The Action Research Of Situational Teaching In Kindergarten Mathematics Education

In recent years,situational teaching has been widely concerned,and many teachers have made in-depth exploration in their teaching practice.For mathematics education,situational teaching can optimize children’s learning environment and make the monotonous and boring mathematical activities interesting.Situational teaching can stimulate children’s interest in learning mathematics and keep their thinking in a positive working state.Situational teaching can also enhance children’s perception and experience of mathematical knowledge,and promote the development of children’s mathematical thinking ability.The effective organization of teachers is the premise and guarantee of giving full play to the value of situational teaching,but most preschool teachers have not fully understood the value of situational teaching,especially how to create and optimize the learning situation is still a big puzzle.In order to help teachers better use situation teaching in mathematics education,this study situation teaching applied to various problems of the kindergarten mathematics education as the breakthrough point,combined with the situated cognition theory,constructivism theory,through the action research to solve the situation teaching reality,provide reference for implementing situation teaching in preschool teachers.This paper combines the practical dilemma of preschool teachers,takes action research as the main line,and according to Li Jilin’s classification of situation types,conducts action research in a large class of H Kindergarten in Jinan City through the creation of story situation,life situation and game situation.Two rounds of action research were carried out in each situation.During the research period,the participants and teachers jointly designed the activity plan.After the activity,they made reflection and revision together,and continued to improve it in the course of action,reflection and action.Through action research,the ability of teachers to apply situational teaching in kindergarten mathematics education has been significantly improved,the choice of situational materials is more scientific and reasonable,more attention is paid to the creation and optimization of the situation,and the ability of teachers to reflect on teaching is also significantly enhanced.In addition,in order to make better use of situational teaching to organize mathematics education activities,teachers should pay attention to the following points:First,strengthen learning,improve the cognitive structure,and form a correct concept of situational teaching;Secondly,in the daily teaching should choose the appropriate situation material,to create a harmonious mathematics education situation;Finally,in order to improve the effect of mathematics education,teachers should also be diligent in reflection and improve the ability of organizing mathematics education activities by using situational teaching.