Research On The Implementation Status And Improvement Strategies Of Game Teaching Of The Large Class Mathematics Teaching Activities In Kindergarten

The educational concept of "children first,teachers second" and the curriculum concept of "play,life" have gradually become popular,and curriculum play has become an inevitable trend in the development of early childhood education.The game based teaching of mathematics in kindergartens uses the game based teaching method to embed abstract mathematical knowledge in children’s games,integrate mathematics with children’s lively age characteristics and children’s specific image thinking characteristics,stimulate children’s learning interest,and accumulate a lot of perceptual experience about mathematics in direct perception,practical operation and personal experience.At present,the phenomenon of "primary school"and "fake game" still exists in the large class mathematics game teaching activities,and the value of game teaching for children’s physical and mental development has not been well played.Therefore,in order to improve the quality of mathematics teaching activities in kindergarten,it is necessary to systematically analyze the current situation of mathematics teaching activities in kindergarten.This research selects three large class mathematics teaching activities in L Kindergarten of Changzhou City as research objects.First,we use observation and interview methods to understand the actual state of game based teaching in large class mathematics activities.We analyze the collected teachers’ game based teaching activities as cases to understand the current situation of game based teaching in large class mathematics in kindergartens,and explore the problems and reasons in the current situation,It also puts forward the countermeasures to promote the scientific development of the game teaching of mathematics in large classes in kindergartens.Research has found that there are the following problems:the teaching objectives in the gamified teaching process of large class mathematics activities are broad,lacking operability and suitability;The teaching content is outdated and lacks generative and interesting content;The implementation of teaching models lacks innovation and interactivity;Teaching evaluation is one-sided and does not reflect diversity and effectiveness;Large class children lack a positive experience in gamified teaching of mathematics.The reason for this is that on the one hand,teachers have cognitive biases in the gamified teaching of mathematics in large classes,and their knowledge of the development of children’s mathematical abilities and the ability to carry out gamified teaching of mathematics need to be improved;On the other hand,kindergartens have unclear grasp of the implementation direction of gamified teaching and lack effective support for gamified teaching.Therefore,both kindergarten and teachers need to carry out reforms on the effective implementation of mathematical gamified teaching,establish a scientific gamified teaching concept,improve teachers’ ability to implement mathematical gamified teaching,improve the curriculum system of mathematical gamified teaching,and improve the quality assurance mechanism of mathematical gamified teaching.