An Action Research On Promoting The Development Of TOP Class Children's Pattern Ability Using Multi-dimensional Teaching Strategies

Pattern ability is an important mathematical ability in early childhood.It is an important prerequisite for children's logical thinking,plays an important role in the formation of children's mathematical thinking,and lays a good foundation for children's future learning and development.At the same time,in the early childhood stage,representational ability is also the focus of early childhood development.Learning from multiple representations not only helps young children understand math problems more deeply,but also promotes the development of multidimensional thinking among young children.Therefore,this study takes the pattern as the starting point and adopts multivariate characterization of teaching strategies.It explors the application of kindergartens for multivariate characterization teaching and provides empirical evidence for the study of multidimensional representation teaching in kindergartens.This study adopts an action research paradigm and uses multiple representational strategies to intervene young children in the experimental class.The action research lasts for four months.The scope of the intervention includes group activities and regional activities.The researchers performed a group activity once a week,with four rounds of activity and a total of three rounds(12 collective activities).After one semester of intervention,we compared the pattern ability of 60 children in the experimental class and the control class before and after,to explore the influence of multi-representation teaching strategies on the development of the children's pattern ability,so as to analyze whether the multi-dimensional representation teaching strategy is effective.The study found that: After the three rounds of action studies were completed,the children's pattern ability improved both quantitatively and qualitatively.In terms of quantity,children's pattern ability in the experimental class has improved significantly,both in the pre-test and post-test comparisons of the children in the class and in comparison with the control class.In terms of quality,young children in experimental classes have been promoted in terms of cognition,behavior and emotion,and teachers have also improved their attitudes and abilities.In the last chapter,the research history of multiple representations of teaching,put forward four proposals: One is the teachers to change multiple representations of concepts;The two is to establish a multi-representation learning environment;The three is to pay attention to every child's Development and change;The four is the development characteristics and laws to follow children mode.