In the traditional children's mathematics education, children are bored and uninterested in mathematics, often in a passive state, and it is quite difficult to learn. So how to guide children to actively participate in mathematics activities and let them show greater initiative, enthusiasm and creativity? Let's talk about my opinion:
First, a good environment can stimulate children's desire to actively participate.
Children don't get mathematical knowledge directly from the object itself, but discover and construct mathematical relations by fiddling with their own actions and internal organizations and interacting with matter. Children's subjective initiative in the learning process often lacks favorable opportunities and conditions provided by the environment, which limits the process of children's active participation to some extent. The new "Outline" puts forward: "Provide rich and operable materials to provide conditions for every child to use his senses and explore in various forms." Lack of operational materials is not conducive to mobilizing children's interest in learning. Homework materials are the main tools for children's learning and the implementation media with clear and visible educational goals. However, it is very common for poor, monotonous and outdated operational materials to appear repeatedly in the development series of mathematical knowledge. For example, in the teaching of number formation, we know that in some kindergartens, from the formation of 3 to the formation of 10, the physical materials used by children are broad beans and peanuts, and the picture materials are all fruit pictures. The operating materials are immutable, which makes the children have no novelty in operation and can't produce excitement and desire to operate.
Small class children are at the level of sensory movement of thinking development, while middle and large class children are at the level of thinking from sensory movement stage to concrete image stage, so it is difficult for children to master abstract mathematical concepts. Therefore, teachers had better let children learn mathematics through interaction with the environment. A well-arranged environment can promote the development of children's thinking and mathematical concepts. For example, the teacher has arranged an environment that can provide children with classified learning. On a shelf, the teacher puts plastic pieces of different sizes, colors and shapes for children to classify; On another cupboard, the teacher put cards of various means of transportation for the children to classify by name.
Second, stimulate interest in the form of games.
Children like games best. Teaching in games makes the whole learning process interesting, which can greatly stimulate children's interest in active learning and improve their enthusiasm for participating in activities. At the same time, curiosity and similarity are the motivation of children's active learning. In order to stimulate children's strong learning motivation, using toys and games for education is the most acceptable and enjoyable learning mode for children. Every time children play, they may have different ways of playing and different ideas, which are cultivated invisibly. For example, in the teaching of "strong wind blowing", the goal is to practice the continuous classification of three-layer conditions. The teacher played the role of "Grandma Feng". Everyone sat in a circle around "Grandma Feng" and played the game of "Grandma Feng". "Grandma Feng" randomly names one or several characteristics that most children have. Children with this characteristic will stand up and change places, while other children will not move. "Grandma Feng" will sit in one place while everyone changes places. At this time, using games to learn abstract mathematics knowledge can effectively stimulate children's interest in learning, improve their enthusiasm for thinking, and let children learn mathematics easily and interestingly in a happy mood. Therefore, the proper use of mathematics games in mathematics teaching activities and the application of mathematics games in children's mathematics learning activities can not only avoid the monotony and boredom of mathematics learning, but also enhance the fun and interest of mathematics learning.
Third, use operational materials to stimulate interest.
Piaget believes that children are cognized by operation, and providing children with educational operation materials can enable children to use various senses, use their hands and brains, explore problems and acquire knowledge in the process of interacting with materials. When designing and preparing homework materials, we should not only consider the aesthetics and interest, but also consider the hierarchy of the materials, that is, whether the materials can meet the needs of children at different levels of development, so as to promote each child to get different degrees of improvement on the original basis.
For example, in the activity of "taking things by numbers" in the math area of large classes, different levels of materials can be prepared according to the development level of children: 1, and the corresponding number of objects on the card can be calculated; 2, according to the dot on the card, take the corresponding number of objects; 3. Take the corresponding number of objects according to the numbers on the card. This can stimulate children with different abilities and levels to learn mathematics, and also encourage children with weak abilities to enhance their self-confidence.
Fourth, use theme activities to stimulate interest.
The theme activities of the new textbook are close to children's lives. Teachers can organically combine the requirements of children's mathematics development at all ages with the development of thematic activities, create mathematics scenes related to children's daily life experience, and integrate mathematics education into children's activities.
For example, when small classes carry out the theme activities of "apples and oranges", they develop children's classification ability through the activities of "dividing fruits"; According to the requirements of developing children's counting ability, knowing numbers and understanding the practical meaning of numbers in the middle class, children's interest in learning is stimulated through a series of mathematical activities closely related to children's life, such as "My family", "My house number" and "My phone number". For example, let children count how many people are there in the family, what are their shoe sizes, their height and weight, choose items for their families, and know their phone numbers and house numbers. Guide children to perceive, experience and understand the meaning of numbers in various ways, such as the corresponding relationship between numbers, dots, sounds and numbers. For another example, in the theme activity of giving love to mom on March 8, Daban carried out activities such as "shopping for mom" and "mom's favorite things". It can not only make children use the knowledge of addition and subtraction flexibly in practice, but also help them understand the abstract concepts of statistics through specific situations. Another example is in the theme activities such as "I am on the road" and "on the farm". On the basis of children's understanding of various vehicles and animals, teachers carry out activities such as classification and counting.
Fifth, use family resources to further stimulate children's interest.
Teachers can also give full play to the role of family interaction, ask parents to cooperate, let children organize their wardrobes and toy cabinets with classification knowledge, or go shopping in supermarkets, calculate the quantity and price of shopping with the addition and subtraction they have learned, and learn to keep records. Teachers should make parents realize that children's mathematics education is not only the obligation of kindergarten teachers, but also create conditions in the family and use the environment to let children learn and use mathematics. * * Through family cooperation, guide children to feel all kinds of mathematical information from daily life, accumulate mathematical experience, and use mathematical knowledge to solve simple problems in daily life.
Sixth, stimulate interest with success effect.
Sense of success is a need in the process of people's psychological development, and it can be an internal driving force to promote people's behavior. Therefore, only by making children feel successful can they stimulate their lasting interest in mathematics activities.
The sense of success comes from two aspects. On the one hand, children, for example, complete a set of material operations and find new results, which are produced because their internal requirements are met. On the other hand, it comes from the sense of success brought by external evaluation. After observation, I found that many children regard the teacher's evaluation as the standard of success, so as to determine their own behavior direction. Therefore, I often give affirmation and encouragement to those children who lack self-confidence, are introverted and have difficulties in math learning, so that they can feel successful. Some children are not interested in math activities. Teachers can design a board game of "See who finishes first" in regional activities. Whoever fills in the board first will become the winner and praise it in front of other children immediately, which not only stimulates the inner motivation of children to learn mathematics, but also enhances their self-confidence and interest in mathematics activities.
In a word, children have greatly promoted the development of thinking, not only expanded their knowledge, but also promoted the development of intelligence by trying various teaching methods and doing things by themselves. Their interest in learning will be stronger than before, they will have the initiative to try everything, and they will have certain creative behavior. They will also feel that mathematics is closely related to daily life, and they can learn to use mathematics knowledge to solve some simple life problems, thus further stimulating their interest in learning mathematics and promoting the development of mathematics.