In the research field of pedagogy and psychology, the study of games always starts from three aspects:

(A) the definition of the game

(B) the nature of the game

(C) the function of the game

At this point, educators and psychologists have a basic understanding of children's play: on the basis of "surplus energy theory", the real reason of children's play is found out by using materialist dialectical methodology: the contradiction between the rapid development of children's body and mind and their psychological characteristics, the need to participate in real practical activities and the lack of children's own practical ability; It is concluded that games are children's favorite main activities and the main content of children's lives. In other words, the game is an adaptation of children to the growth process, and all children's learning is mainly completed in the game.

From the difference between game activities and learning and labor activities, games have the following attributes and

Features:

(1) Games are voluntary activities of children.

Children's initiative is the main feature of games, which are produced to meet children's internal needs, making children happy to participate in games and easy to be educated in games.

Games reflect real life in imaginary situations.

Children's games are developed in imaginary situations and carry out imaginary adult practice activities.

2. Games are always accompanied by happy emotions.

In the game, children can control their own environment, express their abilities and desires, and get pleasure from success and creation.

This game has no mandatory purpose.

Although the games in the classroom often have a certain mandatory purpose, it is not necessary for children to clarify this purpose in the game, so children's interest lies in the process of game activities. It is precisely because of these characteristics and attributes that games not only become children's favorite and basic activities, but also become an effective means of classroom teaching. It promotes children's moral, intellectual, physical and aesthetic development. As Mr. Chen Heqin said: "As far as education is concerned, games are excellent teachers for children. They understand the environment, understand the physical characteristics, enhance their physique, exercise their minds, and learn to be human ... Games are good teachers for children. " In mathematics education, games have their special functions, mainly in:

(A) Games can promote the development of children's thinking ability.

Thinking is one of the cores of human cognitive activities; The emergence of thinking is a major qualitative change in children's psychological development. In children's mathematics education activities, many mathematics contents can be completed through games, which can promote the development of children's thinking ability. For example, let

Children carry out multi-angle classification and sorting activities according to a certain characteristic of objects (color, size, shape or other characteristics); Use different methods to make two lines of objects with a phase difference of 1 the same; Addition and subtraction within 10 and so on. These activities need children to improve their way of thinking, observe and think from all angles, speed up the reaction speed of thinking, and then promote the development of children's thinking ability.

(2) Games can promote the development of children's analysis and integration ability.

The so-called analysis is the process of decomposing the whole thing into various parts, aspects or different characteristics in the mind; Synthesis is to summarize all parts, aspects or different characteristics of things as a whole. Therefore, analysis and synthesis are the basic processes of thinking.

Analysis and synthesis have different levels in different stages of cognitive development. The analysis and synthesis of large-class children is mainly based on the analysis and synthesis of thinking in images in practical activities. While teaching children mathematics knowledge, if teachers pay attention to the cultivation of comprehensive ability, many contents of mathematics education can improve children's two levels and promote children to learn higher-level analysis and synthesis.

(c) Games have improved children's interest in mathematics.

Children are naturally curious. Curiosity drives them to see, observe, fiddle with, discover, explore and understand the things and environment around them. And the game just provides such a practical environment for children to realize their curiosity. For example, when children play binary guessing games, they will be attracted by toys with strange shapes, and at the same time they will have a strong interest in the numbers or objects in the hands of teachers or companions, and they will eagerly ask, "How do you know?" In this number recognition activity, children's curiosity was satisfied. It is driven by this curiosity and desire to explore that children's interest in game activities is stimulated. At the same time, I learned knowledge in the process of "playing", which can be described as: get twice the result with half the effort.

To sum up: "

Children's play is an imaginary adult practice activity developed in an imaginary situation without compulsory external purpose. "

Secondly, the reason of constructing mathematics education for large class children in games.

(A) the requirements of life for children's mathematics education

According to the goal of children's mathematics education in the syllabus: "Feel the quantitative relationship of things from life and games, and realize the importance and interest of mathematics". One of the meanings of this is that mathematics education should be linked with life, entertaining and carried out in living places and simulation places. Life here includes both real life and virtual life, and games belong to virtual life. We put forward the slogan of children's mathematics education in life, because the essence of children's mathematics education in life is: to come from life as the connotation, to serve life as the purpose, and finally to serve real life. At the same time, a person's mathematical knowledge must be built on the basis of personal experience exchange operation and constructed through reflection; Therefore, the study of mathematics should be linked with life, relying on the existing life experience to arouse children's memories of the existing life experience, which is in line with the characteristics of children thinking with concrete images. The game is just life-oriented, relying on imagination, relying on life, simulating scenes to reproduce life, so that the activation energy of mathematics education students has been well reflected. Help children learn dynamic mathematics; Starting from students' life experience, we should make mathematics learning difficult and simplify it, and fully realize that there is mathematics everywhere in life, so as to improve students' interest in learning mathematics, form the habit of observing and analyzing life, stimulate children's positive thinking and imagination, and promote their intellectual development.

Although the child in the big class has a certain thinking ability, his ability is still in the primary stage; It can feel some perceptual things, but it can't make a rational analysis. So at this time, in order to make children's mathematics learning alive, our teachers should also pay attention to providing some materials in life to guide children's learning. For example, choose natural objects in real life as teaching AIDS (sterilized cold drink sticks, used cans, etc.). Children can use these things to learn math such as puzzles, building blocks, sorting, counting and classifying.

(B) children's mathematics teaching

The requirements of educational gamification

The gamification of children's mathematics education. The most basic requirement is to skillfully transform the purpose and content of mathematics teaching into the content and rules of the game itself with the help of the game plot, so that children can get rid of too many "burdens" in life and get psychological satisfaction from the game activities. If mathematical knowledge is integrated into various games. On the one hand, children can find mathematics and feel mathematics in the game; On the other hand, it can also help children understand and use mathematics in the process of solving some simple problems by using mathematical methods in the game. For example, when playing the game of "opening a shop", the "customer" and the "shop assistant" play a trading game, and the teacher can also pretend to be a customer. For example, the customer wants to buy 5 pieces of chewing gum, 4 toothbrushes and 6 towels. In this simple and interesting game process, not only the child's counting ability is exercised, but also the child's ability to classify items is exercised.

(C) the humanistic requirements of children's mathematics education

The rapid development of social economy is always at the expense of certain interests. The world of pre-school education is a double-edged sword: under the impetus of quick success and utilitarianism in modern society, our pre-school education is facing various puzzles: interest classes, exam-oriented education and sea tactics are "persecuting" our children; Cruel competition, parents' expectation and the influence of traditional education mode all make people lose their humanity. The purpose of education is to promote human development; The main purpose of early childhood education should be to promote children's all-round development; Children's mathematics education is a step-by-step process and should not be eager for quick success. Our teacher should give more humanistic care to children.

Therefore, we should attach importance to the all-round development of children's physical and mental health in children's mathematics education. After all, our education is not utilitarian technology, but based on scientific educational principles, laying the foundation for the all-round development of children in the future. Constructing children's mathematics education in games will further promote the humanistic culture in mathematics classroom and help to change the boring and communicative nature of traditional mathematics teaching.

The affection between children and teachers and between children can improve children's interest in learning mathematics. Let children take the initiative to learn, learn in "play" and learn in happiness. As the saying goes, "Knowing is not as good as knowing, and knowing is not as good as knowing." In "playing", children get close to mathematics, understand mathematics, and maximize their potential in active exploration.

(D) in line with the development direction of children's mathematics teaching.

① Integration of children's mathematics education.

According to the requirements of the Outline: "The content organization of mathematics activities should fully consider children's learning characteristics and cognitive laws, and all fields should be organically linked, infiltrated and integrated", from which we can see that children's various development fields are interrelated and mutually promoted, forming a unified development whole. Therefore, children's mathematical learning is not only the memory of mathematical knowledge, but also the development of children's mathematical thinking, the improvement of their comprehensive ability to solve mathematical problems and their understanding of mathematical attitudes and values. This is a complete whole and can only be realized in colorful learning activities. And these can be satisfied in the game. Games can not only let children learn knowledge in the exploration of activities, but also master learning methods, learn to ask questions, solve problems, satisfy their hearts, experience the joy of success and so on.

② Children's experience in mathematics education.

Large-class children are a special group, in the transitional stage from infancy to childhood; At this time, children's way of thinking is no longer a simple concrete image thinking, but a transformation from concrete image thinking to preliminary abstract thinking.

Piaget (J. Piaget, 1896 ── 1980) thinks: "Children's knowledge of logic and mathematics does not come from the thing itself, but from the internalization of the operation and action of the object." Mathematical knowledge based on action really conforms to

Age characteristics of children. And it is the strongest knowledge and will not be easily forgotten. In the game, children can gain rich perceptual experience and opportunities for self-development. At this time, the teacher should let the children do it by themselves and experience it by themselves, providing them with a suitable environment and an opportunity for self-development.

Thirdly, how to construct children's mathematics education in games?

Constructivism originated from Piaget's epistemology. In recent years, with the deepening and development of human cognitive research, a systematic constructivism learning theory has been formed, especially in children's mathematics education, which has been deeply and concretely discussed in combination with the characteristics of the subject, and gradually formed a constructivism theory in the mathematical sense. So how to construct mathematics education for large-class children in game activities?

(A) should adhere to the following principles

(1) The principle of combining life with practice.

All children's learning processes are obtained from life practice activities. The mathematics learning of large class children is not a passive acceptance process, but an active construction process. To construct mathematics education in games, the design of game plots must be close to life, and attention should be paid to designing plots that children feel in life and can evoke corresponding experiences, thus arousing children's interest. For example, let children line up according to the types of shoes they wear (leather shoes, sports shoes, cloth shoes) and train them to sort and count according to the size of shoes; In the process of "simulating entertaining guests", children can accumulate the experience of placing items and the number of items in the process of placing tea sets and snacks.

② It conforms to the principle of individual differences among children.

Individual difference, also known as individual difference and personality difference, refers to the psychological and physiological characteristics that are relatively stable and different from others in the process of psychological activities such as cognition, emotion and will. Expressed in "quality and quantity". Qualitative differences refer to differences in psychological and physiological characteristics and behavioral styles; The difference in quantity refers to the speed and level of development. Children in large classes are an unbalanced group, because of all kinds.

Children's family environment and social environment are different, so each child's intellectual development level and thinking ability are also different. Therefore, the construction of mathematics education for children in large classes in games must conform to the principle of individual differences of children. By listening to what they say and observing what they do, it is found that different children have different performances in the learning process, and appropriate education should be given according to their different performances. In the arrangement of activities, it is necessary to reflect the hierarchy, meet the needs of different children, and let each child find a suitable position.

③ Adhere to the principle of combining children's subjectivity with teachers' dominance.

As a teacher, we should clearly realize two points:

(1) Children are the main body of learning, and their subjectivity is reflected in the fact that children are the masters of development in the learning process.

⑵ Teachers are the protagonists in teaching, and the protagonists of teachers express that children's development cannot be separated from teachers' guidance.

In educational activities characterized by teacher-student interaction, teachers' dominance and children's subjectivity coexist and depend on each other, which is a unity. In the game, we should give children more opportunities to do it, create a certain space for them in time, let them take the initiative to participate in learning and ask questions, and learn mathematics in the process of "doing", emphasizing

The operation process of children's active exploration, discovery and construction; At the same time, teachers should not let themselves go. They should guide children and observe their every move in the process of activities. The key point is to cultivate children's exploration spirit, let children dare to try, explain, demonstrate and inspire the problems in children's activities, help children find simple and easy solutions, and guide children to participate as part of the exploration process. Communicate with children equally and freely, and give full play to the potential and efficiency of teachers and children.

(B) should adhere to the methods and strategies

① Different games build different contents.

Not all mathematical content can be built in the game, nor can a certain content be built through any game. When constructing mathematics education for large class children in games, we should pay attention to choosing appropriate games for specific content.

At present, in China, children's games are usually divided into the following categories:

Creative games aimed at developing children's skills. Such as: role games, structural games, performance games, etc.

2. Games aimed at developing children's creativity. Such as puzzles, brain teasers, etc.

3. Entertainment games

In the game-based mathematical education activities, the mathematical contents suitable for us to construct generally include: the collection, classification and sorting of numbers, geometric shapes, addition and subtraction, etc. In the education of these contents, the games often involved are structural games, role games and intellectual games. In addition, entertainment games often do not appear alone in mathematics education, but penetrate into mathematics classroom.

Structural games are games that children build with building blocks, plastics and other geometric bodies, and then one or several people play together, focusing on developing children's spatial thinking ability.

In the process of building various buildings and objects with building blocks, children can acquire and consolidate all kinds of mathematical knowledge, including space, geometry and measurement. , and these aspects are related to classification, sorting and quantity comparison, thus playing a role in learning and consolidating mathematical knowledge.

Role-playing is a game in which children reflect real life. They can show what they usually see and hear through games. In role games with various themes, the application of different degrees of mathematical knowledge promotes children's ability to apply mathematical knowledge and skills in life. For example, in the game of "opening a shop", exchanging goods can exercise children's mathematical addition and subtraction ability. The arrangement of doll furniture in A Doll's House Game helps children to use the ability of classification.

The purpose of intellectual games is to develop children's intelligence, stimulate their enthusiasm for learning and cultivate their comprehensive mathematical ability. Common games are: solitaire game, jigsaw puzzle and so on.

Because of its simple, easy and interesting features, entertainment games are often infiltrated and used by teachers in regular classes to consolidate and strengthen the mathematics knowledge they have learned. For example, we can review ordinal numbers by knowing animals. The teacher showed all kinds of animal toys, asked the children to name them, and then asked the children to arrange the animals in the order the teacher said. For example, the teacher said, "Monkeys come first, birds come second ... elephants come last." There is a surprising order. The play can be reversed and repeated.

② Creating environment

Excavate materials from life and guide children to actively participate in games. Piaget (1896 ── 1980), a Swiss psychologist, has made many studies on children. Piaget emphasized: "Mathematical relationship is a kind of logical mathematical knowledge, which does not exist in actual objects. Children acquire knowledge of mathematical logic not from the objects themselves, but by playing with them and organizing their own actions in their hearts. " Therefore, truly understanding numbers means that children find their own actions and take the initiative to establish relationships. Therefore, the physical operation is of decisive significance for children to learn mathematics. All we adults need to do is provide a comfortable environment for our children. Let children participate in the game as a real subject and learn something from it. For example, the composition of the number 6 we can design the activity as a store. The shop is full of goods with six yuan. We will give each child six yuan, with a face value ranging from one yuan to five yuan, and then let the children buy what they like, but it must be six yuan when buying. The goods to be purchased must be verified by the sales staff before they can be obtained. Children learn in this simulation game, which is vivid and interesting, not only

Mastered the composition of six skillfully and learned the skills of cooperation.

③ Carefully set the toys in the game.

Games are a basic activity for children and an important activity in mathematics education. Toys are tools for games and can also be regarded as

How to Construct Mathematics Education for Children in Large Classes in Games

Teaching aids for classroom operation in mathematics education. With toys, children directly associate and imagine what they have experienced, and cause some corresponding actions and activities, which provides conditions for the development of game activities; Therefore, when constructing children's mathematics education through games, we need to pay attention to the setting of toys. Toys should inspire children's imagination, develop children's thinking and creativity, arouse children's curiosity and attraction, and conform to children's physical and mental development level. Toys for children in large classes should satisfy children's intellectual and physical activities, show detailed features, arouse children's feelings of happiness and joy, and cultivate children's aesthetic feeling in the process of learning mathematics.

④ Give full play to the role of teachers.

Change traditional ideas

Games are an effective way to stimulate children's interest in learning. In the process of children's teaching, children can show various movements, and they are very happy and full of energy. By playing games, all parts of their bodies can be exercised, so kindergarten teachers should fully realize the existence of games.

Children's position in mathematics education, change the traditional mathematics education mode, skillfully design and effectively organize game teaching activities, entertain children's curiosity, stimulate children's interest in learning, and let children learn in a relaxed and happy way. Pay attention to emotional communication with children and fully realize that teachers are not only good teachers, but also good friends of children. In the game, teachers should participate in it and become a role, not just a bystander. At the same time, teachers should understand that our teaching task is no longer just to teach children to learn specific things, but to understand children's thinking, study children's learning, teach children how to learn, and how to solve various problems around them, so as to lay a solid foundation for children's future life. As the saying goes, "it is better to teach people to fish than to teach them to fish."

2. Be a supporter and guide of children.

In the process of children's game activities, teachers will ask many unexpected questions. At this time, teachers should be good at answering children's questions and let children gain knowledge in game activities. At this time, the teacher should play the role of a good guide and patiently answer every child's questions. At the same time, we should also spend energy, observe words and deeds, go deep into children's lives, understand each child's hobbies, and then create different operating environments suitable for different children. Pay attention to the combination of teaching materials and life scenes. Facing the whole and taking care of the individual can make a difference.

Children get different development. According to the law of children's physical and mental development and the characteristics of mathematical activities, elaborate colorful game activities to guide children to participate actively; Give children a clear purpose and operation time, the language should be enlightening, and the questions and tips should be just right; When children make mistakes, we should guide them to find the mistakes themselves and let them solve the problems themselves. In addition, by playing games, teachers not only give children many opportunities to communicate in language and solve practical problems, but also promote the development of children's language and intelligence.

(3) Problems that should be paid attention to

① the choice of the game

Children's mathematics education is a complicated and simple process and a constantly changing contradiction. Therefore, it puts forward a serious question to our teachers: "What kind of games are suitable for constructing children's mathematics education?" Because every mathematical problem has its particularity, when choosing a game, we should first look at what kind of mathematical content it is, and then take corresponding game activities to complete it. This methodology is scientific methodology.

② the length of time

According to Piaget's child psychology theory (J. Piaget, 1896 ── 1980), "The attention of small class children is usually only 2-4 minutes; 3-8 minutes in the middle shift; The scientific demonstration of "5- 10 minutes in a large class", we must take this theory as the basis when constructing games, effectively control the time in educational and teaching activities, and let children master the effective content in an effective time, which is the ultimate goal of our mathematics teaching.

③ Respect children's development level and interest needs.

The selection difficulty is appropriate, which is in line with children's interests, and

Children's development needs mathematics content to be integrated into games, so that children can get cognitive satisfaction and sense of accomplishment; It is conducive to enhancing children's interest in learning mathematics and cultivating good emotional attitudes. At the same time, it can provide opportunities for each child to develop their own strengths and gain a sense of success, and enhance self-esteem and self-confidence. Only on the premise of respecting children's development level and interest needs can different children get different development and become people with all-round and harmonious development.