Help! Please briefly design a mathematics education lesson according to the development of children

Toddler = = How young? Kindergarten kids? There is also an essential difference between mathematics education and mathematics education, and I think the "mathematics education class" you mentioned is like an enlightenment course for teachers and parents engaged in early childhood mathematics education.

Who are you going to do in this class? Is it a simple plan or ... You can't tell!

The concept of number (here refers to natural numbers, the same below) is the most basic knowledge in mathematics, and it is also one of the first problems that children encounter when they begin to accumulate perceptual experience in mathematics. Mastering the concept of numbers is a complex process, not only to be able to count, but also to understand the meaning of numbers, know the order and size of numbers, understand the composition and conservation of numbers, and master the reading and writing of numbers. Because children are young and physically and mentally developing, they must gradually form the concept of numbers on the basis of continuous accumulation of perceptual experience, so they must go through a long-term process.

Some toddlers are able to say words in order very early.

One, two, three......, but it cannot correspond to the objects counted, or the result of the count cannot be determined, so it cannot be considered to have the ability to count. Young children's ability to count is developed gradually. Studies have shown that the following sequence of development is generally followed:

Count verbally, then count objects, and then say the result of the count.

Young children have the following characteristics in the development of oral counting:1Children under the age of four master some number words, but often can't distinguish their order, so there are often skips, random counts, and more cases of returning multiple numbers.

2.Children aged four and five have more difficulty counting to 19 and then continue counting, and there are phenomena such as pauses, skips, and repetitions. 3.

Younger children can only count from 1, and children over 5 years old can count from any one in between. This shows that as children grow older, they gradually establish a stronger connection between numbers and have a certain understanding of counting rules.

Although children can count some numbers orally very early, most of them belong to the nature of "slipping through the mouth", and many children cannot match the number words with the objects they count.

The development of children's concept of mathematics must be carried out under the premise of ensuring the completion of the overall goal and task of early childhood education. Some parents or kindergarten teachers hope that their children will become talents as soon as possible, and often inappropriately raise or raise the requirements for children to count more numbers, the composition of sets of numbers, and even calculate some carry addition and abdication subtraction, which makes children afraid of mathematics and hinders their physical and mental development. For this reason, it should be noted that children generally do not need to work hard to achieve the range and requirements of children's recognition.

For example, in Japan, it is clearly stipulated in the kindergarten syllabus that children should not be allowed to memorize too many words and count too many numbers.

Children's mathematics is undoubtedly a little ninety-nine by memorization, and then teach him some simple addition, subtraction, multiplication and division, and finally tell him what is the most important thing to learn mathematics, and then tell him a little mathematical method, just do it.

1. Number concept and operation within the number (cardinal number, ordinal number, the practical meaning of number, comparison and conservation of quantity, adjacent number, odd and even number, zero, etc.) 2. Counting (singing, hand-mouth consistent points, visual number, number by group, etc.) 3. Written number symbols (number recognition, writing and representation) 4. Combination and decomposition of numbers Addition and subtraction of numbers within numbers 2. Sets and patterns 1. Sets (the comparison of the number of elements in the set, the relationship between the intersection, union, complement, difference and inclusion relationship of the set, is the basis for forming the concept of number and carrying out number operations. Teaching mainly includes the distinction between 1 and many, one-to-one correspondence, etc.) 2. Pattern (sorting is a kind of pattern, and it is also the root of the pattern. Modes are not limited to visual presentation, but also include sound, action and other presentation methods) 3. Classification and statistics 1. Classification (one-dimensional features, features above one dimension, hierarchical classification, etc.) 2. Statistics (on the basis of classification, initially learn to use simple statistics to analyze data, and be able to understand and learn to use physical illustrations, charts and number symbols to represent statistical results.