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《3-6岁儿童发展与指南》的数学认知领域目标中提出“发现数学与日常生活之间的联系”、“在生活中解决数学问题”、“强调感悟经验和兴趣在数学学习中的重要性”。《3-6岁儿童发展与指南》中还指出“直接感知、亲身体验、实际操作”是儿童学习的特点。以上两点,凸显了生活材料在儿童的数学认知中的重要性。在“生活材料在数学活动中有效运用”的研讨活动中,我们发现,不管是活动决定生活材料还是生活材料产生活动,生活材料至始至终都是为活动服务,活动赋予生活材料生命。为了能让生活材料更好的帮助幼儿学习,在数学活动“拖鞋超市”里,我们从分类的相关概念、分类目标、材料提供、示范讲解等方面探讨生活材料在数学活动中的有效性。下面,我们以大班数学活动“拖鞋超市”为例,谈谈我们在开展“生活材料在数学活动中有效运用”的一些做法和思考。
In the field of mathematical cognitive field of “Development and Guidance for 3-6-year-old Children”, we put forward “find the connection between math and daily life”, “solve math problems in life”, “emphasize experience and interest Importance in Mathematics Learning ”. The 3-6-year-old Child Development and Guide also states that “direct perception, personal experience, and practical action” are characteristics of children’s learning. The above two points highlight the importance of living materials in children’s mathematical understanding. In the seminar “Effective Use of Living Materials in Mathematical Activities”, we found that, regardless of whether the activity determines whether the living materials or living materials produce activities, the living materials serve the activities from beginning to end, and the activities give life to living materials . In order to make living materials help children learn better, we discuss the effectiveness of living materials in mathematics activities from the aspects of classification concepts, classification objectives, material provision, demonstration and explanation in mathematics activities . In the following, we take the example of large-scale math activity “Slippers Supermarket ” to talk about some of the practices and thinking that we are carrying out in “Effective use of living materials in mathematical activities ”.