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在数学活动中,操作活动能充分调动幼儿的各种感官,帮助幼儿在自主、愉快的氛围中获得知识和技能。如何让数学操作活动发挥它应有的作用呢?我在实践中体会到以下几点:一、不要为操作而操作有的教师对“操作法”一知半解,以为只要幼儿有动手机会就算操作活动。因此整个操作过程仍由教师统一安排。如在“给图形分类”的活动中,有的教师是这样安排操作活动的:教师拿出一个图形,让幼儿说出图形名称,然后再让幼儿拿出和教师相同的图形,并把相同的图形放在指定的
In mathematics activities, activities can fully mobilize the various senses of young children and help young children acquire knowledge and skills in an autonomous and enjoyable atmosphere. How to make mathematical operations play its due role? I experience in practice the following points: First, do not operate for the operation Some teachers have little understanding of the “Operational Law”, that as long as children have hands-on activities even if the operating activities. Therefore, the entire operation is still arranged by the teacher. For example, in the activity of “classifying graphics”, some teachers arrange the activities in such a way that the teacher takes out a figure, the young child speaks the name of the figure, and then the young child takes out the same figure as the teacher and puts the same Graph on the specified