Research On The Effectiveness Of Kindergarten Mathematics Activity Teaching

How to make teaching effective is the eternal theme for education." National plan and outline for Long-term education reform and development2010-2020)" was proposed to improve the quality of education. Preschool education is the organic part of the education system, and the quality of education affects the quality of the whole education system. There exists a number of problems, such as ineffective and inefficient teaching in mathematics activity teaching in kindergarten. Moreover, these problems have affected the quality of kindergarten education, which at the same time has an impact on the development of the whole education quality. Therefore, it has been the oughtness as well as the necessity to investigate on Kindergarten Mathematics activity teaching, to analyze the effective factors, and to put forward some suggestions to enhance the effectiveness of the math teaching in kindergarten education.From the perspective of effective teaching, combination of learning and teaching, this study takes the structuralism learning theory which is represented by Piaget and meaningful learning theory which is represented by Ausubel as the theoretical foundation and. It is firmly believed that teachers should respect children’s physical and mental development regulation in kindergarten effective mathematics teaching, and pay attention to their interest. Under the guidance of new curriculum, it should take a new-style relationship between teachers and students as the link. Thus, through the interaction between teachers and children, teaching content, teaching environment, children construct their maths experience automatically for the further development in the process of communication. Therefore, it emphasizes that the essence of kindergarten mathematics teaching activity is the children’s learning, while the "teaching" and "learning " are interdependent and indivisible. Hence, the teacher is the organizer, instructor, as well as the helper in the process of children’s mathematical learning activity. At the same time, the teacher serves as the designer in exploring the teaching environment, and children’s mathematics learning material provider. Without teachers’"teaching", there would be no children’s "learning" in Kindergarten Mathematics Activity.On the basis of theoretical research, the researchers adopted observation method, interview method, and object collection in the investigation on the math activities teaching situation of three demonstrative kindergartens in the urban area of Chongqing City. The result of this study shows that there has been a series of problems existing in the teaching target of kindergarten math activities as follows. Target selection lack consideration of children themselves; presupposition objectives are too much emphasized; target selection lack systematic and hierarchy; objects attach too much importance to knowledge, ability, while emotion target have been ignored. As for teaching contents, the selection of contents usually pays little attention to the characteristics of children’s physical and psychological development. Maths teaching has taken a large proportion in the teaching content, while other aspects are less. In teaching implementation, there is too much emphasis on the implementation of the default orientation, while the adjustment orientation are always ignored. For the teaching methods, too much attention has been paid to explain the laws, ignoring the game method and operation method. In addition, the interaction between teachers and children is short of democracy. In terms of teaching evaluation, there exists problems such as too much emphasis on summative evaluation, while little on diagnostic evaluation and formative evaluation, fucus on teacher evaluation subject status, ignoring children’s subjective position. In this study, three aspects affecting the effectiveness of kindergarten mathematics teaching activity, were analyzed, including the factors of policy management, teachers and children and the environment. According to the above problems,there are three effective factors which have influence on the effectiveness of the math teaching in kindergarten education. Firstly, policy management, including kindergarten education policy principles formulated by the state and curriculum and teaching management system. Secondly, teachers and children, including teachers’ view of children and education, children’s psychological development characteristics and learning differences. Thirdly, environment, including physical environment and spiritual environment. Finally, according to the above problems and factors, suggestions relating to these aspects were also proposed respectively in this study. Firstly, the macroeconomic policy management. The early childhood education policy need to be made in the separate refinement by the government; the government need to make the guidance for the kindergarten education; the teachers in the kindergarten need to have pre-training and post-training; the kindergarten need to provide martial and spiritual protection. Secondly, teaching. The education target need to pay attention to the systematic and hierarchy; the teaching contents need to be more enlightenment, exploratory, systematicness and equilibrium; the teaching implementation need to take the balance of default orientation and generation orientation; the teaching evaluation should be throughout the whole teaching process, and to respect children’s evaluation status. Finally, teachers. Teachers through observation of excellent teaching activities, to participate in the training, microteaching approach to enhance their teaching ability.