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受数学学科特点和传统数学教育方式的影响,很多幼儿教师怕教数学,很多幼儿怕学数学,幼儿园数学活动大量充斥着给予与被给予、灌输与被灌输、赐予与接受的现象。为了改善这一状况,课题组基于建构主义学习理论,和幼儿教师进行多次实践研究。通过分析、归纳、概括实践经验,课题组发现:创设环境——孕育认知冲突,精心预设——引发认知冲突,提供支架——支持认知冲突,重视对话——激化认知冲突四种方法有助于认知冲突策略在幼儿园数学活动中的落实。以期通过认知冲突策略的运用,使得幼儿更加积极、主动地学数学,凸显幼儿在数学活动中的主体地位。
Due to the characteristics of maths and traditional maths education, many kindergarten teachers are afraid of teaching math and many children are afraid to learn math. Kindergarten mathematics activities are often filled with giving, giving, instilling, being infused, given and accepted. In order to improve this situation, the research group conducted many practical studies with preschool teachers based on the constructivist learning theory. By analyzing, summarizing and summarizing practical experiences, the research team found that: creating environment - nurturing cognitive conflicts and carefully designing - triggering cognitive conflicts and providing support - supporting cognitive conflicts and attaching importance to dialogue - intensifying cognitive conflicts IV This kind of method helps to implement the cognitive conflict strategy in kindergarten mathematics activities. With the hope of using the tactics of cognitive conflict, young children are made more active and take the initiative to learn mathematics, highlighting the dominant position of children in mathematics activities.