Teachers Use Teaching Aids In Senior Kindergarten’s Math Collective Activitives Present Situation And Strategy Research

Mathematics is the science that study of the relationship between the space form and quantity, with the progress of science and technology, mathematics gradually become an important foundation and tools for the development of social modernization. Children also live in this society, everything in the surrounding environment exist to a certain number, shape, so we carry on the preliminary mathematics education for young children in the kindergarten is very necessary. In 2012 the ministry of education issued the 3-6 years old children’s learning and development guide pointed out: "the children’s mathematics learning should pay attention to the children perception of mathematics useful and fun in life and in the game, a preliminary understanding of relationship between the number, shape and space, cultivate logical thinking ability."Mathematics knowledge has the characteristics of the abstract and logical, and preschool children’s thinking is given priority to with specific image thinking, the children accept the mathematics knowledge often have some difficulties, they understanding of things is often carried out by using specific physical. Teachers generally used the teaching aids in education as intermediary and bridges transform the abstract mathematical knowledge into concrete, intuitive vividly show children, after the teacher explain and show for young children and the children to explore their own hands, so that children gradually established mathematical concepts. Today, it is very common that use some teaching aids in the collective kindergarten, it can be said whether teachers use of aids appropriate in collective activities directly affect whether young children can be well formed mathematical concepts. But through the observation we can found that there will be some problems with teachers that the use of teaching aids in math activities, affect the teaching aids to play. So we focus on the specific situation of the teachers use teaching aids, found out the problems when teachers use teaching aids, and propose feasible strategy has strong practical significance.This study selected eight large classes in the two provincial demonstration garden and seven large classes in the two one-level one-class kindergartens in Shijiazhuang, Hebei provincial as samples. For two months of random observation and video, video data received 30 full mathematical activities, including effective video for 29, using observation method, document method, qualitative analysis was carried out on the video, we learn the present situation of the teachers use aids in large group activities, thorough analysis found the following problems in the teachers in the teaching process: First, the activities of the teachers use of teaching aids break away from activity goals; Second, teachers organize content with teaching aids is too simple, make the teaching aids become a mere formality; Third, teachers’ language when they operating aids is not standard; Fourth, young children cannot fully participate in activities, exploring ability can not get development; Fifth, after the collective operation activities lack of discussion between the young and summary. To solve these problems, the researchers put forward the corresponding Suggestions: first, closely around the moving targets using teaching aids; Second, combining with the teaching aids organize activities to conform to the children’s development; Third, teachers use specification language accurately when operate teaching aids; Fourth, the children fully participate in activities, pay attention to the development of young children’s inquisition ability; Fifth, after the operation activities organized infants to communicate and discuss.