Article source Lianshan courseware w ww.5 Y k J.Co m Content summary: Early childhood education and primary education should be well connected. Primary education (lower stage) enables children to enter primary school faster. Adapt to the learning of primary school teaching and make the transition reasonable and scientific. And in a game-oriented way, children can learn mathematics in life and love mathematics. Children's observation, attention, memory, imagination, language expression ability, hands-on ability, etc. have been significantly improved. Keywords: connection between kindergarten and primary school, education, mathematics. Is it necessary to carry out mathematics connection education between kindergarten and primary school in a reasonable kindergarten? This is a long-debated issue. Since the 1990s, the issue of kindergarten-to-primary school connection has attracted widespread attention from all over the world. However, to this day, the problem of kindergarten-to-school connection is still an unsolved problem. Children cannot adapt well to primary school life, and the phenomenon of learning has not improved. reduce. Mathematics education activities, as a link in the transition from kindergarten to primary school, have attracted more and more attention. As preschool teachers, how do we solve the problem of early childhood connection in early childhood mathematics education activities and make the transition reasonable and scientific? It is an experiential early childhood mathematics course that follows Piaget's educational theory, kindergarten education syllabus, Wasu teaching syllabus, and the developmental mathematical thinking experiments of Beijing Normal University early childhood education experts Zhu Zhixian and Lin Chongde, which is to use mathematics to develop children. It fills children's brains with mathematical thinking, thereby helping children have faster brain response capabilities and helping children use mathematical knowledge to solve some problems in life. Today's society has entered the digital age. Mathematics is penetrating into various sciences and all aspects of our lives, becoming one of the basic sciences. Mathematics ability is one of the most important basic abilities in the structure of human intelligence. Therefore, today's society places great emphasis on people. The level of mastery of mathematical knowledge and ability puts forward higher requirements. Laying some mathematical foundations for children from an early age is a top priority for cultivating talents in the new century. We try to use games as the main body and the objective facts of life experience, contact mathematics in practical activities of learning real-life problems, understand mathematics, learn mathematics, and then like mathematics. 1. Children entering primary school can quickly adapt to the learning of primary school mathematics, making the transition reasonable and scientific. The purpose of the "Kindergarten-to-Primary School Connection" research is to ensure the connection of early childhood education in sustainable development, ensure the continuity of education, shorten the transition period from kindergarten to primary school, and enable children to have certain learning abilities and life skills in early childhood. Self-care ability. In order to adapt to primary school life as early as possible. Mathematical knowledge is a kind of highly abstract logical knowledge. The development of children's logical thinking follows the law of transformation from action to abstraction. That is, specific actions and images. Therefore, we have formulated the following goals for connecting young children in mathematics education activities. 1. Teachers should take initiative and enthusiasm when guiding children to learn knowledge, so that children can gain relevant mathematical experience through their own exploration and discovery during activities. Montessori believes that the human learning process goes from simple to complex, from concrete to abstract. Therefore, when faced with purely abstract concepts such as "mathematics", the only learning method that makes it easy for young children is to use Start with concrete, simple objects. Through sensory training, children can further develop from the actual experience of "quantity" to the abstract understanding of "number" through physical objects and contact with Montessori teaching aids. From less to more, we move into simple addition and subtraction calculations, gradually developing children's mathematical mind and logical concepts of analysis and integration. Let the children first gain an understanding of more and less, big and small objects through their own hands, and then naturally associate the relationship between concrete and abstract objects. 2. In cultivating children's participation in mathematical activities, the main emphasis is on children's interest in mathematical activities, so that children can actively and happily engage in mathematical activities, and actively explore and solve problems. At the same time, emotions will be gradually aroused in this process, and children will gradually develop the habit of using their brains and thinking about problems. Children's intrinsic learning motivation comes from their interests and needs. Therefore, when children are interested in or have questions about something, we should guide children to take the initiative to learn, and consciously create problem situations to guide children to think, guess, discuss, practice, etc., stimulate children's inner learning motivation, and make children feel They realize the importance and fun of learning, making them more proactive in learning mathematics. In the "Guidelines for Kindergarten Education (Trial)", four goals are clearly stated for mathematics education: teaching children to master some superficial mathematical knowledge, cultivating children's preliminary logical thinking ability, cultivating children's interest in learning, and cultivating children's correct thinking skills. Learning attitude and good study habits. The most important thing about mathematics education activities in kindergarten is to allow children to be exposed to mathematics in real life and games and develop mathematical thinking skills. Therefore, when conducting mathematics education activities, teachers should pay attention to exploring resources from children's daily lives, so as to arouse children's interest and learning motivation. Mathematics is not unfamiliar to young children and is closely related to their lives. Children deal with mathematics every day. In the educational activities in kindergartens, whether it is educational activities about understanding numbers or simple addition and subtraction, they should be connected with children's lives. Teachers can also incorporate mathematical knowledge into it by simulating life situations, so that children feel relaxed and natural when exposed to mathematics, and generate strong interest in children. This connection with life practice enables children to have a deeper and more life-oriented understanding of mathematics. Children can initially feel that mathematics is around them and mathematics is in their lives. 3. Cultivate children to use operating materials correctly.

Mathematical thinking is produced by the interaction with material materials in mathematics education activities. Therefore, in mathematics education activities, teachers should consider the materials that can arouse the enthusiasm of children's thinking and prevent the operation activities from becoming routine. Teachers can provide diverse, multi-level, and multi-functional activity materials for children to choose freely, and ensure that children have time for hands-on operations and active exploration. We adopted a game method dominated by material manipulation and provided a large number of manipulation materials to allow children to complete the game process with the help of manipulation of materials. With the support and guidance of the classroom, children can actively construct their own experience and knowledge. Form your own cognitive structure and thinking system. This allows children to learn mathematics by "playing", allowing children to get close to mathematics and perceive mathematics through operations, and thus fall in love with mathematics. 2. Promote the improvement of teachers’ professional level. For a long period of time, teachers have been the faithful executors of the curriculum. According to the requirements of the syllabus, teachers often regard the transition from kindergarten to primary school as the transition from kindergarten to primary school, resulting in the mastery of mathematics learning knowledge in kindergarten. Through our kindergarten’s research on “Effective Connection between Early Childhood Mathematics Education in Early Childhood Mathematics Education” and other primary school-oriented tendencies such as learning addition and subtraction, teachers can actively participate and scientifically and correctly understand the nature and connotation of connection between early childhood and primary school in the process of practice. , is not only a challenge to the professional level of our teachers, but also a good opportunity for teachers to improve their professional level. 3. Based on the characteristics of mathematics itself: 1. Mathematics knowledge is a kind of highly abstract logical knowledge. The development of children's logical knowledge and logical thinking follows the law of transformation from action to abstraction. 2. Mathematics is the science of studying spatial forms and quantitative relationships in the real world. Human life (food, clothing, housing, transportation) is almost inseparable from mathematics, which means that young children are very dependent on specific actions and images. Piaget's theory believes that children's thinking development characteristics are obviously concrete and vivid. Children learn mathematics differently from adults. They must experience the meaning of mathematics in the interaction with the environment. Chen Heqin, a famous preschool educator in my country, advocates that "doing" is the starting point and progress is made in the process of "doing". This emphasizes that in kindergarten mathematics education, we should use children's operational activities as the main educational method, and Abstract mathematical knowledge is transformed into operational knowledge that children can understand, allowing children to discover and perceive mathematics through their own activities, thereby truly understanding mathematics. 4. Based on the psychological characteristics of young children: Psychologists have found that whether a child likes, hates or fears mathematics is mostly caused in the early childhood stage. Extensive research by scholars has shown that children will have a "mathematics sensitive period" around the age of 4. They will have a great interest in mathematical concepts such as numbers, numbers, quantitative relationships, ordering, numerical operations, physical animals, etc., and have a strong desire for knowledge about their various changes. And some people who have missed the "mathematics sensitive period" are afraid of mathematics their whole lives and get headaches when they mention mathematics. 5. Create a suitable learning environment for young children. Provide a pleasant, harmonious, free and relaxed learning environment, allowing children to learn through practical operations and experiences. There is no end to the mastery and application of knowledge. We can only live and learn until we grow old. Only by continuous innovation and progress can we keep up with the times. The new curriculum reform has enabled primary school mathematics classroom teaching to embark on the path of "life-oriented, activity-oriented, autonomous and emotional", and this should also be the case in the process of transition from kindergarten to primary school. Only by jumping out of the traditional education circle that "centers on the transfer of knowledge and overemphasizes the role of the teacher" can we embody the new educational concept of "taking children as the main body and giving full play to their subjective initiative" so that children can Starting from life experience and objective facts, students are exposed to mathematics, understand mathematics, learn mathematics through practical activities of learning real-life problems, and then like mathematics. Our kindergarten has carried out reforms based on the existing conditions, purchased new teaching aids, and beautified the kindergarten environment so that children can learn in a comfortable environment, thus laying a good foundation for children to successfully enter primary school to learn mathematics. 6. Example analysis. There is a child named Xue Yuanqiang. He usually seems quite smart, but his math scores are not good. His parents asked him to read it again in kindergarten. Judging from the results at that time, Yuan Qiang seemed to have made a lot of progress, and his parents were very happy. But in the first semester of the first grade of primary school, his math studies were going smoothly, and his parents and teachers didn't notice any problems. But in the second semester, Yuan Qiang's math scores plummeted, and his parents were very confused. I compared kindergarten mathematics textbooks with primary school mathematics textbooks based on Yuan Qiang’s example, and found that kindergarten mathematics is seriously elementary school-oriented. All the first semester courses of elementary school are taught by kindergarten teachers. When children enter the first semester of elementary school, their grades are of course Yes, when their children's grades dropped in the second semester, parents mistakenly thought that their children were not smart or that there was something wrong with the primary school teachers. In fact, parents did not notice that kindergartens were becoming primary schools, and their children were eating "re-cooked rice." When children encounter new problems, children have lost interest in mathematics. In short, our kindergarten has now gained understanding of the connection between kindergarten and primary school, reformed the teaching plan, and teachers have improved their professional skills through learning. Our kindergarten has set up two experimental classes. We have observed and analyzed the children and found that the children have developed a strong interest in mathematics. I believe we will do better in the future and children will never have the problem of "re-cooked rice" again. We will help children remove obstacles to learning new knowledge after entering school, and make a better transition and adaptation to the learning of primary school mathematics. We will do a good job of "building bridges" and "paving the way" for them.

It is slightly improved on the basis of our kindergarten mathematics, oriented to primary schools, and highlights the connection. Therefore, we must effectively connect mathematics teaching with young children and cultivate children's love for mathematics.

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