Research On The Teachers' Guiding Behaviors In The Kindergarten's Mathematics Mass Teaching Activities

Mathematics is the science that studies the relationship between space form and quantity of the real world.Mathematics enlightenment education not only boosts the development of children's mathematical thinking,but also exerts great significance to cultivate their sound study habits and learning qualities.Teachers,as the supporters and instructors of children,play the important role in mathematics education activities for children.Through the research and analysis about the teachers' guiding behaviors in the kindergarten's mathematics mass teaching activities,the problems and causes of teachers' guiding behaviors are sorted out,and the suggestions are put forward,so as to help improve teachers' guidance,promote the development of children's mathematical thinking,and enhance the quality of mathematics teaching activities.By virtue of the observation method and interview method,the research observes and analyzes the guiding behaviors of 6 teachers in the junior,middle and senior classes of A kindergarten in Huaibei city.The teachers' guiding behaviors are observed in four aspects: guiding behavior subject,preparation of operation materials,guiding behavior mode and guiding behavior content.The guiding behaviors of different ages in the different teaching activities are compared.The following conclusions are drawn: In terms of the guiding behavior subject,the teachers take the initiative to guide the students;in the aspect of teachers' guiding behavior mode,questioning and telling are the main guiding behaviors,with the teachers' closed questioning behaviors as the focus;in terms of teachers' guiding content,they tend to guide the students with the mathematics knowledge and skills.In the different activities,the teacher' guiding behavior mode and content focus are different,and the teacher' guiding behaviors are distributed in an uneven way.There are significant differences among the classes of different ages in terms of teachers' questioning and instructing behaviors.The research finds that the following problems about the teachers' guiding behaviors: more closed questions;emphasis on children's acquisitionof the mathematical knowledge and skills;uneven distribution of guiding behaviors;lack of observation on children's acquisition;the insufficient and low-level operating materials.The research analyzes the factors influencing the teachers' guiding behaviors in three aspects: the teachers' educational concepts and mathematical expertise,the children's individual differences,as well as the parents' attention and support.In view of the problems of teachers' guiding behaviors in the kindergarten's mathematics mass teaching activities,the following suggestions are proposed.The teachers should enhance their own mathematical expertise;enrich the content and form of questioning;attach much importance to the cultivation of children's mathematical abilities;provide the sufficient multi-level operating materials;perfect their understanding of children's mathematical cognitive characteristics;and strengthen the cooperation between parents and kindergarten,so as to provide some reference for the guiding behaviors of teachers in the kindergarten's mathematics mass teaching activities.