Research On Rural Preschool Senior Class Teachers’ Teaching Math

Rural preschool children accounts for a large proportion of children in our country. Preschool education in rural areas impact on the overall development trend of preschool education. Mathematics teaching kindergarten education is an important teaching content Senior class children who is going to primary school are facing with the reality of the pressure to develop the mathematical field of more attention by parents and teachers. Through doing full non-participant observation, interviews and teacher questionnaires,I known more about the situation of senior class mathematics teaching in rural areas and understood the reality of the current situation in rural kindergarten mathematics teaching.In this study, four kindergartens of Xianning city as the research sample.County and township(town) level public and private kindergarten each were chose. Two senior classes were randomly selected each kindergarten. Observers analysis of the mathematics teaching process and interview the organizers of the event and the principal to understand the goal, content, method, organization and evaluation of mathematics teaching activities as well as internal and external environment, on the basis of these,to reveal the kindergarten mathematics’problems teaching in rural areas.Through the analysis of the teaching situation of rural kindergarten math shows that:On the basis of level of preschool development, textbook characteristics and local actual situation, teachers developed teaching objectives; when making choice of teaching content, teachers can use the development of the educational philosophy of the existing teaching materials re-development; teachers usually use the game method and operating method that children are more willing to accept to organized the teaching activities; in teaching evaluation, teachers can adhere to the scientific view of children that every child has the potential for development, and provide a comprehensive evaluation of children. Affirm their positive news, analysis their shortages and communicate with children’ parents for individual guidance.However, according to the investigation, the kindergarten senior class teachers, when setting of mathematics teaching activity goal, tend to more cognitive goal, emotion and attitude goals; goal setting is preferred textbooks and education plan, while ignored the teaching material characteristics and the children’ interest. on teaching content, teaching materials are different for four kindergartens for existence, preschools used a variety of different teaching materials, teaching content, which caused by partial much too difficult, problems of low degree of acceptance of children and teachers workload increases; in order to cater to the parents and lead to different degrees of primary school mathematics teaching content of the situation. Learning to read, learning to write, learn to be the emphasis of teaching; because of the preschool age generally small, cause the teaching content objectively increased the difficulty, the suitability and science is questionable; the process of the implementation of the organization of teaching content in the Passover supporters, teachers guiding role. Teaching forms of organization and implementation, the B kindergarten is using grouping teaching form, other kindergarten mainly take the form of collective teaching. On the teaching methods, the use of a large number of operating method and game method, then neglected the content transformation method of use. In the teaching appraisal, the parents to evaluate infant mainly learning visible result oriented, such as how many they can write, will be to what extent the addition and subtraction; evaluation of teachers on children’ focus also on children’ learning results, neglect of children’ mathematical learning process. The country kindergarten in all aspects are slightly better than the township kindergarten.On the basis of the existing problems of rural preschool mathematics teaching, the author put forward the improvement proposal:the teacher should continuous learn,reflect, establish mathematical learning to grow the archives for children and the more perfect evaluation system of mathematical teaching activities. As well, the funding and technical support for rural kindergarten should be increased.