The Practice Of Kindergarten Mathematics Teaching Activities Under Scaffolding Instruction Model

As an important field of mathematics teaching activities in the kindergarten,it is not ideal in the actual practice,the several problems are as follows: the design of teaching goal is unreasonable,children's enthusiasm of autonomous learning is low,the evaluation scheme of teaching is single.The author of this paper selects the top class kindergarten in Shanghai as the object of observation,the mathematics teaching activities were all observed and recorded for twenty weeks,for analysis the existing problems in mathematics teaching activities and the cause of current problems,interpreting the theoretical basis and design ideas of kindergarten mathematics teaching activities based on scaffolding instruction model,reflection on the kindergarten mathematics activities from the perspective of scaffolding instruction,and constantly improving the level of building scaffods,exploring the strategies of support on the teaching of preschool teachers' guidance through the researchers own teaching practice,so as to improve the quality of kindergarten mathematics teaching activities.The study is divided into three parts:The first part is the design of the scaffolding instruction mode.Firstly,throughing the questionnaire survey for the teachers to understand existing kindergarten mathematics problems in the teaching activities,and teachers' application of scaffolding instruction theory.Moreover,putting forward the application of scaffolding instruction model to guide the mathematics teaching activities what should follow the principles,and the types of scaffolds,and the basic steps of scaffolding instruction.The second part is the implementation of scaffolding instruction.The research process is divided into four stages: first of all,to analyze teaching contents and set teaching targets;secondly,to build the scaffolding;thirdly,to build the teaching organization form,including the creation of context,autonomous learning and cooperative learning;fourthly,to design teaching evaluation scheme,involving multiple evaluation contents,evaluation methods and evaluation subject.The last part is the evaluation of scaffolding instruction implementation process under the scaffolding instruction mode from those three aspects: the achieving of teaching targets,the teachers' guidance,and children's self construction ability.The third part is the evaluation and reflection of scaffolding instruction.The researcher evaluates thebuilding of scaffolding in the math teaching activities on the basis of her own practice,and points out the success.In addition,there are a couple of problems during the evaluation process,for instance,the building of scaffolding was laid particular stress on the operational technology level,and the withdrawal was not timely,at the same time inadequately grasp children's "zone of proximal development".Combined with the practice of scaffold and puts forward improvement ideas,such as mobilizing the enthusiasm of parents,drawing support from kindergarten-based training,and in accordance with the creation of environment which is closed to children's life experience in the kindergarten,in order to support the scaffolding instruction effectively servicing the teaching practice.