Investigation And Research On Mathematics Entrance Preparation Of Children In Large Classes In Rural Areas ——A Case Study Of T Country,Inner Mongolia

Early childhood education is the basic stage of children’s growth and development,which plays an enlightening and lifelong role.Early childhood school readiness plays a crucial role in the smooth entry of children into primary school life,which is a hot issue in recent years.As an important part of teaching activities in kindergartens,mathematics is also an important part of children’s future learning and development.The field of mathematics in school preparation has gradually been widely concerned and studied.This study takes mathematics entrance preparation as the research base,and takes 117 large class children from five rural kindergartens in t County as the survey objects.The content of mathematics entrance preparation includes four dimensions,namely,the field of number,the field of quantity,time cognition and spatial concept,and mathematical relations.Collect data from many aspects and perspectives,and comprehensively understand the current development status of mathematics preparation for children in large classes in rural areas.The results show that the preparation of large class children in rural areas of T county is at a medium level of development as a whole,and the internal development of various elements is uneven.The development level of several of them is good;The average score of mathematical relationship is slightly higher than the average passing score;The development of quantitative field,time cognition and spatial concept is poor,which is lower than the average passing score.By observing the one-day life of five kindergartens in t county and interviewing parents and teachers,we found that there were problems in the preparation of large class children in rural areas in t county.In the field of quantity,the children in large classes have insufficient cognition of quantity comparison and poor development of quantity transmission;In terms of time cognition and space concept,children in large classes have poor ability to use graphics and lack the ability to identify space;Mathematical relations,the children in large classes do not master the classification of objects,and the development of pattern cognition is not comprehensive;The development of measuring ability and statistical ability of large class children is insufficient.It is concluded that the influencing factors mainly come from children themselves,teachers and parents.In order to better promote the development of mathematics school readiness of large class children,this paper puts forward improvement strategies from the two aspects of teachers and parents.Including teachers and parents’ increasing awareness of mathematical knowledge,providing children with practice opportunities,combining mathematical knowledge with daily life,carrying out teaching activities with picture books and games,and strengthening home cooperation.