A Study On The Teacher Infiltrate Core Mathematics Experience In The Constructive Play For Senior Kindergarten Children

Mathematics is an abstract symbolic system with highly structured and inherent logical relations.Meaningful mathematical learning involves active construction of understanding these relations,which is based on children’s existing level of development and knowledge and experience.The construction of the game is the effective carrier for children to study math core experience,can provide actionable perceived opportunities for young children,at the same time in the process of constructing objects can further consolidate the mathematical experience of children,the fusion of the two is consistent with the characteristics of mathematics learning and obey the rules of the development of children’s cognitive level.This research takes teachers as the core of the core experience of mathematics,and takes the construction game as the carrier to study the current situation of the core experience penetration of the large class children in the construction game.By observing and investigating,we first understand the current situation of the construction of games for large class children,and take this opportunity to analyze the possibility of penetration of mathematical core experience.Secondly,we know the concrete practice of the teacher’s penetration on the core experience of mathematics in the big class children’s construction game,which is what the teacher has done.Thirdly,according to the study of the present situation of teachers and children and the possibility of infiltration,the problems and difficulties of their infiltration are analyzed,as well as the reasons.Finally,combining with the results of this study,the feasibility education proposal is put forward.The findings of the study:Based on the present situation of constructing the game,this study explores the opportunities of the core experience of mathematics from its various links and processes,and finds that the current situation of the core experience of the teacher in constructing the game is that the goal of infiltration is not clear,the content is scattered,and the strategy is lacking.The problems are as follows: teachers lack of core experience in mathematics,weak consciousness of infiltration,and osmosis stay in form.The reasons for the problems: the development of the construction game itself needs to be optimized,the direct learning and training opportunities for teachers to participate in infiltration are few,and the teachers lack continuous observation and analysis of young children.The suggestions mainly include the support of the garden and the level,the strengthening of the teacher’s own theory and practice,and the rich experience of young children.