计算教学的本身往往引不起幼儿的兴趣。而智力方面的工作,却依赖于兴趣。兴趣往往是幼儿学习计算的精神支柱。因此,在计算教学过程中,教师要特别注意通过“谈奇”、游戏,寻找、比赛和动手操作这些趣事来调动幼儿的学习积极性和主动性。(一) 乐在“奇”中。幼儿欢喜听故事,越新奇越爱听。教三、四岁的幼儿区别“1”与“许多”,形成初步的集合概念,不是一件容易的事,在确定教学目的后需要组织生动有趣的教学过程。因为生动有趣的活动本身会刺激幼儿的大脑,形成大脑皮层的兴奋中心,影响集合概念对幼儿大脑的刺激。为 Calculation of teaching itself often can not attract children’s interest. The intellectual work, but depends on the interest. Interest is often the pillars of child learning learning. Therefore, in the teaching of calculation, teachers should pay special attention to motivating and learning motivation of young children through such wonderful stories as “talking about oddities”, games, seeking, competitions and hands-on exercises. (A) music in the “odd”. Toddler happy to listen to the story, the more novel more love to listen. Teaching three or four year-olds to distinguish between “1” and “many” to form a preliminary concept of assembly is not an easy task. After determining the purpose of teaching, it is necessary to organize a vivid and interesting teaching process. Because vivid and interesting activities will stimulate young children’s brains to form the center of excitement of the cerebral cortex, affecting the collective concept of stimulation of young children’s brains. for