An Action Research On The Integration Of Core Mathematics Experience Of Older Children In Kindergarten Transition

The transition link is produced in the daily life of children in the kindergarten,which is more closely linked with each link of the daily life,making the daily life of children in the kindergarten natural and smooth.Scientific and reasonable understanding of the transition link,paying attention to children's experience and harvest in the transition link,and organizing the transition activities in a planned way can make the transition link be used effectively.Combining with the concept of "life oriented mathematics education",we can purposefully integrate the core experience education of mathematics into the transitional activities,design the mathematics game activities in line with children's development level,and flexibly infiltrate the core experience education of mathematics into the transitional activities,which can not only optimize the use of the transitional activities,but also promote children's understanding and mastery of the core experience of mathematics.But how to achieve good results in practice? This study is based on the problems found in the real education scene,constantly enrich their own theoretical knowledge,take action research method,try to solve problems with cooperative teachers,continue to reflect and practice,and finally put forward some strategies and suggestions on the transition link into the core experience education of mathematics.The first is the research problem.In practice,researchers found that the organization of kindergarten transition link is not scientific and has not been effectively used.At the same time,inspired by the concept of "life oriented mathematics education",they put forward the research problem,and then learn the theoretical knowledge about the use of transition link and children's mathematics core experience with cooperative teachers The plan.Secondly,the appropriateness of the research is analyzed.Researchers seek theoretical support from pedagogy and psychology to guide the whole process of research.After a 10 day observation on the transition link of the research class,the problems in the core experience education of mathematics in the transition link of the class are analyzed.The third is the design of action research,including the idea of action plan design,the selection of transition links in the research and the determination of mathematical core experience suitable for the transition links.Then it is the implementation and conclusion of action research.The researchers integrate the selected three mathematical core experience contents of "number symbols,comparison and measurement,collection and classification" into the links of entering the garden in the morning,after meals and outdoor transfer,respectively,to design,implement,reflect,re implement and re reflect the transitional activities.Then the whole research process is summarized,and the conclusion is drawn,and the basis and premise of integrating the core experience education of mathematics into the transition link are summarized: teachers should be familiar with the core experience content of mathematics,be good at using a variety of teaching methods;take children as the center,reasonably select the core experience points;select the transition link,and carefully design the activity content.This paper puts forward the experience summary of integrating the core experience education of mathematics into the transition process,including the organizational skills of the transition process and the core experience education of mathematics.Finally,education suggestions,based on the problems encountered in the action research,results and experience summary,from the kindergarten and teachers put forward the kindergarten transition link into the core experience of large class children's mathematics education suggestions,kindergarten should pay attention to the effective use of the transition link;set up a research group,brainstorming.Kindergarten teachers should master the principles of scientific and reasonable organization of transition links;enrich the understanding of educational knowledge and the understanding of educational objects;use a variety of observation strategies to pay attention to children's activity state.