities based on the age characteristics of our small class:

(1) Strengthening children's awareness of rules and developing good operating habits in thinking the game is an important prerequisite for implementing the thinking the game curriculum and concentrating children's attention. Therefore, teachers need to establish a set of complete, systematic and step-by-step operating rules, so that children can develop good learning and operating habits in the process of learning and operating.

(2) Improving children's interest in observation and guiding them to observe operation materials purposefully are important conditions for implementing thinking the game course

(3) Improving children's language expression ability in thinking the game course

We should pay more attention to observing children's changes in their daily lives, encourage children to think hard, express their own thinking results, and give full play to their peers' role models. Let children speak boldly, so that children can get a good psychological experience, be more active in various thinking activities, and constantly improve their basic thinking ability.

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