A Practical Research Of Mathematical Activity Programs In Shandong Kindergarten Textbooks

As a kind of enlightenment education,kindergarten mathematics education can help children correctly understand the world around them with mathematical language,which is conducive to the development of children's mathematical thinking ability,and can prepare them for mathematics learning in the future.However,at present,the curriculum enactment quality of preschool teachers is generally low,and it is difficult to independently complete the development and compilation of mathematical activity programs.Quite a few kindergartens take ready-made kindergarten textbooks as an important reference for carrying out mathematical education in kindergartens.Therefore,the practice of mathematical activity programs in kindergarten textbooks has an important impact on the quality of mathematics education in kindergartens.This research selected the kindergarten textbooks which were published by Tomorrow Publishing House in Shandong province with high usage rate and authority as a representative sample,focused on the practice of mathematical activity programs,and surveyed 368 preschool teachers in shandong province on their evaluation and use of mathematical activity programs by using the combination of qualitative and quantitative methods.The researcher summarized the problems existing in the practice of mathematical activity programs and made reason analysis,and then put forward targeted optimization suggestions on the practice of mathematical activity program,so as to improve the level of preschool teachers' use of the mathematical activity programs in kindergarten textbooks,and ultimately promote the development of children's mathematical ability.The main contents of this study are as follows:Introduction: It consists of three parts.The first part expounds the reason for choosing the topic of the thesis.The second part is to sort out the practical research of kindergarten textbooks,the mathematical education of kindergarten and the practical research of the mathematical activity programs in kindergarten textbooks,and the third part,the research plan of this research is specifically explained.Chapter 1: An overview of the mathematical activities programs in kindergarten textbooks in Shandong Province.First,the concepts of kindergarten textbooks,mathematical activity programs are defined.Secondly,it mainly introduced the mathematical activity programs in the kindergarten textbooks published by Tomorrow Publishing House from three aspects: the content distribution,the form of presentation and the concept of compilation.Chapter 2: The practice status of mathematics activity programs in kindergarten textbooks in Shandong Province.This research surveyed 368 preschool teachers in shandong province on their evaluation and use of mathematical activity programs by using self-made questionnaire based on the theory of classification of textbook attributes and textbook use by teacher in the existing research.The researcher used SPSS24.0 for descriptive statistics analysis of different indicators on the practice of mathematical activity programs,and analyzed the group differences of preschool teachers with different backgrounds in their practice of mathematical activity programs by single factor variance analysis and independent sample t-test analysis.Combining with the the observation method and interview method,this research carried on the qualitative and quantitative analysis of the practice status of the mathematical activity programs in kindergarten textbooks,Chapter 3: Problems existing in the practice of mathematical activity programs in kindergarten textbooks in Shandong Province.According to the results of data analysis and the analysis of interviews and observation data,this study found the following problems in the practice of mathematical activity program: first,in terms of teachers' evaluation of mathematical activity programs,teachers believed that the teacher training coverage provided by the textbook publishing department was low and there was a lack of lasting support.The content of mathematical activity programs is insufficient,and it is difficult to take care of individual differences.The innovation of mathematical activity programs is insufficient,lack of application situation.Secondly,in terms of teachers' use of mathematical activity programs,teachers lack of research on textbooks and do not have in-depth understanding of mathematical activity programs.Teachers blindly rely on textbooks and the content of mathematics courses is from a single source.The degree of transformation of mathematicalactivity programs is low,and the transformation method is arbitrary.The implementation of mathematics activity program violates the principles of mathematics education for children,and there exists the phenomenon of mechanization training.Chapter 4: The analysis of the causes of problems in the practice of mathematical activity programs in kindergarten textbooks in Shandong Province.This research mainly made attributions from the three aspects of teaching materials,teachers and the external environment.The possible reasons are as follows: the lack of openness in the mathematical activity programs,which leads to insufficient guidance of curriculum enactment,the lack of professional quality in the implementation of mathematical activity programs by teachers and the lack of external support for the use of textbooks by teachers.Chapter 5: Strategies to optimize the practice of mathematical activity programs in kindergarten textbooks in Shandong Province.Based on the analysis of the existing problems and causes in the practice of the mathematical activity programs,this research put forward optimization suggestions from three aspects: optimizing the compilation and service of the mathematical activity programs in the textbooks,changing the concept of teachers' curriculum implementation and improve teachers' professional accomplishment in the field of mathematics,providing strong support for the textbook use of teachers by the kindergarten.In this way,it can improve the level of preschool teachers to use the mathematical activity programs in kindergarten textbooks and promote the development of children's mathematical ability.