A Case Study On The Teachers' Intervention Strategies Of The Kindergarten Mathematic Area Activity

The learning of children's core experience of mathematics district activities is not only a process of self-construction,but also the intervention of teachers.The effective intervention of teachers is of great significance for children to understand relevant concepts,construct relevant experience,and improve the depth and difficulty of games.However,there are some problems in kindergarten teachers,such as lack of relevant theories on the core experience of mathematics,lack of attention to the study of the core experience of mathematics in the activities of mathematics district,lack of effectiveness in the intervention of the core experience of mathematics in young children.Therefore,by taking mathematics district as research field,constructivism theory and meaningful learning theory as the foundation and Y kindergarten as the research object,this paper probes into the teachers' intervention strategies,existing problems and influencing factors in Y kindergarten teachers' activities in mathematics area,and finally puts forward reasonable suggestions to improve the effect of teachers' intervention strategies in mathematics district activities and promote the learning of children's core experience in mathematics district activities.Firstly,this study makes a rational analysis on the intervention strategies of teachers in mathematics area activities,and expounds the value of teachers' intervention in mathematics district activities and the proper state of teachers' intervention strategies.In the construction of the state,the researchers believe that teachers should pay attention to the communication,dialogue and cooperation between teachers and children,respect the main position of young children and pay attention to the self-exploration and discovery of young children.Teachers also need to provide children with operable materials and play the role of invisible guidance of materials.At the same time,teachers need not only to promote children to assimilate and adapt to relevant experience in solving problems or completing tasks,but also to promote children to understand mathematical experience in perception and experience.In essence,mathematics reflects a kind of relationship,teachers in the process of intervention also need to follow the systematic principle,pay attention to the logical connection between the core experience of mathematics.Teachers' intervention should be able to link children's existing experience with the experience to be learned,and at the same time,it should stimulate children's active learning.Secondly,this study adopts the methods of literature review,observation,interview and material object analysis to investigate the strategies of teachers of Y kindergarten in Chongqing to intervene in children's core experience learning of mathematics.It is found that before the activity,during the activity and after the activity,teachers adopt different intervention strategies.Before the activities in the mathematics district,the teachers mainly used the material placement strategy and the speech intervention strategy to explain the game play and rules.In the process of the activities in the mathematics district,the teacher will be involved in the children's play when the children have the wrong way of operation or the result;when the children's attention is distracted;when the children do not operate the relevant materials according to the regulations;when the children have repeated operation,their ability is not further improved or when the children ask the teacher's help;when they ask the teacher questions actively;when he/she actively displays his/her work.In addition,teachers often have direct intervention based on no observation of children's behavior.Besides,in the process of mathematics district activities,teachers mainly adopted speech intervention strategy,behavior intervention strategy,material intervention strategy and emotional support strategy to support children's learning of core mathematical experience.Among them,speech intervention strategy is the most widely used,which includes question,suggestion,inform,instruction,explanation and description.The question speech intervention strategy includes the teacher's direct question,inquiry,question and detailed inquiry.Specifically,through direct questioning,teachers inspire children to think,help children clarify the playing methods of materials and tasks,and guide children to recall the acquired mathematical experience;Get to know a child by inquiring;Guide children to rethink the results of operation by questioning;Through detailed inquiring,they help children clarify the train of thought or help children improve the operation difficulty.In the suggested speech intervention strategy,the teacher suggested children making observations;suggested that the child check their own operational results;suggested that the child thinking explicit.In the informed speech intervention strategy,the teacher directly informs the child the answer,the solutions to problems,the relevant experience,the wrong operation results and the causes of the wrong results,the operation process of the material.The instruction speech intervention strategy includes proposing tasks to children.The explanation speech intervention includes explaining the game play and rules of the game,the methods of mathematics learning.The descriptive speech intervention strategy includes teachers' use of childish language to describe related mathematical concepts or propose mathematical tasks.In addition,teachers will provide new materials to support the learning of children's core experience in mathematics,and they will also give hints to children with the help of demonstration actions.They help children establish correct operation mode through repetitive movements;With the help of demonstration action to assist the teacher's explanation.In the process of children's operation,teachers will comfort,praise and encourage children.After the activity in mathematical area,teachers often adopt the environmental support strategy,which mainly refers to children's works to decorate the wall to guide peer observation and learning.In addition,the teachers also use the suggested language in the speech intervention strategy to advise the children to continue to complete the unfinished tasks or to guide the children to reflect on the current operation by asking questions.Based on the analysis of the present situation of teachers' intervention strategies in Y kindergarten,the researchers found that the problems of teachers' intervention strategies include:(1)materials lack hierarchy and continuity of mathematics core experience;(2)teachers pay more attention to children's correct mathematics results and despise children's mathematics experience;(3)language information flow mainly from teachers to children,and there is a lack of in-depth dialogue between teachers and children;(4)there is a gap between teachers' ideas and practice.Therefore,the reason of influencing teachers' intervention strategy is analyzed from subjective and objective factors.Finally,some suggestions are put forward from the perspective of preschool teachers and kindergarten.In the perspective of kindergarten teachers,researchers think that teachers mastering teaching knowledge in mathematics field is the basis of improving teachers' intervention strategies,establishing correct educational beliefs is the prerequisite for improving teachers' intervention strategies,and improving teachers' professional ability is the key to improve teachers' intervention strategies.As a kindergarten,it should use multilateral learning methods to deepen teachers' learning of mathematics core experience theory,and carry out teaching and research activities to improve the practical ability of teachers' intervention in mathematics district activities.