Current Situation And Countermeasure Research On The Quality Of Collective Mathematics Teaching Activities In Kindergartens

Collective teaching activities in kindergartens are preschool education activities with Chinese characteristics.The quality of collective teaching activities in kindergartens is an important part of the quality of kindergarten education in China.Quality collective teaching activities are not only the pursuit of teachers and kindergartens,but also the ardent expectations of children,parents and society.In addition,mathematics teaching is of great significance to the development of children’s thinking,and mathematics education in kindergartens has been paid more and more attention.On the road of popularizing quality preschool education,what is the present situation of the quality of collective teaching activities in kindergarten mathematics? How to improve the quality of collective mathematics teaching in kindergartens? All these questions need to be answered.This research chooses six kindergartens in Shihezi city,including public and private kindergartens,and chooses 30 mathematics collective teaching activities in different age stages.Combining with the four sub-scales of CECERS,"collective teaching" and MQI mathematics classroom teaching quality evaluation system as the main tools to evaluate teaching quality,the samples are analyzed.The activities were observed on the spot and the collected video or audio and text materials were analyzed repeatedly in order to present the current situation of the quality of collective teaching activities in kindergartens in Shihezi City,and to analyze the problems.Finally,the corresponding strategies to improve the quality of collective teaching in kindergartens were put forward.This research divides the quality of collective teaching activities of Kindergarten Mathematics into two parts,including the general quality and the special quality.Among them,the general quality is mainly evaluated by CECERS scale,and nine items of collective teaching quality in kindergartens(goals and contents,emotional support,teaching design and preparation,teaching process,teaching support,language understanding and expression,concepts and reasoning,preschool performance and value orientation)are evaluated from three levels: static,dynamic and teacher-child relationship.The MQI Mathematics Classroom Assessment System analyses the five levels of the quality of mathematics teaching activities(mathematical richness,dealing with children and their mathematical problems,errors and inaccuracies,children’s participation in meaning construction,and forming a coherent classroom).The study found that: generally speaking,the overall quality of Kindergarten Mathematics collective teaching activities is on the upper side,close to the good level and in the stage of quality;there is no significant difference in teaching quality and items at different age stages and different topics;on the average,the score of small class mathematics collective teaching quality is the lowest;on the quality of mathematics collective teaching,the goal is close to the content.Good level,but lack of integration;Teachers’ teaching equipment and application are general;Teachers’ teaching process and children’s performance and their sub-projects are close to good level in the quality of collective mathematics teaching;Concepts and thinking skills are close to good level,but sub-project thinking skills development scores are slightly different;Emotional support,teaching support,language understanding and expression are in qualified water.On the other hand,teachers’ s ensitivity and teaching tact are slightly worse,and the value orientation of mathematics collective teaching is close to good.In terms of special quality,the overall performance of mathematical richness is general;in terms of dealing with children and problems,teachers are able to respond to children,but there are differences in the details and extent of specific responses;there are no obvious mathematical errors in the two classes;in terms of mathematical language,teachers have errors or imprecise phenomena in teaching;and in terms of children’s participation in meaning construction,two.There are differences between children’s thinking participation and form participation in meaning construction in festival activities;in the aspect of classroom coherence,teachers perform well in overall thinking coherence in classroom activities,but poor in knowledge coherence;in general,activity 2 is better than activity 1 in mathematics teaching quality.Based on the analysis of the current situation and problems,this paper puts forward corresponding countermeasures to improve the quality of collective teaching activities in kindergarten mathematics.It mainly includes: universality,teachers should respect the characteristics and differences of the development of children in small classes;teachers should correct wrong educational ideas,pursue the educational objectives of comprehensive development,and attach importance to the role of teaching preparation materials in promoting teaching activities;teachers should improve learning support for children and the quality of teacher-child interaction.In the aspect of particularity,teachers should strengthen the learning of mathematics teaching knowledge and improve the quality of mathematics teaching.Teachers should encourage children to construct independently and take the initiative to deal with mathematics problems.