An Action Research On Multi-representations Teaching Strategy In The Kindergarten Middle Shift Geometry

This study was to explore the multiple representation of teaching strategy in the application of the kindergarten middle shift geometry teaching. Through the understanding and grasp of the characteristics of the student in children learning, using multiple representation teaching strategy, to carry out the student in children’s geometry teaching activities. Teaching time for12weeks.Including four cycles,"the rectangle, I want to know you,""guess","know the trapezoid","the graphic" for activity cycle.Hope that the use of multiple representation in early childhood teaching activities promote preschool teachers’ professional development in the math teaching activities, and children’s progress in characterization of learning ability.This study is based on the spirit of action research, researchers for the field of the kindergarten middle shift children In the teaching of geometry. To observe, interview, discussion, children grow up files, teaching logs and reflection of data collection, and the teaching effect of reflection and discussion, conclusion the results of the study. The results of the study are as follows:(a) Multiple representation is not only the means of geometry teaching, but also the children geometry teaching purpose.(b) Multiple representation teaching is a process of progressive gradually, permeate the activities inside and outside and all aspects of life.(c) multiple representation of teaching strategy contribute to early childhood teachers in activity design integration of five major areas.(d) Multivariate characterization of the actual application in the teaching to have the correct characterization of transformation between teaching strategy.(e) Create the teaching situation of multiple representation, inspire children’s learning interest and feel mathematics and the life.