Investigation And Research On The Present Situation Of Mathematics Admission Preparation For Children Aged 5-6

Mathematics is a highly abstract and logical subject.In preschool education,the feeling of young children to mathematics is very boring,very abstract.At the age of 5-6,children often use concrete thinking to perceive and discover new things in daily life.Through the quantitative relationship and spatial form of children’s own daily life and collective teaching activities to observe the mathematical knowledge existing in the objective world,we find that children’s focus on mathematics often has a large number of perceptual experience and intuitive logical thinking.Based on this,we should actively construct the mathematical concept of children’s representation level in the process of mathematics learning,learn basic mathematical methods and skills,and develop children’s thinking ability.To further stimulate and cultivate children’s curiosity and desire to explore,to establish a child The self-confidence of learning in the field of mathematics,in the process of cognition to get a pleasant emotional experience,to produce interest in mathematical activities so as to cultivate children to develop good study habits.Early childhood mathematics preparation is an important factor to effectively guide the transition of children’s operational thinking from concrete to abstract,but there are still many problems in the development of early childhood mathematics preparation.Therefore,it is necessary to pay attention to the preparation of early childhood mathematics.This study takes the infant mathematics entrance preparation as the research foothold,thinks that in the infant mathematics preparation development process,the teaching content knowledge about the number operation,the quantity comparison,the space and the graph,the relation is the foundation,the knowledge about the young child learning mathematics education is the core,the teacher about mathematics teaching method knowledge formation must closely combine the teaching content knowledge and the young child learning knowledge.This study uses the classification of mathematics education and teaching knowledge by domestic scholars,and then combines the relevant research on the connotation of elements of infant mathematics entrance preparation by domestic and foreign scholars,and sets up the basic investigation and research framework of infant mathematics entrance preparation.The researchers used literature method,test method and interview method to investigate the present situation of children’s mathematics entrance preparation in S kindergartens in Dali City,and on the basis of the present situation,analyzed the children’s selection of Dali S kindergarten as the research sample,and based on the existing theory and practice,from the aspects of children,teachers and parents.Through the test,it is found that the development level of each element of infant mathematics entrance preparation is not balanced.The concrete manifestation is that the children have a better understanding of the "number operation" and "quantity comparison" in the preparation of mathematics entrance,but the mastery of "spatial orientation" and "relationship" is relatively low In contrast,children in daily activities can more accurately grasp the common mathematics knowledge in the learning of mathematics education,but children’s learning rules and learning characteristics of mathematics education is not satisfactory.Then,based on the present situation,it is found that the main sources of influencing factors are three aspects: children themselves,teachers,parents.Through testing,we found the influence of children’s physical and mental development level on their mathematics preparation for admission,and through interviews,we found the influence of teachers and parents on children’s mathematics preparation for admission.The internal development of the dimensions of infant mathematics preparation is uneven Balance is the fundamental resistance to its development and promotion;children themselves are the main and core source of influencing factors;teachers have a systematic and comprehensive knowledge of teaching methods to improve the preparation of children’s mathematics entrance has a significant effect.Finally,according to the above research results,the researchers put forward some suggestions for the development of children’s mathematics entrance preparation,mainly from the three aspects of children’s own development,teachers’ own practice,parents’ co-education construction,in order to provide the necessary support for the current of children’s mathematics entrance preparation.