Research On Teachers’ Support Strategies For Large Class Number Operation Activities From The Perspective Of Deep Learning ——Take Nanjing X Kindergarten As An Example

Large class number calculation activities refer to some activities carried out by large class children under the guidance of teachers to understand the combination,decomposition,change and comparison between numbers within 10.The number operation ability of children in large classes is the premise and foundation of mathematical knowledge system and an important part of mathematical cognitive ability.Guiding children to learn to solve mathematical problems in daily situations is the research focus of teachers’ support strategies.This study uses observation,interview,case analysis,literature analysis and other research methods.The research object points to the number operation activities involved by 138 children and 8 teachers in four classes of large class.This paper records the current situation of teachers’ support strategies in large class calculation activities from four dimensions: environmental support,material support,operation experience support and operation method support,finds out the existing problems and reasons,and looks for effective support strategies in different dimensions,so as to help large class children better solve mathematical problems in daily situations.The research shows that there are several problems in Teachers’ support strategies in large class number calculation activities: first,the environmental layout floats on the surface,and the actual interaction is not obvious;Second,the materials are rich and colorful,and the use is lack of depth;Third,the operation experience is boring,and the teaching methods need to be excavated;Fourth,the operation methods are superficial and lack of depth of teacher support.The reasons are as follows: first,the purpose of education is simple,and the environmental layout is lack of planning and thinking;Second,the theory is divorced from the reality,and the activity material preparation is inappropriate;Third,low learning motivation and lack of cognition of the core experience of logarithmic operation;Fourth,the representation method is single,ignoring the transition one by one in the process of number operation.According to the analysis of problems and causes,this paper puts forward four corresponding supporting strategies: first,integrate life education and support children to solve practical problems with numerical calculation;Second,pay attention to the level of materials and encourage children to actively and spontaneously operate game materials;Third,renew the teaching concept and help teachers improve the internal drive of professional growth;Fourth,use multiple representations to guide children to solve problems with multiple senses.