幼儿数学启蒙 与 幼儿心理发展【精选-】

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,幼儿数学启蒙 与 幼儿心理开展,张梅玲,中国科学院心理研究所,一、问题的时代背景,二、幼儿数学启蒙教育,三、智慧型教师,与数学启蒙教育,一、问题的时代背景,科学的教育开展观,对教育的再认识,时代呼唤人的智慧,数学学习与智慧,科学的教育开展观 人的开展,充分的潜能的开发,和谐的处理好各种关系,全面的德、智、体、美、劳,可持续开展的既为了今天，更为了明天,对教育的再认识,学知识长智慧,教育的过程性,教育的生态型,教育的双重价值,时代呼唤人的智慧,智慧是个体运用知识，富有个性和创造性地解决问题的能力。,智慧在根底素质、智力素质和道德修养素质根底上的综合素质。,智慧主要在实践中磨练而成,智慧是创新的根底,数学学习与智慧,数学修养是“十字型知识结构的三大支柱之一,初等数学是学习高等数学的根底,数学是工具,数学思维作为一般思维,启蒙教育原那么,趣味性活动、成功、挑战,生活性学习材料与儿童生活经验之间的距离,启蒙性感觉,自主性主动参与，重体验,差异性个体差异,思考性结果与过程,知识与智慧,一元与多元,例：,设计一：,3 + 4 = ,9 7,设计二：, + = 7,9 ,例：,设计一：,设计二：,例：用哪个算式能求出下面的小正方形的个数？,标出来。,5+5+5,6+6,3,5,5,5,6+9,3+3+3+3+3,5+15,10+5,20-5,启蒙教育内容,梯级结构与网络结构相结合,数数字、数量、数位,形空间观念动态、静态,数形结合,启蒙教育方法,重趣味,重表象,重参与,重策略,重过程,智慧型教师与数学启蒙教育,把握“度,把握“关系,把握“整合,把握“差异,把握“鼓励评价问题,谢 谢 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