Research On Children’s Active Learning In Mixed-age Math Activities

Active learning is not only an important idea in high-scope curriculum,but also one of the core elements of children’s learning quality.Active learning is very important for young children to form good learning habits and abilities.Mathematics is the foundation of all science,and mathematical thinking has a profound influence on human life.Preschool mathematics education is an indispensable part of preschool education,preschool mathematics education and other fields of education to promote the development of children.Preschool stage is the key period for children to form mathematical thinking.At present,many scholars carry out research and discussion on mixed-age areas and children’s active learning from different perspectives.Some scholars have found that children in mixed-age classes can show the state of active learning,which shows that mixed-age areas and children’s active learning in kindergartens have gradually attracted people’s attention and attention.Mathematics area is one of the important environments that kindergarten prepares for children’s learning.However,there are relatively few studies on children’s active learning in mixed-age mathematics area,which lack of in-depth research and discussion.Based on the active learning theory of prospective curriculum and the constructivism view of learning,this paper studies the active learning of children in mixed-age mathematics activities with the method of observation and interview.In this study,kindergarten in G City was selected as the research object,a total of 4 mixed-age classes were selected as observation classes,and the activity status of 62 children in mixed-age mathematics area was recorded.Using the Key Development Indicator System of Preschool Children’s Active Learning written by Huo Liyan as the observation tool,we enter mixed-age classes in the natural state for non-participatory observation records,and make a specific analysis of the five dimensions of children’s active learning.After the mixed-age math area activity,the researcher will interview the teachers who organized this mixed-age activity according to the activities or individual problems of mixed-age children in the math area on that day by using the pre-designed teacher interview outline,so as to further understand the strategies,problems,shortcomings and solutions of teachers on the cultivation of children of different ages in active learning.Based on the analysis of the current situation,it is found that there are the following deficiencies in children’s active learning in mixed-age math activities: In terms of active participation,children’s planning before entering regional activities lacks pertinence;In the aspect of active discovery,the questions raised by children are not deep enough;In terms of active exploration,children are more dependent on others to deal with difficult problems;In terms of active communication,children of different ages do not communicate much;In terms of active cooperation,children’s independent negotiation and cooperation ability is not strong.The researchers further discussed the important factors affecting children’s active learning from three aspects: children’s physical and mental development level is uneven,children’s math life experience is relatively lack;In the aspect of teacher guidance,teachers’ understanding of active learning is not deep,the guidance in the activity is not timely,and the evaluation after the activity is not attached importance;Materials include material replacement is not timely,material type is not comprehensive,material quantity is not sufficient.Based on this,this paper puts forward specific strategies to promote children’s active learning in mathematics regional activities from three aspects:enriching children’s life experience and actively promoting children’s active closeness to mathematics;Enrich teachers’ theory reserve and guide children to learn mathematics actively;Carefully prepare the learning environment to effectively protect children’s active thinking about mathematics.