Reflections on Mathematics Teaching in Kindergarten

Reflections on Mathematics Teaching in Kindergarten

As a new teacher, he should have first-class teaching ability and record his feelings in the teaching process in teaching reflection. Do you know anything about teaching reflection? The following is my reflection on kindergarten mathematics teaching, for your reference, hoping to help friends in need.

Reflection on Mathematics Teaching in Kindergarten-1Design Intention;

Children who enter large classes have strengthened their social skills. With the development of connecting children, children will use their existing knowledge and ability to interact with peer teachers. Because they have accumulated some life knowledge related to mathematics in their life, they like to leave telephone numbers with numbers and addresses with many common words to strengthen communication. At this time, the understanding of the concept of numbers is still in a fragmented state, and those fragments of knowledge will cause some interference and doubts to their lives, such as "My home is 102 and yours is 102, so don't we live in the same home?" .

In order to solve children's practical problems and difficulties, we take house numbers as the starting point, excavate, sort out and enhance children's knowledge reserves, design a mathematical activity "architecture and numbers" in combination with children's real life, reveal the relationship between numbers and addresses, and guide children to actively apply mathematical knowledge to real life. Starting from life, it is the value orientation of kindergarten mathematics teaching to stimulate children's interest in learning mathematics, so that children can deeply realize that life cannot be separated from mathematics, and mathematics is the key to solving life problems, thus enhancing their interest in learning mathematics.

Teaching objectives:

1. Try to find the representation and arrangement of house numbers in the exploration operation.

2. Improve the ability to solve problems in active learning and accumulate relevant life experience.

3, can take the initiative to discover the mathematics in life, and experience the fun of learning mathematics in life.

4. Cultivate children's observation, analysis and hands-on ability.

Teaching preparation:

Materials: building materials made of cardboard boxes in one hand, building number plates in the other hand (numbers between floors are distinguished by different colors), multimedia courseware, several envelopes with specific addresses, images of several people, and colored tape rolls (used to mark the location of buildings).

Environment: multi-media, children's operating learning ground, tables and chairs, floor mats, one person.

Children: Have some life experience and know the home address.

Teaching process:

First, the introduction of situations to stimulate children's existing experience of house numbers

1, (teacher-child exchange) xu teacher came to Dongyang for the first time and found that Dongyang is really a beautiful place. These roads are wide and clean. Not only are there many high-rise buildings on the street, but the community is also very beautiful. Can you tell me where your family lives? (Children introduce their home address)

2. This is XX residential area. Let's go and visit together. (Play multimedia to intuitively feel the residential buildings in the community)

3. How many floors does this building have? (Camera points at a unit) Let's look at the first unit. This is the first floor. (The camera looks at a house number) What is this? (10 1) Do you know the house number opposite? (The opposite house number appears after the child has the answer) What about upstairs? (same method)

4. (The camera goes to the gate where people come and go in the community) It seems that there are many people living in this community. The more people live, the more buildings are needed. Today, let's learn architecture from workers' uncles, shall we?

Second, try to sort out children's understanding of house numbers.

1 building

The materials we use for building are chairs and cardboard. (The child has a material. ) Here are the materials for building the 3rd, 4th and 5th floors. Children who like to build four floors can choose these, and those who like three or five floors can choose others. The method is: everyone takes a piece of material, folds it into a building, puts it behind the chair where you are sitting, and shows the front of the building to everyone.

2. Number

Buildings have house numbers. Please number the completed buildings according to certain rules.

1) The child tried to number independently.

2) Please tell me how it is numbered.

3) Discussion: The meaning of each number on the house number.

Teacher's summary: We call the ground floor the first floor, and the leftmost room is the first room, so generally speaking, the numbering method of house numbers is: from bottom to top, from left to right, the first number indicates the floor, and the last number indicates the room, separated by 0, and the building number is 10 1,102,20.

4) Please check whether your house number is correct. If you do something wrong, adjust it.

Third, explore and understand the residential address.

The (Happy Community) community has been built. Let's fire three guns to celebrate the completion of the community. "pa!" (Group height five or three times)

1, explore the building number. How many buildings are there in XX Community? Please number the children.

2. Exploration unit number. Observe the difference between the first building and the second building. (The first building is very short, the second building is very long ...) The first building has three units, and the second building has five units: 1, 2, 3, 4 and 5. Let's count from left to right. The teacher pointed to each building and said that each building has several units.

3. Explore the relationship between buildings, units, floors and rooms. Honghong will live in this happy community. She has a home key with her home address on it (show and key address card 2-3-30 1). You got it? Do you know what building his home address is in XX community? What unit is it? Which one?

4. Consolidate cognition. If you were invited to live in this new community, where would you like to live? Please insert a flower on the balcony of your new home and tell everyone what building and unit your new home lives in. (Ask the child to point out the specific residence and state the address completely, and say, "My new home is in Room XX, Unit XX, Building XX, XX Community. Welcome to my new home. " . The teacher writes on the blackboard according to the child's choice.

This community is so beautiful. Xu teacher also wants to move his family to XX community. I like this house. Can you tell me the detailed address of xu teacher's new home? (Unit 2, Building 4, XX Community, 50 1. )

Fourth, consolidate the application of migration in life.

Move to a new house: when the community is built, many residents will move in. Would you please help everyone move together? Please help them move into their new home according to the address he gave.

Let a child explain where he is moving to his new home. Why that? The front XX stands for Building XX, the middle XX stands for Unit XX, and the back XX stands for Room XX. (Peers can communicate with each other)

Verb (abbreviation of verb) expands activities: Children exchange home addresses with each other.

Teaching reflection:

1. Children are very interested in building activities.

2. At the beginning, some children would confuse the building number with the number.

Most children can really find the address when they finally find it.

Reflections on kindergarten mathematics teaching II. The development of kindergarten mathematics teaching is a beneficial extension and supplement of kindergarten teaching activities. In the form of group activities, children are provided with a lot of opportunities to think with their brains and operate with their hands, so that children can play their enthusiasm, initiative and creativity in the activity area. So that they can develop on the basis of the original level. Then, how should the kindergarten mathematics activity area be developed? According to my work practice in recent years, I would like to talk about my personal views and experiences here:

Teachers should have a clear understanding of the goals of this semester's math activities, and what kind of goals they have should consider designing a math activity area to achieve a certain goal. Run educational intention through the content of mathematics activity area, and create a good environment consistent with mathematics goals. For example, the goal of this week's small class math activity is to "classify objects by color and find objects with the same color from objects with multiple colors". Then, the small class teacher should provide materials around this goal when setting up the calculation activity area in the week.

It is important to put homework materials in the math activity area. Operating materials are the media of education, the tools to help children systematically construct mathematical knowledge and induce them to explore and learn actively, and the material pillars applied to operating actions, so that external material actions gradually evolve into internal conceptual actions. Providing materials is not only the preparation before activities, but also an important means to guide children to learn mathematics knowledge and develop their thinking ability in the whole education process. Therefore, the cognitive characteristics of children of all ages should be fully considered when providing operational materials. For example, small class children are easy to imitate in the cognitive process, with poor learning purpose and weak task consciousness. They are interested in moving tools and using them. However, in large classes, their learning objectives have been enhanced, they can work hard to complete their learning tasks and attach importance to learning results and evaluation. The cognitive characteristics of small classes and large classes are different, and the effects of the same materials are completely different. A teacher in a large class used the seal and the composition of physical exercise once, and the effect was very good. Therefore, it is necessary to integrate learning tasks into materials, such as adding some materials such as homework sheets. Children will be interested in operating according to the requirements of the homework list and cooperating with the real thing. In the activities, they can not only get the practice of relevant knowledge, but also cultivate their sense of task, thus obtaining the satisfaction of success and enhancing their self-confidence. Therefore, we should pay attention to the cognitive characteristics of children at all stages when putting in materials.

Taking the "row by row" activity in middle school mathematics as an example, it shows that the "row by row" activity is carried out on the basis of children's understanding and familiarity. According to the Guiding Outline of Kindergarten Education, I have set the following three teaching objectives:

1. Let children learn how to compare multiple objects. In the first activity, use multimedia courseware to show five pictures of watermelons with different sizes. First, let the children know that these watermelons come in different sizes. Let the children find a way. What should they do if they want to row watermelons from small to large? On the basis of children's thinking, teach children to learn to sort multiple objects.

2. You can compare and sort the objects as needed. For example, I prepared a picture of a big tree for my baby. The purpose is to arouse children's interest, cultivate children's hands-on ability and observation, and it is also a sublimation to compare children's learning of multiple objects.

3. Cultivate children's visual ability and logical thinking ability. This goal is mainly reflected in the third activity. Children compare the thickness of boxes by visual inspection, which is also one of the teaching methods I use.

In the activities, I also used the game method and search method, which can promote children's correct understanding of the spatial form of objects through game activities. For example, give children pictures of trees with different thicknesses, guide them to arrange them from coarse to fine, and guide them to take out the thickest tree at a time until it is completed. Then put away the trees one by one in the order from fine to thick, and put them back in their original places, which invisibly cultivated the good habit of children sorting out toys. In a word, this class has achieved my preset teaching goal.

The above methods also have some shortcomings in teaching activities. For this lesson, although the overall teaching goal has been achieved, I think there are still some shortcomings:

1. During the whole activity, the children are following the ideas designed by the teacher, and there is no room for free exploration. I think this is a misunderstanding in my design activities.

2. In the activity, children's interest is not high, the game activity can't arouse children's interest, the classroom atmosphere is not active, and the teaching methods need to be improved.

Mathematics teaching in kindergarten middle class should rely on certain educational objectives and contents and be based on the cognitive characteristics of children of all ages; According to the actual level of each child; Create a good learning environment for them, provide materials conducive to children's active activities, let them learn shallow mathematics knowledge in operation, cultivate their interest in learning and develop their intelligence. In addition, we should develop good study habits, such as loving hands-on operation, loving thinking and being curious to prepare for entering primary school.

Kindergarten mathematics education is an indispensable part of preschool curriculum. The new curriculum view and knowledge view also tell us: "Children are not passively accepting knowledge, but constructing and discovering knowledge, not bystanders of knowledge, but active constructors and creators of knowledge meaning, and this role of children is not given by teachers in good faith, but naturally possessed by them as learners." In the field of children's mathematics education, let children really "learn to apply mathematical viewpoints and methods to solve vivid practical problems around them, rather than regard them as knowledge reserves or dogmas." We need to reflect deeply from concept to behavior. There is still a long way to go to make kindergarten mathematics education really effective or even efficient. Let's work together to achieve it: give children a space and let them move forward forever; Give children a condition to have their own blue sky.

Reflection on Mathematics Teaching in Kindergarten 3. Activity Objectives:

1, know the ordinal number of 1- 10, distinguish the series from different directions, and learn to determine the position of objects in the series. 2. Mastering the ordinal number, which number will be used to accurately represent the position of the object in the sequence. 3. Develop children's logical thinking ability and experience the happiness of math games.

Activity preparation:

Picture book courseware, five computers, and a wand with digital marks hidden in the child's hand.

Activity flow:

First, introduce picture books to stimulate interest in learning.

1. Introduce the topic with the picture book "The Real Magician" to inspire children to test wizards.

Teacher: A few days ago, we read a book called The Real Magician. Today, the headmaster of the magic school said that their magic cabinet exam had begun. Do you want to challenge their magic cabinet exam? If the challenge is successful, you can become a real little wizard and get the magic school wand.

2. Guide children to queue up to accept challenges.

Teacher: Let's see, how many hurdles do I have to pass in the spell cabinet exam?

Teacher: There are just four children in each group, and each child can break through one level. Then discuss who breaks through the first level and who breaks through the second level, and stick the numbers on the small stool on your chest.

Second, take turns to break through the customs and accurately identify the number sequence.

(1) Level 1: Little magicians line up.

1. Show the first question, guide the children to look at the pictures, and summarize the queuing requirements: 10 Little wizard from short to high. 2. Individual children try to demonstrate and summarize the main points of queuing: the little magician's feet should stand on a line. 3, children's operation: line up ten little magicians, and the successful magician gets a magic wand.

(2) Level 2: Find 9 magic postcards. Learn ordinal numbers within 6. 1. Show the "magic cabinet" to guide children to look at pictures. Summary: Postcards are in the sixth drawer from bottom to top in the magic cabinet. 2, children's operation, find out 9 magic postcards, and the correct magician gets a magic wand.

(3) Level 3: Find out the key to the spell cabinet. Learn ordinal numbers within 7.

1. Show the library shelves and guide the children to look at the pictures. Summary: The key is in the largest bookshelf, and the drawers on the seventh floor are counted from it. 2, children's operation: find the largest bookshelf, count the seventh drawer from it, and the successful magician gets a magic wand.

(4) Level 4: Find the ladder to the magic school. Learn ordinal numbers within 10.

1. Show the "magic cabinet" to guide children to look at pictures. Summary: the stairs leading to the magic school are in the wardrobe on the third floor from top to bottom, and in the left clothes 10.

2, children operate, find the ladder to the magic school, and the successful magician gets a magic wand.

Third, migrate the experience and queue up in an orderly manner.

1. According to the numbers on the wand, the children line up in numerical order from 1 to 10.

Teacher: Do you want to go to a magic school? Then how to get there? Guide the children to line up according to the numbers on the wand. Children take music to the magic school.

Activity expansion:

1. Regional activities: Place corresponding operation data in the math area.

2, home cooperation: in life, ask children to help adults take things and put things according to similar tips.

A real magician

-Reflection on the "real magician" activity in middle school mathematics activities.

Activity reflection:

It is clearly pointed out in the outline that the application of educational methods should be appropriate, flexible and diverse; Fully embody the principle that children are the main body of the educational process and pay attention to the interaction between teachers and students. In the past, our teacher paid attention to how to instill knowledge into children, ignoring their interests, cognitive rules and development level. Children are just containers to accept knowledge, just follow the teacher's ideas and lack their own thinking. In the Outline, it is required to fully embody the principle that children are the main body in the process of education, which requires our teachers to change their outdated educational concepts, their roles and methods, establish a good partnership with children, and guide children to learn independently. In the whole activity, games are used to create situations to guide children to learn mathematics, so that children can naturally, easily and happily acquire superficial mathematical knowledge without ideological burden, thus stimulating children's interest in learning mathematics.

Most children have perceptual knowledge of ordinal numbers within 9. In this activity, I combined the children's perceptual knowledge, and the whole activity was played throughout. I designed to let the little wizards line up, find postcards, find keys, and find the stairs leading to the magic school. The first level, contact ordinal number, ranks nine wizards from short to high. The second level, count the sixth drawer from bottom to top, find out nine magic postcards, and learn the ordinal number within 6 from the latitude of direction and quantity. The third level, look for the key in the largest bookshelf and the drawer on the seventh floor from the bottom, that is, learn the ordinal number within 7 from the three latitudes of size, direction and serial number. The fourth level, set two numbers with different directions and different meanings to test children and complete the learning of ordinal numbers within 10. Realize the key and difficult points of teaching step by step.

This activity makes full use of the dynamics and fun of the game to help children understand the directionality of ordinal numbers and strengthen the application of ordinal numbers in life. Courseware is easy to operate and pays attention to the combination of static and dynamic; While paying attention to the establishment of children's mathematical concepts, we should step by step and highlight the important and difficult points. In the process of activities, computers and courseware can be said to be my only teaching tools, and the characteristics of courseware are its operability and interactivity. Among them, I use the drag-and-drop function to let children line up to find little magicians and postcards. After everyone verifies whether it is correct, I can correct it by closing the drawer and looking for it again, which is very close to the child's life experience. The courseware also helped me set a puzzle that firmly grasped the children's attention, "What will be found according to the prompt", which stimulated the children's curiosity again and again and made them full of fighting spirit in the whole activity. Children are always immersed in the game situation and fully experience the fun of math activities.

Reflection on Mathematics Teaching in Kindergarten 4 Activity Objectives

1, correctly perceive the number within 5, and understand the actual meaning of the number 5.

2. Stimulate students' interest in learning mathematics in game activities and cultivate their preliminary problem-solving ability.

3, like math activities, willing to participate in various exercises to expand reading: playing games and cultivating rebellious thinking.

4. Interested in participating in math activities.

Activities to be prepared

Environmental layout:

Design a warm home with the number 5, including living room, study room, dining room and toy room.

Activity materials:

1, 1~5 digital card and digital card. There are several pictures of similar items with different sizes, colors and shapes, such as 4 small fish, 5 squirrels, 3 frogs, 2 rabbits, 1 flower.

2, a number of similar items, such as five small bowls, four spoons, six plates, five apples, etc. Arrange in the restaurant; Six skipping ropes in the toy room: five scissors and five pencils in the study room.

3. There are several items that are the same, but different in shape, color and size, such as five flowers of different colors in the living room vase, a photo of the number five in the photo frame, and five different kinds of fish in the fish tank; There are 4 different balls, 6 different dolls and 5 different cars in the toy room.

Activity process

1. Create a scene of visiting five digital families to attract children's interest in playing games.

(1) The teacher plays the happy number 5 and invites children to be guests at home.

(2) Introduce the requirements of number five: after five small bridges, through five forests, finally come to a place with five small houses, and find the number five according to the number marks on the houses. Review the numbers within 5 and you will get the same score. )

(3) There are some pictures in front of the house with the number 5. Children can only enter the house with the number 5 after counting the items in the picture correctly and finding out the corresponding digital card or digital card. (Review the count and say the total)

2. Find all five items in the number 5.

(1) The children are divided into four groups and enter the living room, study room, dining room and toy room of Digital 5 respectively.

(2) Find five items at home, such as five flowers, five small bowls, five fish, five apples and a photo of five people. Inspire children to classify objects of the same species, regardless of their size, color and shape.

(3) Use digital cards or point cards to mark the items at home.

3. Look for items whose numbers are five instead of five, and try to make them five.

(1) Find five things that are not five, such as four balls, four spoons, four books, six dolls and six skipping ropes.

(2) Encourage children to find ways to make 5. Focus on guiding children to perceive that 4 plus 1 is 5, 6 minus 1 is 5 and so on.

(3) Mark the adjusted items with digital cards or point cards.

4. Invite children to eat digital cookies, thank them for visiting the number 5, and comment and summarize the activities.

Activity expansion:

Look for five in life, such as the fifth floor, five o'clock, May, five years old, five yuan, etc., and perceive the use of numbers in life.

Teaching reflection:

Mathematics activity is a very enjoyable course for children, because there are more games and more opportunities for children to operate, but it is not so easy for children to really understand the content of this teaching activity and master it skillfully and flexibly.

Numbers: The earliest tools used by human beings to count are fingers and toes, but they can only represent numbers within 20. When the number was large, primitive people mostly counted pebbles and beans. Gradually, people were not satisfied with counting by grains, so they invented the method of knotting to describe counting, and described counting on hides, bones, trees and stones. In ancient China, counting was done with sticks made of wood, bamboo or bones, which was called counting chip. These counting methods and symbols gradually became the earliest digital symbols (numbers). Today, all countries in the world use Arabic numerals as standard numbers.