| As a specialized and informal mathematics education activity,mathematics regional activity helps to achieve mutual integration and complementarity with collective mathematics teaching activities,and helps teachers to better observe and understand the development of children’s actual mathematics cognitive experience.However,mathematical knowledge itself has the characteristics of abstraction,which requires teachers to give appropriate guidance to preschool children in regional activities.The teacher’s guidance in the current mathematics regional activities still faces certain difficulties,and it is necessary to reflect and deeply discuss the teacher’s guidance in the kindergarten mathematics regional activities.In this study,observation method and interview method were used,X Kindergarten in Xining City was used as the research site,and Liu Yan’s game education guidance theory was used as the guide.Further research was carried out on dimensions such as rhythm to understand the actual state of different teachers when they were instructing activities in the mathematics area.The survey results showed that teachers would carry out corresponding guiding behaviors in all aspects of activities in the mathematics area.Interact with young children.After analysis,it is believed that the main problems of teachers’ guiding behavior in the mathematics area activities in X Garden are as follows: 1.Teachers’ preparations for guidance before the activity are insufficient,the indoor mathematics area cannot be clearly divided,and the quantity and level of materials put in cannot meet the needs of children.Exploratory activities,and the teacher’s personal knowledge preparation is insufficient;2.The teacher’s implementation of individual guidance in the dimension of guidance tendency is not comprehensive,ignoring the main body of the children,and missing the opportunity for guidance;3.The teacher lacks the subject knowledge of mathematics,and lacks the mastery of the core experience permeated by the materials.,in the verbal instruction,the questions asked are not enlightening.4.Summative evaluation needs to be improved,teachers lack classroom teaching ability,and cannot make a good overall use of teaching methods and evaluation methods,resulting in limited evaluation content and shallow evaluation level,which affects the interaction with children.According to the actual situation and the theory of scaffolding teaching method,this paper analyzes the causes of the existing problems from the perspectives of teachers and kindergartens.It is believed that in terms of teachers,teachers’ personal understanding of the value of regional activities,reflection on activity design,personal sense of responsibility,classroom The professional ability of observation,subject professional knowledge,language level,teaching methods and adaptability in the classroom will affect the quality of their guidance in mathematics area activities;in terms of kindergartens,kindergartens have insufficient investment in the creation of mathematics area activities,and the implementation of the concept of curriculum reform.Effects,class capacity and ratio of teachers to children in kindergartens,learning and education methods of children in middle and small class age,schedule of daily work and teaching,and the implementation of teaching training and course observation have produced guidance for teachers in mathematics area activities.influence.And put forward corresponding countermeasures and suggestions: 1.Improve the design of regional activities to support children’s exploration.2.Improve the curriculum implementation mode and expand children’s experience.3.Improve teachers’ theoretical level and strengthen professional quality.4.Use teaching methods scientifically to guide children to explore. |
