| In2012the Ministry of Education released the “Guide for3-6years old children’slearning and development”. It pointed out that:“Young children’s mathematicslearning should pay attention to the perceptual of practical life and the interestinggame. Just need a preliminary understanding of the relationship between the number,the shape and spatial relationship. And cultivate the children’s preliminary logicalthinking ability.” The “Guide” put forward clearly that,5to6years old preschoolchildren need to achieve the follow specific goals:1. a preliminary understanding ofrelativity.2. With the actual situation and operation (for example, Merger or take) tounderstand the practical significance of the "add" and "reduced".3. Can pass thephysical operation or other methods to addition and subtraction within10.4. Can usethe simple form, such as statistical figure says the number of simple relationship. Sowe can feel the quantitative relation is one of the important goals of kindergartenmathematics education activity.Mathematics is a kind of science that research on the study of quantitativerelationship between the real world and the spatial form. Quantitative relation is areflection of the inner link and its regularity of mathematics itself. Early childhoodmathematics education should not only make the children master the simplemathematical knowledge and skills, but also help children in the development ofsimple logical thinking ability. Make sure that the knowledge can be used to solvesimple problems in life. Children learn the quantitative relationship can deepen theirunderstanding of mathematical concepts. And also can promote the children’sdevelopment of thinking ability, because the thinking ability has mobilized In theprocess of understanding the relationship between the numbers. The group activity isthe main form of senior kindergarten when they go through the number conceptactivities. In group activities, the teacher’s guidance quality will directly affect oreven decide the success or failure of activities. And also can affect the children’sunderstand of the relationship between the number concept. To sum up, in the concept of number teaching activities, what problems exist? And should give the childrenwhat kind of guidance? These problems appear especially important.This study selected4kindergarten’s15senior classes as a sample. They all comefrom Shijiazhuang city, Hebei province. The author was observed and recorded theactivities for a period of two months. Finally, the author received30completemathematical activities video materials and the corresponding design documents.There have19the concept of number activities. Through qualitative analysis on the19active video, combined with the corresponding design activities, the author foundout the reality of the activities. With the further analysis, the author found that thefollowing problems:1. Activity design rarely involves the quantitative relation;2.Content selection is too simple for the children’s understand level, lead to the activityuseless.3. The teacher can’t grasp the key time of education.4. Teachers use theinappropriate instructions when present the Quantitative relationship related content.5.Insufficient teaching AIDS those young children cannot feel fully of the Quantitativerelationship. To solve above problems, the author puts forward the follow suggestions:1. The teacher must keep on learning in practice, and do further research on thecontent of the quantitative relation.2. Concerning the children’s understand leveland the life of young children when Choose the content of the quantitative relation.3.Designed a reasonable goal on the basic knowledge of quantitative relation.4. Richthe teacher’s teaching strategy, Appropriate to grasp the education opportunity ofquantitative relation.5. Provide appropriate situation and operating materials doauxiliary for quantitative relation.6. Use proper instructions as tool for quantitativerelation activities. |
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