The Project Activities Promote The Experimental Research On The Development Of The Concept Of Number In Kindergarten Children

The concept of numbers is the core concept of children’s mathematical cognition,the basis for children’s participation in mathematical activities,and the tool for children to initially explore the scientific world.In the process of educating young children,the purpose of education should not be excessively utilitarian,but should start from the real life situation of young children,carry out rich and diverse educational activities,focusing on the improvement of core literacy such as children’s initiative,creativity and interest development.The "Guide to Learning and Development of Children 3-6 Years Old" affirms the great value of children’s early mathematical ability development and puts forward clear requirements for the development of children’s mathematical cognition.The "Guide" emphasizes that children aged 5-6 should be able to initially understand the quantity,understand the meaning of "plus" and "subtract" in combination with the real situation and perform calculations,and these guidelines all contain the level of number concept development that children should achieve at present,thus determining that the large class is a key period for the further development of children’s number concept.As a new teaching mode,project-based learning can make full use of the environment around children,cultivate children’s problem awareness and problem-solving ability,guide children to actively explore a variety of problem-solving paths in a group cooperation manner,and then realize the development of their numerical concepts and the improvement of mathematical process ability.In this study,a three-month educational experiment was conducted using the quasi-experimental research method of the pre-and post-test of the other groups.The experiment selected two large classes with similar class sizes and levels in a kindergarten in Chengdu,namely the control group and the experimental group,and used the "Early Children’s Mathematical Ability Test(Chinese Edition)" as the main test tool to measure the number concept development level of 50 kindergarten children.Firstly,the existing level of number concept knowledge of the two groups of children was pre-tested to ensure the homogeneity of the experimental subjects;Secondly,the implementation of the project-based concept of young children’s number activity plan in the experimental class;Again,two groups of young children were tested for the level of number concepts;Finally,SPSS was used to perform statistical analysis of the collected data to explore the impact of project-based learning on the development of numerical concepts in young children.This study mainly uses SPSS data analysis software to statistically analyze the test results of the four dimensions of counting,quantity comparison,number symbol representation and number operation in the children’s number concept test paper,and the analysis results show that after experimental processing,the development level of the number concept of young children in the experimental class is higher than that in the control class;The project activities promote the concept of numbers at different levels of children to different degrees,and the improvement of children whose number concept development is at a medium or poor level is greater.Finally,through the profound reflection on the experimental process and the in-depth analysis of the experimental results,several thoughts were generated on the design of the project activities in this experiment: based on the child-oriented,return to the life of young children;Promote professional sensitivity and reshape the role of teachers;Expand the scope of activities and realize the integration of resources;With the concept of numbers as the core,multi-field integration and development.At the same time,several operational implementation suggestions are put forward in combination with the implementation of the activities,namely: conform to the interests of young children and determine the theme and goals of the activities;Build mind maps to clarify core concepts and activity structures;Guarantee the implementation of activities and organize the experience of young children;Coordinate the process of activities and evaluate comprehensively and objectively.