Investigation And Research On The Present Situation Of Rural Large Class Preschool Mathematics Entrance Preparation

In China’s preschool education system,rural early childhood education is a very important component,and its development is directly related to the integrity and development of the entire preschool education system.Among them,research on school readiness has become a hot topic in the field of educational research in recent years,and mathematics is a more important field in early childhood education.Large class children are in the embryonic stage of perceiving the world with abstract thinking,and math school preparation can effectively guide children to transition from concrete image thinking to abstract logical thinking.Therefore,it is necessary to pay attention to the preparation of young children for mathematics enrollment.This article takes 266 large class children in central rural areas as the research object,and uses testing methods,questionnaires,and interviews to conduct research.The study tests the level of mathematical readiness of young children from four dimensions: number field,quantity field,space and graphics,and mathematical relationship.It comprehensively analyzes the current situation of mathematical readiness of large class children in central rural areas.Through investigation and analysis,the researcher found that the current level of mathematical readiness of large class children in rural areas in central China is at a lower middle level,and the internal development of various dimensions of mathematical readiness is uneven.Young children develop well in the numerical field and in the spatial and graphic fields,with overall average scores higher than passing scores.Among them,in the field of numbers,the addition and subtraction operations of large class children within 10 are better developed,followed by the meaning and representation of numbers;Large class children do not have a comprehensive understanding of graphic cognition and spatial orientation,and can basically distinguish simple graphics,but cannot judge orientation with the object as the center;Young children are poorly developed in the field of quantity and mathematical relations.They can basically compare the size,thickness,and length of objects in the form of pictures,but their ability to distinguish the length,weight,and weight of objects in the form of text is weak;The development of sorting ability of large class children is at a medium level,and they can basically classify and sort things based on their life experience,but their mastery of pattern cognition is insufficient.In order to further explore the current situation of rural large class children’s math school readiness,the researchers analyzed the test results,combined with questionnaires and interviews,to analyze the reasons that affect their development level.Among them,the main performance of the family aspect is that rural parents do not attach great importance to and participate in mathematics education,while the performance of teachers is that rural teachers have low mathematical literacy and fail to integrate mathematics with children’s daily lives.The performance of kindergartens is that rural kindergartens in this area do not provide sufficient educational support for children in the field of mathematics.In order to better promote the development of rural large class children,researchers have further proposed suggestions to improve the level of mathematical school readiness of rural large class children: parents should change their attitudes and increase their attention and participation in mathematical education;Teachers should improve their professional literacy in mathematics and promote the daily life of mathematics education;Kindergartens have strengthened their support for research and training on mathematical resources and activities,and promoted cooperative homestead education.