Study On The Application Of Life Situation In Kindergarten Mathematics Education Activities

Mathematical cognition is one of the sub-fields of science.In recent years,there has been a growing call for mathematics education to return to life,and the development of young children’s mathematical cognition cannot be separated from life.The use of life situations in mathematics education activities meets the current needs of the country from a macro perspective and avoids the disadvantages of "primary schooling" in mathematics education activities.On the micro level,it weakens the boundary between mathematics education and children’s lives,helps to integrate mathematical experiences in children’s lives,and realizes the cultivation of children’s scientific literacy.At present,the use of life situations in mathematics education activities is widely recognized by teachers,but there are still problems in the understanding,selection,organization and implementation of activities in life situations,which cannot be ignored and fail to play their proper value.Therefore,on the basis of sorting and analyzing the concept of living situation in kindergarten,the current situation of 400 teachers in province J in using living situation in mathematics education activities was investigated through questionnaire and interview methods,and interviews were conducted with 10 teachers.The questionnaires and interviews revealed that teachers’ positive attitudes and wide awareness of using living situations in mathematics education activities are worthy of recognition.However,there are still various problems in the process of application,which can be analyzed and summarized from three aspects: firstly,teachers’ understanding of the theory of life situations is not comprehensive,and thus the problem of incompatible ideas and practices occurs;secondly,the selection and design of life situations deviate from the real purpose of mathematics education activities,and life situations are too focused on mathematics education activities when they are used;thirdly,the kindergarten’s own conditions limit the teachers’ use of life situations.In response to the above problems,the causes of the problems were analyzed in three dimensions: teachers’ awareness of life situations,teachers’ use of life situations,and kindergarten’s influence on teachers’ use of life situations.Through the analysis of the survey results and the causes,specific optimization strategies were proposed mainly from three aspects: helping teachers improve their learning of the theory of life situations and strive to achieve the unity of knowledge and action;improving the way of using life situations,choosing appropriate life situations,adjusting the content according to the needs of mathematics education activities and children’s situation,and optimizing the overall activity The kindergarten should do a good job of supporting the teachers,giving them more autonomy in using the situations,meeting the material conditions needed to use the situations,providing opportunities for further study,and cooperating with the home in the situation of life.