An Action Study On Developing Middle Group Kindergarten Preschool Rule Education By Using Mathematical Activities

Children’s awareness of rules is an indispensable part of children’s social cognitive development,and plays a vital role in the cultivation and development of children’s social behavior habits.During the development of children’s awareness of rules,children aged 3-6 who are in their infancy have obvious characteristics of self-centered thinking and vague concepts of right and wrong.Mathematics has strong regularity and logic.Children learn mathematics or operate materials according to certain requirements.With the development of children’s cognitive ability,they will gradually transfer this consciousness of performing activities according to requirements to other fields.Therefore,Use mathematics activities to carry out rule education for Pre-Kindergarten children,so as to help the formation of children’s awareness of rules.This study is based on Bandura’s social learning theory and constructivism theory,taking middle class children and teachers in Z Kindergarten in S County as the research object,and mainly studies how to use mathematics activities to carry out rule education for middle class children.First of all,This study uses the observation method to understand the distribution of violations of middle class children in rule education,and uses questionnaires and interviews to understand the cognitive level of rule awareness and the implementation status of middle class rule education among 80 teachers in Z Early Childhood Education Group.Secondly,after summarizing and analyzing the information obtained from the investigation,it is found that there are three problems in the rules education of middle class children: educational behavior,activity organization and material use.Aiming at these three questions,this study uses the Deggin action research model,namely the circular plan-action-reflection model,when introducing mathematics activities.When solving educational behavior problems,this research chooses three kinds of mathematics group activities,mainly to solve the lack of process of guiding children to modify the rules,the teacher’s guidance does not change according to the difficulty of the activity,the guiding dialogue is repeated,the effectiveness is insufficient,and the lack of Staged summaries help children find ways to abide by the rules and problems such as insufficient time for children to think blankly.In order to solve the problem of organizational style,this study chose mathematics activity group games and mathematics area activities,mainly to solve the impact of peer violations on the improvement of children’s awareness of rules,the lack of expression of game rules for dealing with violations,and the lack of children’s single activities.Learn about the rules for using materials,the different levels of rules for two children in a two-player game,etc.When solving the problem of using materials,this study chose the mathematics area activities,mainly to solve the problems that the confusion of materials affects the use of the original rules,the lack of materials affects the use of the original rules,the materials do not match the children’s existing mathematics experience,and the children are Intentional violation of rules and immature rules of self-construction in children’s spontaneous combination of materials games to improve the possibility of winning the game.In post-action rule education,teachers’ ideas have changed scientifically and reasonably,and children’s subject status has been stabilized.In addition,the internalization level of children’s awareness of rules has improved,and their violations have been relatively reduced.Children’s performance of rule awareness in the family has also improved.On this basis,this study has made reflections and suggestions on this action,including In the process of action,the focus of the research is vague,the concrete treatment of abstract rules is insufficient,the problems of children’s behavior and the way of instilling rules are mechanized,and corresponding suggestions are put forward,including education methods centered on general rules,Educational thinking that combines rules and children’s cognitive structure,multi-dimensional educational concepts that focus on children’s behavioral states,and educational methods that internalize rule logic into children’s roles.