What are the organizational forms of mathematics cognitive activities in kindergartens?

There are generally three forms of organization of early childhood mathematics education activities.

1. The organizational form of early childhood mathematics education activities

1. Group teaching:

The whole class of children participates together, the teacher provides a lot of common experience for all children in a short time, pays attention to the logic and organization of the educational content, and the children inspire each other, develop self-discipline and cooperation consciousness in the activities;

2. Group teaching:

Children are divided into groups to carry out activities, teachers provide the environment and materials, play the role of indirect guidance, children have more opportunities for independent exploration and collaboration, can fully express themselves, is conducive to the cultivation of independence, autonomy, cooperation and other spirits; <>

3. Individual teaching:

Children are active alone, and teachers give individual guidance, which is conducive to teaching children according to their aptitude and giving full play to children's subjectivity.

Second, the interactive forms of the collective teaching activities of the stool companion kindergarten are as follows:

(1) According to the different initiators, the teacher-child interaction can be divided into:

Teacher-initiated interactions and child-initiated interactions. Teacher-initiated interaction is one of the strategies for teachers to guide children's active activities in educational activities, and it is also the main type of teacher-child interaction in educational activities.

The teacher-child interaction initiated by children is often initiated when children find problems and face confusion in the activities, but in order to form a subtle teacher-child interaction, teachers also need timely responses.

(2) According to the role positioning of teacher-child interaction, teacher-child interaction can be divided into:

Oblique mutual defeat and parallel interaction. Oblique interaction, that is, in the process of interaction, the teacher occupies the center of the activity, condescendingly interacts with the children, the leading power of the interaction is in the hands of the teacher, and the children are in the position of passive interaction.

Parallel interaction, teachers and children in educational activities, equality with each other, peer-to-peer communication, cooperation and interaction.

(3) According to the role of teachers in teacher-child interaction, teacher-child interaction can be divided into:

Controlling, collaborative, participatory, supportive.

Answer] :d different educational content requires different forms of organization. The organization of mathematics subjects is mostly based on operational methods.

The shapes recognized in kindergarten mathematics activities include triangles, rectangles, squares, circles, ellipses, pentagons, etc.

mathematics (from the ancient Greek máthēma); Often abbreviated as math or maths, it is a discipline that studies concepts such as quantity, structure, change, space, and information.

Mathematics is a general means for human beings to strictly describe and deduce the abstract structure and pattern of things, which can be applied to any problem in the real world, and all mathematical objects are artificially defined in nature.

In this sense, mathematics belongs to the formal sciences, not the natural sciences. Different mathematicians and philosophers have a range of opinions on the exact scope and definition of mathematics.

Mathematics plays an irreplaceable role in the development of human history and social life, and it is also an indispensable basic tool for learning and researching modern science and technology.

Similar transformations

Changing from one figure to another, keeping the shape unchanged (the size can change) in the process of changing, such a change is called a similar transformation of the figure. Zooming in and out of a graph is a similar transformation. The original figure and the image obtained after the similarity transformation, we call them similar figures.

The shape transformation of the figure does not change the size of each corner in the figure; Each line segment in the graph expands (or shrinks) by the same multiple.

The graphics are:Kindergarten nursery class infiltrates the circle, rectangle, triangle. Because these two shapes are similar to the objects we live in, they are easy for young children to remember;

In the middle class, the children learned about squares, ovals, and ladders on the basis of knowing the shapes. And can associate the shape of the figure with the shape of the thing you know;

By the time they reach Kindergarten, they will be able to master a wide range of shapes: circles, rectangles, triangles, squares, ovals, trapezoids, and diamonds.

1. Life activities.

Life activities refer to the day of kindergarten life meals, drinking, sleep, washing, toileting, etc., accounting for almost half of the children's time in the kindergarten, which is also one of the main differences between kindergarten and other educational stages. Therefore, in life activities, teachers should establish reasonable living routines according to children's physical and mental characteristics, and gradually cultivate children's good behavior habits of self-care and self-reliance.

2. Regional activities.

Regional activities, also known as activity area (activity corner) activities, refer to the activities characterized by free play carried out by children in the activity area, which is one of the main activities of children's daily life in the kindergarten, and is the best way to meet the different interests and needs of children. Through regional activities, it can meet the needs of children's communication, enrich children's life experience, let children have the courage to try and explore, cultivate children's positive activity attitude, and promote the development of children's creativity and personality.

3. Educational activities.

Educational activities refer to purposeful and planned activities specially designed and organized by teachers according to the goals, which play an important role in promoting the all-round development of children and are one of the important contents of children's one-day activities in kindergarten.

Its task is that teachers use the kindergarten and the surrounding environmental resources, purposefully select educational content, flexibly use a variety of activity forms, activity methods, and activity means, encourage children to actively participate, actively explore the world around them, and make children's physical and mental development in an all-round way.

Let the toddler look at the different triangles (no need to say isosceles triangle or non-isosceles triangle, just let the toddler see this and know that they are all triangles. ）

In the specific design process, the most important thing is to combine life, in fact, it is not only to learn triangles, because mathematics is applied to life and life. Second, we should adopt games so that knowledge can be used in games. This is in line with the nature of young children.

Third, it is necessary to integrate content and comprehensive training. We all know that young children learn shapes from easy to difficult. It is taught from the order of circle-square-triangle-rectangle-oval-trapezoid, so it can be combined with the figures that have been learned, so that children can classify and consolidate the practice according to the characteristics of the figures.

Teachers can be in view of the fact that children usually grasp the characteristics of geometric figures are more abstract and have little relevant life experience, boldly compose geometric figures into patterns and headdresses that children are willing to accept, image, intuitive, and close to children's lives, so as to facilitate children's understanding and mastery, and do not repeatedly let children memorize concepts in order to recognize triangles, which is the most meaningless.