Research On The Status Quo Of The Development Of Children's Number Concept In Large Classes

Preschool education is the starting point of national learning,the fastest growing stage of education in the new era,and also one of the most important areas of education in China.This research combines the current hot issues and research interests,through measuring and analyzing the current situation of children's mastery and understanding of the concept of number in large classes,aims to further clarify the current situation of children's mastery of the concept of logarithm,deepen the exploration of the field of children's number concept,and make a modest contribution to the promotion of children's mathematical ability.In this study,measurement,interview and observation were used to select large class children in C kindergarten in Shenyang as the research object.SPSS22.0 was used for statistical analysis.Finally,the following conclusions are drawn: First,the overall situation of large class children's mastery of logarithmic concepts is better.In each part of the survey,it is found that there are still some deficiencies in the knowledge and application of the concept of number in children.The composition of logarithm,the conservation of number and the mastery of the initial operation of number are poor.Through observation and analysis,it is found that the abstract ability,logical reasoning ability,reversible thinking and conversion thinking of children in large class stage are not perfect enough,and the use of logarithmic concept method is not flexible enough.Living,the ability to express and conceive relevant mathematical language is not high.Secondly,there are differences in the development of the concept of number in large classes between the base number and the adjacent number.Girls have better understanding and mastery than boys.There are no significant differences in ordinal number,number conservation,number composition,initial mathematical operation and number representation and understanding between different sexes.There are differences in the development level of number concept between different classes.Thirdly,through observation and interviews,we know that different teaching methods of kindergarten teachers have an impact on children's mathematical concepts development level,and that teachers' environment creation in their own classes also has an impact on children's mathematical concepts development.Parents' concept of mathematical concepts education and whether parents infiltrate children's mathematical concepts related knowledge in their daily life will affect children's mathematical concepts development level.Have an impact.According to the research results,the researcher puts forward four suggestions to promote the development of the concept of numbering in large classes from four aspects: helping parents establish a correct concept of numbering education,encouraging parents to infiltrate the concept of numbering education in their daily life activities,innovating the teaching methods of numbering concept education for preschool teachers,and creating a good learning environment of numbering concept for children.