Action Research On Learning Materials Provision In Maths Corner Of Kindergarten

After the Ministry of Education issued the "Guidelines for learning and development for children aged 3-6",kindergartens gradually pay more attention to the development of children’s mathematical cognition through "direct manipulation" and "personal perception".Maths corner is a free,autonomous and differentiated space where every child can choose materials to manipulate,explore and learn mathematics actively according to their own interests,needs,learning methods and learning levels.The learning materials of maths corners are the most important material basis of the implementation and development of corner activities.They are important medium and carrier for teachers to make influence on children.They are also the prerequisite and guarantee for the fullfillment of learning objectives of corner activities.However,there are many problems when teachers in our country provide learning materials in maths corners.For instance,inaccurate understanding of mathematical concept and children capacity,imbalance of learning content,unsuitable learning goals and lack of coherences.These problems cannnot make the materials achieve the mathematics learning objectives successfully.They hamper the further development of children’s mathematical cognition.This study focuses on the action research on the learning materials provision in maths corners of kindergarten.The main research method in this study was action research.A combination of literature,interviews,observation,and physical analysis is adopted to collect and analyze the data.Taking the maths corner materials of class D1 in J kindergarten as the study object,the research conducts a four-month action study.Based on the understanding of the actual situation and problems of the materials provision in the maths corner of J kindergarten,the core topics of this study has been determined.Three rounds of materials provision was conducted.During each round,solutions for problems of the materials provision in the maths corner has been discussed,reviewed and improved for many times.The study promotes the balance,hierarchy and entertainment of the materials provision.It explores the strategy of materials provision and fully supports the research on the material provision in the maths corner of kindergarten.The research finds that the balanced,hierarchical and entertaining provision of learning materials in maths corner can change the attitude of children’s mathematics learning,and promotes the good development of children’s mathematical cognitive experience,mathematical process ability and mathematical learning habits.In addition,it can promote teachers to have a deeper understanding of the core experience of mathematics and the relevant theories of children’s mathematics learning,and make teachers have more experience and confidence in the provision of learning materials in maths corners.Through the research,the core experience of mathematics can effectively improve the quality of material provision in maths corner;the design and provision strategy of learning materials of kindergarten includes the design of learning objectives of activity materials,the analysis of existing materials,the design of new materials,scientifically and dynamically provide materials by changing the space of the maths corner,and the diversified combination of delivery methods;the adjustment strategy includes combining multiple provision ways,hierarchical provision,time-devision provision and timely update.The suggestions to teachers include improving the theoretical level of mathematics core experience,enhancing the understanding of the core experience of mathematics;paying attention to the value of learning materials and manipulation of children in mathematics cognition development;recognizing that children are the main subjects of manipulation,paying attention to the main position of children,paying attention to the different cognition levels among children;broadening the thinking of material selection in maths corner.The suggestions for kindergartens include increasing systematic research and training of core mathematics experience,paying attention to the provision of learning materials in the maths corner,and providing more financial and material support.