Children's mathematics enlightenment training

Mathematics is a very abstract subject, and it is difficult to accurately describe what mathematics is in words, but mathematics permeates all aspects of our daily life. The following is the children's mathematics enlightenment training I arranged for you. Also welcome to read.

The core of children's mathematics enlightenment education is to let them play middle school. Stimulate children's interest in learning mathematics instead of accumulating more knowledge. Teachers and parents should pay attention to using their favorite toys and common items in teaching practice and daily life, enlighten mathematics in games through hands-on operation, and cultivate children's interest in mathematics.

Lens one

Mother put five apples, five pears and five peanuts on the table respectively and asked Fangfang, "Do they have so many?" Three-year-old Fangfang blinked, thought for a moment and replied, "There are as many apples as pears, but fewer peanuts." Mom asked Fangfang to count it again. Fangfang counted and said, "There are all five, but no matter how small the peanuts are, they can't be counted." Mother said angrily, "remember, there are all five, which is the same amount!" " "Fangfang cried, and she hated games related to numbers.

Lens 2

The teacher asked the children to observe a picture. There are five ducklings and four big white geese on the screen. After a while, the teacher asked, "Which is more, duck or white goose?" Most children replied that there were many white geese. Because the white goose is very big, it seems to occupy a lot of pictures, so the children still don't understand that "a lot" is just a quantitative relationship. When the teacher taught them to count, every child happily asked to see another picture and continue to learn to count.

The above examples show that children's mathematical enlightenment must be carried out according to children's psychological characteristics, starting with cultivating interest, with cultivating interest as the main goal, rather than blindly ahead. Children's learning and understanding of "number" should go through a process from concrete to abstract. At first, when children distinguish things, they regard these specific items as isolated and different, but they can't see their essential similarities. If mother knows how to lead Fangfang to be interested in mathematics, after a period of operation and practice, she will suddenly find that Fangfang can not only understand that the number of five apples and five peanuts is the same, because "they are all five", but also derive an abstract understanding of numbers-as long as she meets a bunch of five items, she will know that the number is the same. Through this process, Fangfang not only understood the abstract meaning of numbers, but also developed the initial abstract thinking ability.

This shows how important it is to cultivate children's interest in the process of mathematics enlightenment. To improve children's mathematical quality in practice, we should organically combine professional mathematical enlightenment with mathematical games in life. For parents, the key is how to organically and naturally combine boring and abstract numerical concepts and calculation methods in the form of games or parent-child activities, so as to enlighten children in mathematics and let them play with middle school. Stimulating children's interest in learning mathematics is always more important than accumulating knowledge.

Children's mathematical quality must be cultivated in the process of children's mathematical enlightenment. Improving children's mathematics quality through enlightenment training is to urge children to use mathematics to solve problems through real situations, so that children can discover and learn mathematics in exploration; Promote children's comparison, analysis, generalization, judgment, reasoning and other preliminary mathematical logic and improve their intelligence in many aspects; Encourage children to think comprehensively, orderly and logically, form their scientific spirit of being brave in exploration and innovation, and promote the all-round development of children's personality. Therefore, in the implementation of children's mathematics enlightenment, we should first change the traditional knowledge-based teaching method of "preaching, teaching and solving doubts", give full play to children's subjective initiative, enthusiasm and creativity, and carry out heuristic teaching. Preschool teachers and parents "should be supporters, collaborators and guides of children's learning activities." We should strive to leave enough time and space for children to think, change "learning" into "learning", and let children truly become the main body of learning.

Mathematics enlightenment refers to children's hands-on thinking and close contact with mathematics under the effective guidance of teachers or parents, thus gradually forming their own mathematics knowledge. You can set up a "mathematical operation area" in large class activities, so that children can explore and experience the relationship between "quantity and number" in operation, and guide children to understand the significance of measurement with life examples. The teacher can take out two ribbons and ask the child: How do I know which ribbon is longer? Most children will think of such an answer: compare it and you will know. At this time, you can continue to guide: besides comparing together, is there any way to determine the length of the ribbon? When children think that they can measure the length of ribbon with a ruler and then compare the size of the obtained data, it shows that they have understood that the length of objects can be expressed by numbers, and the relationship between objects can be expressed by comparing the size of numbers.

According to the characteristics of children's thinking development, concrete thinking gradually replaced intuitive action thinking and became the main type of thinking, while abstract logical thinking began to sprout. In other words, although children's thinking can't completely get rid of the shackles of concrete actions and images, it has already begun a long transition to abstract logical thinking. For some specific problems or situations, children have been able to think and reason logically, and they can also summarize the similarities and differences of specific things and make a preliminary abstraction. This shows that children have the possibility of developing preliminary abstract logical thinking.

In fact, our life is surrounded by mathematics everywhere, and there are also many guiding materials: the dazzling array of goods in the supermarket have different price tags; Roadside buildings have various geometric shapes; The flowers and trees in the park vary in height; The number of children in kindergarten ... All kinds of activities, occasions and objects closely related to children's lives can be good materials for children's mathematics enlightenment. Mathematics is around children, and daily life is a big classroom for children to learn mathematics. Parents and teachers should have the consciousness of random education, make use of all possible opportunities and conditions, let children explore, discover and compare the quantitative and spatial relations in life, accumulate mathematical experience, and guide children to solve problems related to mathematics in life. For example, when playing with toys, they are classified according to materials or lined up according to size; When eating, let the children count first, and then determine the number of bowls and chopsticks according to the number of people; When going upstairs and downstairs, guide the children to count how many steps there are while walking; Walking on the road can let them see the arch of the bridge and initially establish the concept of arc ... Through concrete and vivid heuristic learning in life, children can easily and naturally gain some simple mathematics experience, and let them feel that mathematics is very interesting and useful knowledge in daily life, thus becoming interested in mathematics and laying a good foundation for formal learning in the future.

Children's mathematics enlightenment should be naturally infiltrated, and mathematics should be organically combined with life to improve children's mathematics quality.

In July, 20001year, the Ministry of Education issued the Guiding Outline of Kindergarten Education, which advocated: "You can feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics." The outline clearly points out the main goal and value orientation of children's mathematics enlightenment, that is, to let children understand the close relationship between mathematics and nature and human society; Learn to use mathematical thinking to observe and analyze the real society and solve problems in daily life. Children's mathematics enlightenment should be based on life, discover mathematics in exploration and stimulate their interest in mathematics. In other words, children's mathematical feelings and consciousness are gradually formed through real scenes and problem-solving processes in life and games, so that they can experience the meaning of mathematics and feel and develop the fun of solving problems by mathematical methods.

To sum up, the core of children's mathematics enlightenment is to emphasize that the educational content comes from children's daily life, such as integrating children's specific activities as homework for duty students into digital education, thus linking the actual situation in real life with mathematics problems; Kindergarten teachers pay attention to life in the choice of teaching AIDS; The way of enlightenment is closely related to the children's life scenes, and so on. All this is to help children solve math problems in their lives and let them experience the value of math. Through children's familiar real life, let children find mathematics in the things around them, learn mathematics by combining personal experience, observation and practice, apply mathematical knowledge to their own lives, solve problems in life, and really let children become interested in mathematics from real life, thus achieving the primary goal of cultivating mathematical quality.