| Early mathematics education is beneficial for the development of children’s cognitive and thinking abilities.Most children aged 3-6 are in the stage of intuitive and visual thinking,during which it is difficult for them to acquire mathematical literacy through direct teaching by teachers.If mathematics teaching activities are carried out through games,children can learn mathematical knowledge through direct perception,personal experience,and practical operation.In this study,38 children in Class D of M Park in Chongqing were taken as the research objects,and teacher T was taken as the cooperative teacher.Combining the characteristics and theoretical basis of the gamification of mathematics teaching activities in M Park,and the situation of the gamification of mathematics teaching activities in M Park,especially the problems in the gamification of mathematics teaching activities in Class D,we adopted the paradigm of action research,took "planning,implementation,reflection" as the starting point,and comprehensively used the literature research method,interview method Observation method,etc.conducted three rounds of action research.This study first explains the relevant theories of gamification in kindergarten mathematics teaching activities,and then conducts a practical investigation of the current situation of gamification in large class mathematics teaching activities in M kindergarten in Chongqing.The investigation found that there are currently the following problems: activity objectives prioritize knowledge over game spirit;The activity content is single and lacks integration;Activity implementation emphasizes form over substance;Activity evaluation values results over experiences.In view of the specific problems found,in combination with the actual development level of the children in this class and the accumulation of existing experience,the researcher finally decided to carry out three rounds of action research in nine activities with the content of "set and mode","number concept and operation",and "time and space" through communication and exchange with the cooperative teacher T.After the implementation of each activity,the researcher discussed with the cooperative teacher T to reflect on the implementation process of the activity,To facilitate the next activity.Research has found that the implementation of gamification in mathematics teaching activities has improved children’s enthusiasm and initiative in participating in mathematics activities,enhanced their ability to transfer and apply mathematical knowledge,stimulated their curiosity and interest in mathematics,and cultivated their agility and flexibility in thinking.In addition,it has promoted teachers’ understanding and cognition of gamification in mathematics teaching activities,and improved their practical ability in gamification of mathematics teaching activities.Through research,it has been concluded that paying attention to the interests and experiences of young children is a prerequisite for gamification of mathematics teaching activities;The key to gamification of mathematics teaching activities is to focus on the subjectivity status and gaming experience of young children;The selection of game materials and the creation of game scenarios are the key points of gamification in mathematics teaching activities;The gamification concept and practical ability of teachers are the practical guarantee for gamification of mathematical teaching activities.Suggest kindergartens to provide material support;Provide opportunities for teacher training;Strengthen the discussion on gamification of mathematics teaching activities.At the same time,it is suggested that teachers should establish the correct concept of gamification in mathematics teaching activities;Actively practicing gamification of mathematics teaching activities;Improve one’s overall quality. |
