随着素质教育的提出,幼儿数学教育进行了许多探索性的改革,从教会幼儿知识,到教会幼儿如何学习;从注重知识的灌输,到知识的获得和能力的培养并重……然笔者认为,目前,幼儿主体性发挥仍受到一定程度的限制,是在教师指导下的适度地主体性发挥,未调动起幼儿全部的积极性、主动性。 With the advent of quality education, preschool mathematics education has carried out many exploratory reforms, from early childhood education to early childhood education; from the emphasis on knowledge instillation, to the acquisition of knowledge and ability cultivation ... In the author’s opinion, At present, children’s subjectivity is still restricted to a certain extent, which is modestly subjected under the guidance of teachers, and has not mobilized all the enthusiasm and initiative of young children.