Analysis Of The Present Situation Of Pattern Teaching About Top Class Of Kindergarten

Pattern is an important part of children’s early mathematical cognitive ability, theability to identify, summarize and explain is the essence of children’s cognitive development,which is contributing to the development of children’s logical thinking ability, reasoningability, problem-solving ability, the mathematics cognitive ability and the acquisition ofabstract mathematical concepts, etc. With the in-depth research of domestic and overseas, thevalue of pattern is more highlighted. However, pattern has not yet become an independentconcept in China, the study of pattern has only started in recent years. The current patternsteaching were mostly based on the experience of teachers, which lacks of the support ofrelevant theory. Therefore, it is necessary to understand the current situation of kindergarten’spattern teaching, so as to provide targeted proposal for kindergarten pattern teaching andpreferably promote the development of children’s pattern cognitive ability.Firstly，this study selected three different levels of kindergartens in Baoding, and chosedtwo senior teachers owning ten years teaching experience from every kindergarten. This studymainly collected video data and textual material by means of Natural Observation Methodand Interview Method. On the basis of data processing and analysis, the author summed upfour basic present situations of the senior kindergarten ’ pattern teaching. Firstly，the relativelylow attention to the pattern content of kindergarten, and the less teaching material for patterncontent led to insufficient teachers’ expansion and reflection ability, so they couldn’t providerich pattern experience for children. Secondly, based on their experience, most of the teachershad different levels of understanding of the pattern, but they lacked in-depth thinking on someaspects such as guiding behavior, material input, etc. Thirdly, teachers lacked awareness aboutthe ways of children’s pattern learning and the levels of children’s pattern cognitive, theassessment to the level of children’s pattern cognitive heavy result and light process. Lastly,teachers had a certain understanding about the ways of pattern teaching and could dig theresources from the kindergarten and family. However, they did not put these ideas into action.Secondly, based on the analysis about the present situation of teachers’ pattern teaching,the author analyzed the reasons behind the current situation from macro and micro aspects, which involved the status of the pattern in mathematics teaching in China, the emphasis ofkindergarten on the pattern content, and the degree of teacher’s understanding to the children.Eventually, according to the conclusion of the study, the researcher put forward toseveral corresponding suggestions: enhancing the emphasis on the pattern content, tohighlight the value of the pattern; providing appropriate pattern materials to children, to meetthe need of children’ operation; strengthening teachers’ understanding about the connotation ofthe pattern, to accurately grasp the key points of guidance; improving the teachers’ concerningabout children, to accurately grasp the level of children’s pattern cognitive; widening the waysof the pattern education, to enrich the pattern experience of children.