Practical Research On Improving Children's Number Composition Ability By Collective Teaching Activities

The ability of arithmetic is one of the basic abilities of mathematics and the cornerstone of developing the core quality of mathematics,and the ability of number composition is the foundation and key of learning arithmetic well.However,at present,most parents have an obvious tendency of “ elementarization ” in the mathematics education of young children,which directly goes from counting teaching to addition and subtraction operation training,ignoring the cultivation of children's ability of number composition.Kindergarten teaching on the core experience of number composition mainly focuses on mechanically imparting knowledge and concepts,which is rather boring for children.Huang(2007)pointed out that 4-5-year-old children can combine or decompose logarithms with the help of physical objects.Most children over 5 years old can do simple physical operations.Middle class children are in the transitional stage from physical operation to abstract operation.At this time,carrying out collective teaching activities of number formation is in line with Zone of proximal development of middle class children.In addition,the children's ability to form numbers is included in the concept of numbers and the ability to operate,and there are certain rules to follow.The development of children's numeral ability usually begins with physical objects,and then transits to the abstract level through continuous understanding.Therefore,the collective teaching activities designed on the basis of the development law of children's number composition can make abstract and boring knowledge of number composition more concrete,visualized and systematic.In order to explore the current situation of the development of children's number composition ability and the influence of collective teaching activities on children's number composition ability in middle class,this study selected two middle classes of L kindergarten in Shanghai as the research object,one class as the experimental class and the other as the control class.Firstly,six tasks related to number composition in TEMA scale were selected as measuring tools to test the children's ability of number composition in two classes.Then,the children in the experimental class received eight weeks of collective teaching activities,while the control class did not.Finally,after the intervention of collective teaching activities,two class of children's composition ability were tested,and 12 weeks after the intervention of collective teaching activities,the delayed test was conducted to investigate the effect of collective teaching activities intervention on promoting children's composition ability in middle classes.The results of the present study showed that: through the implementation of the intervention guidance of the collective teaching activities of number formation,the test scores of children in the experimental class were significantly improved than those before the intervention,and were better than those in the control class.Moreover,the improvement of the children's ability of number composition in the experimental class had a certain sustained effect.Therefore,it is necessary to design teaching activities according to the law of the development of children's numeral composition ability,and provide sufficient and operational activity materials,implement game-based collective teaching activities,and pay attention to the expansion and extension of numeral composition teaching activities.