Abstract: Mathematics is the science that studies the spatial forms and quantitative relationships in the real world. For young children, learning mathematics is a need in their growth and development. The thinking of children in small classes is concrete and figurative, while mathematics is relatively abstract and boring due to its subject characteristics. Therefore, small class mathematics teaching for young children must pay attention to diverse and interesting forms, so that children will be interested in learning. Children in small classes especially like games and sports due to their age and physiological and psychological characteristics. According to this characteristic, I try to integrate mathematical knowledge into games and sports, so that children can learn by playing and by moving. This can not only meet the children's game and sports needs. , and accomplished the mathematics teaching objectives well. The results show that allowing children to learn mathematics through games and sports is more effective than pure mathematics group activities and operational activities.
Keywords: Interesting mathematics, small class children, mathematics teaching, game activities
Interest is a positive emotional arousal state and cognitive tendency, and is the intrinsic motivation for people to engage in various activities. When children are interested in something, their initiative and potential abilities can often be stimulated. Due to its subject characteristics, mathematics is relatively abstract and boring. Children in small classes rarely have direct interest in mathematics. In response to this situation, I tried the fun teaching method and found that teachers can only choose appropriate methods, content and approaches. In order to indirectly induce children to actively participate in mathematical activities. To sum up, we have the following experiences and understandings:
1. Learning mathematics through operations
Piaget believed that children learn through operations, and provided them with implicit ideas. Operational materials with educational value allow children to use various senses, use their hands and brains, explore problems, and acquire knowledge during the interaction with the materials. One of the special requirements put forward by the new "Outline" in the science part is to "provide a wealth of operational materials to provide conditions for each child to use multiple senses and multiple ways to explore." Numerous studies at home and abroad have It also shows that only through hands-on manipulation and fiddling can young children gradually experience abstract number concepts. It is particularly important for teachers to give full play to their operations in children's mathematical activities. When children manipulate materials, it can arouse active exploration activities in their thinking. Therefore, mathematical activities should start with children's operations as much as possible, and the entire process of the activity should also focus on children's operations. Under the inspiration and guidance of teachers' clear language, children can use their brains to explore knowledge and gain experience through operations, and then teachers On the basis of children's operational exploration, the results of the operations are discussed to help organize experiences and clarify concepts. Children practice repeatedly in sufficient, hierarchical and diverse operating materials prepared by teachers. When children have just learned a certain skill or just understood a certain concept, they will spontaneously have the need to practice repeatedly, find problems, and figure out how to solve the problems. For example: to learn quartering, providing children with only two pieces of paper is not enough. Instead, at least 8-10 pieces of paper of different sizes and colors are needed to allow children to explore different methods on their own. Cut and then put together. The materials for the same type of activities should have three levels: physical objects, pictures, and symbols, so as to guide children to gradually develop logical thinking from actions-images-symbols. Because the process of young children mastering the concept of numbers is "internalized" from external actions into thinking activities. It can be divided into three stages: The first stage is the action representation stage: providing children with physical objects that they can manipulate, such as flower pieces, beans, buttons, sticks, beer bottle caps, stones, etc. The second stage is the image representation stage: it is necessary to provide children with physical pictures or origin pictures, such as the physical pictures and dot pictures provided in the "Calculation" book for children. The third stage is the symbolic representation stage: providing digital symbols, that is, digital cards, to young children.
2. Learning mathematics through games
Children in small classes are lively and active, have a relatively short attention span, and their thinking is mainly about concrete images. Only abstract mathematical knowledge can be penetrated Only through games can children learn happily in a relaxed atmosphere and stimulate their interest in mathematics. Therefore, gamification of mathematics teaching for children can greatly stimulate children's interest in mathematics activities and produce better results. Educators say: "Toys are children's angels, and games are children's companions." Children grow up and improve day by day in games and play.
Games are deeply loved by young children, and games that incorporate mathematical knowledge or mathematical activities designed into games are even more popular with young children. In mathematics activities, I always use the form of games to attract children's attention in every possible way and let them devote themselves wholeheartedly to the activities. In this way, boring mathematics knowledge will become interesting, and simple and repeated exercises will also become more interesting. The game becomes more vivid, children can learn easily and happily, and the effect will be better.
(1) Design mathematical games based on daily life activities
Daily life activities account for a large proportion of the daily activities of small class children. Considering the psychological needs of parents, they I also hope that teachers will pay more attention to children’s daily care rather than learning. Therefore, integrating mathematical knowledge into children’s daily life activities is a topic that small class mathematics teachers must face.
Mathematics comes from life and is applied to life. In children’s lives, there are many mathematical situations and examples that can have an impact on children. These situations and examples happen frequently and repeatedly, so It has a subtle, cumulative effect and influence on the development of children's mathematical potential. We must be good at using the resources of mathematics education in life to guide children to discover, feel, and learn. I found that many children like to tell others their age, phone number, house number and other numerical things; if they see someone getting more cookies than him, the children will immediately notice the difference in quantity. That means they are interested in numbers. Parents and teachers should take advantage of this characteristic of their children to teach them some mathematics. So how to teach young children to learn mathematics? The vast majority of young children are interested in toys, food, games, etc., but their attention span does not last long. For example, when teaching children to read numbers, you can use chess pieces, biscuits, candy cubes, grape toys, etc. as teaching aids to educate and entertain, step by step, teach one number at a time, explain the shape of the number, and help the child remember. Use examples to help children understand; after teaching to age 5, you can also use money (coins, banknotes) as teaching aids. Children like to do hands-on operations and play games. Teachers can use this psychology of children to learn mathematics. For example, many children like to knock things over and splash water with objects. We can combine these two actions in an interactive game. When playing in the water, you can line up 3 toy animals or character cartoons by the pool. Then, you count them and push them into the pool one by one. When a cartoon dives into the water, do subtraction with your child: "After one dive, there are two left." Do this game a second time At this time, you can point out to the child who is first, who is second, and who is third, and increase the number. These games will increase your child's experience with numbers, counting, quantity, ordinal ordering and subtraction.
Also when eating cookies, most of the children focus on the activity of "eating" and do not think about other things. I inspired the children to use their brains to make the cookies "magic". After a while, It turns into a triangle, a circle for a while, and a square for a while. In this way, in the life process of eating biscuits, the children no longer only focus on eating, but also consolidate their understanding of graphics and cultivate children's movement. Brain habits also avoid wasting cookies.
Mathematics actually exists in our lives and is closely related to our daily lives. Parents should be good at capturing some of their children's preferences in life, starting with the things they like to play and like to do, combined with mathematical knowledge, creating certain situations, and allowing children to do more, speak, and think, so that children can accept mathematics and learn well. Mathematics, develop good interest in mathematics.
(2) Design mathematical games based on special cases that children are interested in.
Children in small classes cannot maintain long-term attention due to their young age, and they cannot love boring mathematics. Trouble concentrating. Once, I organized children to watch a magic show. I found that during the whole process, the children were able to concentrate highly and watch with interest. This shows that it is not that children in small classes cannot concentrate for a relatively long time, but it depends on the content and form. The content and form that can attract children can keep children's attention for a long time.
Inspired by this special case in life, I used a "magic" method when helping young children review mathematical knowledge. For example, I lined up large and small objects for review, and I deliberately used exaggerated movements to hide various pictures. Go to the back and say: "One, two, three, change, change, change!" The children opened their eyes wide and waited to see what would happen. They were highly focused and the practice effect would be better.
3. Learning mathematics through sports
Children are very interested in games, and some games never get tired of being played. According to this characteristic, when teaching mathematics in small classes, I create a doll's house environment so that children can learn mathematics through exercise as characters.