基于5~6岁幼儿数概念形成和发展规律的课程设计

Curriculum Design Based on the Formation and Development of the Concept of the Number of Children Aged 5 to 6 Years

从《纲要》的颁布,再到《指南》提出,直到现今,幼儿园数学教育改革仍在进行。幼儿教师经历了传统数学教育的否定,新教法学习与研究,外国教法的引入,幼儿园数学教材多次更新等,越来越觉得困惑,"教什么"、"怎样教"是她们迫切需要解决的问题。本文依据从事10余年幼儿师范数学教学法培训以及在河北师范大学国培期间的考察经历,粗浅地谈一谈基于5~6岁幼儿数概念形成和发展规律的课程设计与方法,意图能给幼儿教师一个参考建议。

From the promulgation of the 'Outline', and then to the 'guide', until now, the kindergarten mathematics education reform is still in. Preschool teachers through the negation of traditional mathematics education, new teaching learning and research, the introduction of foreign teaching, Kindergarten Mathematics Textbooks repeatedly updating, feel more and more confused, 'what to teach', 'how to teach' is the urgent problems need to be solved. According to engage in more than 10 years of preschool teachers of mathematics teaching method of training and experience in Hebei Normal University of China culture during the period of study, shallow talk based on 5 ~ 6 years old children's number concept formation and development rules of curriculum design and methods, aiming to preschool teachers a reference suggestions.