I a, a WRE WREK re VOM % kN EN Les aes Or WEARS = Mrs Vey quaint ce eaeCAPITOLULI Probleme generale ale-organizirii si desfagurarii activitatilor cu continut matematic 1.1. Obiectul metodici Metodica aplic& principiile didactici, legile si formele de organizare ale pro- cesuluii de invé{amént, la confinutdt unui anumit obiect de studiu, fiind necesara activitatilor de predare-invafare din unitiile de invatamant, Metodica predatii aritmeticii in gridinifé confine-un ansamblu de norme, metode si procedee izvorate din studiul legilor specifice matematicii, avand ca suport principiile didacticii generale. Pe de alt& parte. ea studiaza scopurile si obiectivele predarii aritmeticii, organizarea procesului instructiv-educativ in asa fel incdt prescolarii si-si insuseasca, s& aplice, si-si consolide.. ojiunile mate- matice adecvate varstei lor gi, pe baza acestor progrese, s&-si dezvolte gandirea. Prin caracrerul siu informativ, metodica predarii ariumeuicit tumizeazd mate- rialul teoretic necesar in activititile cu confinut matematic, prin continu! chu ea Limureste in mod detaliat probiemele ce intervin in procesul de predare-invajare, jar prin caracterul sav dinamic ajutd la realizarea unui demers didactic optim. 1.2, Elemente de planificare Procesul educational constituie 0 activitate extins’ pe perioade indelungate de timp: trimestru, an scolar, ciclu de scolait..:.. -sfSsurarea acestui proces in- lewin o serie de factori a e&ror contributie trebuie planificaté si armonizaté pentru ca activitatea ce se desf'isoara si fie unitard in ceca ce priveste confinutul si scopul pe care il urmareste, Dintre acesti factori amintim: . ~ formele de organizare a procesului se invatamént; — varietatea obiectelor de studiu;, = tematica diversi a activitafilor; = particularitafile colectivului cu care se luereaza. Din aceste considerenw rezulté necesitatea organizasii si planificdrit temei- nice a tematicii tuturor categoriilor de activitate din grédinif&, prin urmare si a ‘elei cu: confinut matematic. Planificarea activitatilor eu confinut matematie desfagurate cu grupa <* copii se realizeaz8 s8ptimanal si trimestral. Scopy ete de a stabili cunostinfele prevazute de programa si de a esalona in timp activi; Uifile, astfel incdt predarea confinutului s& se desfigoare ritmic, £8 epee le timp volumul de cunostinfe, s& asigure formarea priceperilor si & deprinderilor si si rezerve timpul necesar evaluator finale, respectiv evaluarilor sumativ Pe cat posibil, tematica activitajilor matematice trebule s8 fe integrata armonios in programul unei ntru ca ea st fie in i zile sau al unei saptiméni, per §foncordanfa cu tema planificaté pentru celelalte activitiji.! De exemplu, da nto séptiménd avem ca tema ,,Animalcle domestice", jocul didactic planific Ja matematica va putea fi intitulat: , Cate animale sunt?" sau, Ferma as | malelor', fie c& se urmareste formarea grupelor de obiecte dupa un anumit er | teriu, fle predarea unui numar nou, fie stablirea echivalenfei a dous multimi. | Planificarea trimestriala sau sipt}--1 wr 0 bund pregatire a activit tilor: confectionarea materialului didactic neceser, organizarea in bune conditii muneii diferentiate, verificarea sistematica a cunostinfelor copiilor, de toate aces | aspecte depinzAnd succesul muncii educatoarei 1.3. Obiectivele generale si repartizarea continutului Obiectivele activitatilor matematice, cuprinse in actuala programa, sunt: Grupa mica: ~ Perceperca unor grupuri de obiecte constituite pe baza unei insusiri comune; ~ formarea grupelor de obiecte si motivarea actiunii, folosind un limbaj adecvat; ~ Perceperea si aprecierea global a cantitifii si a raporturilor cantitative dintr doua grupuri de obiecte comparate; exprimarea aproximativa, globalé, a aceste raporturi prin expresiile: mai multe, mai pusine; ~ sesizarea relatilor spatiale dintre diferite grupe de obiecte (Iocul unde sunt ase zate, depiirtarea sau apropierca); ~ familiarizarea cu numaratul in limitele 1-4; ~ formarea reprezentirilor corecte ale unor figuri geomettice; ~ stimularea unor procese psihice (percepjile, reprezentarile, memoria, gandirea prin operafii de analiza, comparafie, sinteza, Grupa mijlocie: ~ ecunoasterea, denumirea si capacitatea de a alcatui grupe de obiecte, asigurin- du-se reprezentiri detaliate ale insusirilor obiectelor observate: form’, culoare. dimensiune; ~ petceperea unor relafii spafiale dintre grupele de obiecte in raport cu poziia ocu- pati de acestea in diferite locuri din clas&; ~ formarea capacititii de a observa si compara grupe de obiecte, de a sesiza unele relajii comutative prin apreciere globala si formare de perechi, cu motivarea ver- bali corespunzitoare: mai multe decd... mai pusine decdt.., tot atétea; ~ familiarizarea cu numerele 1-7; ~ ordonarea grupelor de numere in sir crescator si descrescator (1-7, 7-1); ~recunoasterea si denumirea formelor geometrice: cere, patrat,triunghi. Grupa mare: an ~ exersarea capacitajii copiilor de a constitui grupe de obiecte (mulimi) pe baza lunor variate insusiri comune ale acestora si efectuarea unor operafii eu multimi triere, grupare, comparare, clasificare, ordonate, apreciere a cantitiii * Anexa 5. 490,ea gacd sesizarea echivalenjei si a diferenfei dintre dou grupe prin formare de perechi rie lanifea nfapoCt de unu la unu); ordonarea grupelor in sir crescator si descrescator, Feria dik tnpuscea suieate limitele 1-10; asocierea numarului la cantitate; familiari- Seat zarea cu simbolulcifrelor (fara ale serie); mle gat mtuiea local fiecdrui numér, in raport cu vecinii si, in sil numerelor naturale; ire activil-_nijeren copiilor in operafi simple de caleul oral, de adunare si scdere cu 0 ine condita! nite: familiarizarea cu semnificatia simboluilor ,+,~" (fard a le serie); \ceste|_ jntroducerea de noi jocuri logico-matematice; consolidarea reprezentarilor for- melor geometrice invaate si familiarizarea cu dreptunghiul ca fafa a unei prisme. Grupa pregatitoare: A, sunt: — familiarizarea cu relafiile dintre multimi si elemente de logic matematica ~ recapitularea si sistematizarea cunostinelor insusite in grupele anterioare ; ~ infelegerea numi&rului natural si a notafiei pentru acesta; comune; ; aj adewvat; | fl0sitea corecta a numeralelor ordinale s cardinale; aN Nat: | — efectuarea operatilor simple de adunare si scddere cu I si 2 unitatis ~injelegerea semnificafiei semnelor ,;+, — =“ si scrierea lor; ~ rezolvarea unor probleme simple si compuse, oral, cu ajutorul materialelor con- crete si al desenelor; formularea de probleme simple de c&tre copii _ masurarea dimensiunilor unor obiecte si a capacit&fii unor vase cu ajutorul unor misuri etalon nestandardizate. Clasa I: ; ia, gandirea) | — recapitularea si fixarea cunostinfelor despre mulfimi, studiate in gradinita; — numerele naturale de 1a 0 la 100 si operafii cu numere naturale: adunarea si scdderea (fara trecere peste ordin); — cunoasterea unitifilor de masura pentru luny ime, volum, masi kilogramul; leul ca unitate de masura a valori — cunoasterea delimitari timpului: ora, ziua, siptiména (In activitayi de sine stita- ala, a acestor nde sunt age- te, asiguran- : metrul, litrul, ma, culoare, |pozifia ocu- | toare). Confinutul activitatilor matematice pe grupe de varsti sesiza unele otivarea ver- Grupa mica: eas ~ gruparea obiectelor dup 0 anumité insusire: forma (mingi, cuburi, masini), culoare (rosu, galben, albastru), marime (mare, mic); Ds —Sprecierea global a cant prin: mai multe, mai putine, un sing” obiect; 7 ~porccietes Sexprimarea verbali a relailor spatiale (Sus, jos, pe, tm far in spate); ibn imi) pe baza ] ~ Spare) jnu-o anumité ordine a obiectelor din 2 sau 3 grupe diferit (eltemare cu multimi: | de forma, culoare , marime ); eae i Tin limitele 1-4 (se numara obiectele din ~familiarizarea copiilor cu numératul i = grupuri diferite, avand 1, 2, 3 sau 4 obiecte); ~familiarizarea cu forme geometrice: cere, pat trat, triunghi.Grupa mijlocie: ~constituirea grupelor de obiecte du; ~aprecierea globalA a cantitafii pri prin punerea in corespondenta a el echivalenta a doud multimi; ipa o insusire comund a acestora; | in: mai multe, mai pufine, aprecierea cantit.|, lementelor din grupele respective, stabilindu rezultatul se exprima verbal, prin expresia fot atdte. ~ constituirea de grupe de obiecte de aceeasi forma, dar de dimensiuni diferite; ~ordonarea obiectelor dintr-o astfel de grup’ in sir crescator si descrescat respectand criteriile: marime, lungime, grosime; ~ familiarizarea cu numerele de la 1 la 7 si numararea constienta a obiectelor ¢ fiecare grupa (invafarea numarului in raport cu cel precedent); ~Perceperea si denumirea corecta a poziiilor spatiale (sus, jos, fafa, in spate, de supra, dedesubt, la sténga, la dreapta); ~ Perceperea si denumirea insusirilor pieselor din trusa Logi: forma (cerc, unghi, dreptunghi), culoare (rosu, galben, albastru), Grupa mare: ~ tecapitularea si sistematizarea cunostinfelor si deprinderilor insusite in grupe anterioare: constituirea grupelor de obiecte si ordonarea lor dupa forma, culoar mirime, in sir crescator si descrescaitor; ~ aprecierea cantitafii, indiferent de forma, marime, ~sesizarea raporturilor cantitative di linii de legatura); ~ constituirea unor grupe de obiecte (forme geometrice) dupa 2-3 insusiri comune forma —culoare, forma —marime, forma ~culoare — marime; ~ fecunoasterea pozifilor spatiale: pe, sub, inte, langé, inainte, inapoi, la dreapte la sténga, deasupra, dedesubt; ~insusirea numératului in limitele 1-10; alcdtuirea scarii numerice de la 1 Ia It prin formare de perechi si determinarea diferenfei de un obiect; ~—Tecunoasterea cifrelor si asocierea corecta a numarului la cantitate; —constituirea de grupe de obiecte diferite ca forma, culoare, acelasi numar de elemente, pentru a observa invariatia cant ~ inifierea copiilor in operafii simple de calcul oral (adunare si sc&dere), cu dife rena de o unitate; determinarea diferenjei de o unitate intre dowd grupe care av initial tot atdtea (fie c& se ia, fie ca se adaugii) ~ familiarizarea cu semnificafia semnelor: ,,+, jocuri logice; operafii cu piesele trusei , Logi". Grupa pregititoare: ~ feactualizarea cunostinfelor referitoare la constituirea de mulfimi de obiecte pe baza unef singure sau a 2 ori 3 insusiri considerate simultan; ~ Fecunoasterea pozifiilor spafiale; ~ determinarea apartenenfei sau neapartenenfei unui element la o mulfime data; ~operafii cu mulfimi (intersectia, reuniunea, diferenfa, complementara), operati logice (conjuncfia, negafia, disjunctia); patrat, t miarime (mare, mic), grosim: dispunere spafiala; intre grupe prin formare de perechi (trasar iarime, dar avan: (ira a le serie);observarea raporturilor cantitatve inte obiectele din multimile comparate, indi- ferent de marime, forma sau dispunere spajiala, mulfimi echivalente; stora; ordonarea multimilor (in sir crescditor si descrescator, in functie de mérime si precierea cantita ctive, stabilindu-f TA) xpresia fot atten} Teactualizarea cunostin{elor referitoare la numerafia in limitele 0-10; raportarea i diferites | Numarului la cantitate: 3 stabilirea locului unui numar in secvenfa numerica invatata; posiblitatile de compunere si descompunere a unui num; calcularea sumei a dou numere prin numérare; calcularea diferentei a dou’ numere prin numarare inversa; compunerea (rezolvarea) de probleme, pornindu-se de la observarea unor ima- gini; rezolvarea problemelor simple si compuses folosirea corecté a termenilor matematici; determinarea, pe baza aprecierilor comparative, a dimensiunilor unor obiecte; determinarea capacitatii unor vase cu ajutorul etaloanelor nestandardizate; pri- heh mele elemente despre nogiunes de volum; sesizarea constantei eantitafis susite in grupeld—impartirea unui intreg in dowd jumatati sau in patru parti egale; recompunerea upa forma, culoare| intregului din jumatafi, respectiv din sferturi. fata, in spate. dea} ma (cere, patrat, tri are, mic), grosime. 1.4. Operationalizarea obiectivelor educationale Cpisetivele educationale reprezinta emunturi ce daw expresie intentiei dea THratea copilului, in urma implicarii acestuia in Prrivitatea de predare-invaare. Ele av, in primul rand, o funefie de directionare a mnuncii de pregatire si realizare a activitatlor formatiy instructive din gradinife. inapoi, la dreapta,| . Operafionalizarea obiectivelor educationale, in esenfa, vizeazi adaptarea obiectivelor generale si specifice ale invayarit la condifiile concrete de predare-in- 15 inatruri, la specificul confinutului si la nevoile dezvoltirii vatare, la evenimentel fi evolufiei copiilor. Operafionalizarea presupune elaborarea obiectivelor in ter- spatiala; de -perechi (trasand| -3 insusiri comune: e; nerice de la 1 la 10 cf aes ent de comportamente observabile $i pe cat posibil, msurabile. Obiectivele ope- veepcime, dar avand|tafionale indick mu numai ceca Trebuie si stie copii, ci si ce capacitafi si abilitai Ati; igi vor forma acestia: sd facd, sa aplice, sa rezolve, s@ construiascd, ‘sa elahoreze, ‘sd urmareasca in mod practic etc. Rezultd ci ope- sa analizeze, sa sintetizeze, d ‘ rafionalizarea are in vedere finalitaji concrete ale activitatilor instructiv-educative. Modalitatile practice de operafionalizare a ‘obiectivelor pedagogice sunt di- verse, Cea mai cunoscutl si eficienta tehnic’ de operationalizare este cea formula Ede R Mager, care stipuleazi trei condifit: descrieree obiectivelor in termeni de comportament observabil si masurabil, indicaree conditiilor necesare pentru realizarea schimbarii p) formantelor $i a cri- ultimi de obi reconizate de obiective, indicarea perso : sulfimi de obiecte pe | ‘ornfutfolosit la evaluarea acesteia (R. 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Asculté legati de imagine isk 0 |completirie povestesci oral. ledueatoare. : Aduce complet povest dc Se reiau imaginil. + | cere copilor si Reeunose; Apreciazs romérul si cifta > |reunoascd numarul i fidentiis; eoreceaai;| corespunzitoare. - leifacorespunzitoare fanalizeazS; =< Jelementelor muljinilor compari format din marinar in , Se preznté imaginile 3, 4 dea’ |primele 2 magni. a Pagina 44 aaceluiag manual, | Se core cleilor: ness ccle dou meu stuncasc pinto nie fmlfimi ee - Jelementele maljimit | Stabiesc Soo farfioaielr cu elementelcorespondenta. os limi tingurinftor, Anatizeaza stcbserve ce sa objinut | Corcleazi cu S eo side ce; eanostnjele (Ge-verbalizeaz4 ispunsul) [si unease print line. Janteroare. 3<4 clementele malin ama trunghivor a-m a elementle mulimit 4-4 dreptunghiuilor. (Ge verbalizeast rispunsul) | Acceasntebare. F = a Cony Seiegie ‘Sirategie cperfionale conialion ‘Aciaile = _ oe : é jnvatitondi © “teva \s ~ | Presi casei sia} Selinistesc. Obsen | > f materalelor Contr; | Se prepitesc. = | Apreciag’. bs io Jul prezenei,ordini, | Se autocontroleazi. s Pregitie” | A da atenjiy | Preventarca,pescur, ___, | Lecturareaexpesiva | Recepteazi. ‘ S |asetizas | auneipovegt simple. © © °°S)°| tera. Analizeazi. ‘ireamint | Fiecare pipustaprimitun mune: | Stimulaeadialogului.| Apreciazs | baie Sanda ejoact cu plpusile: Maria, Ioana, Diana. fn timpul jocului o pépus ig isa strc, iar eal 13s fost lata fmprumut de etre : . Ee oprietend a Sandi ‘| 2 “eimai | Se pun iarebar: “Roald nical, | Analiza =) “= S| aobserva. | 1. Cumo cheat pe fei? Dau rispunsur. | rspunsu- 2, Cite pipus are feta la ‘spunsuri | Analizeaci Tilo date, Inceput? Care ete semout graic | la folosrea mumarulai | rispunsurilecolegilor, : corespunzitoracestul num? | cardinals onfinal..-_-] Compan Cum le cheami? - ‘Stimulazi cleviretag. | Completeaz8. 3. Cu cite pips arias Sanda? 4, Cite pipus au fost date lao pare din joc? (wate variantele) 5.Cum pot emi povest? Spriins compararea, | Crecazi final poestit ‘Cere explicapi. Completeazi varianele. Feige sbiestvelor Belts nd @ ‘Obiectivele precizate., ‘Swategia de rezolvat. ‘Till va fi fonmulat ulieriog => Comariear acca | Acai, a scopuls,obiectvelor| accep operational eécadie | eoeentcseneeSS lorde lucruSH sseleasre| dacoioasan Solhhfasy Nays SSO WIANs jyahingsas see Grescalor saescrescatoral diumercie panalpan | Gaiele numerele de la|-rispunsurile” |" fnumerelor de la 1 yumerelor naturale de la Ta 4; Jin ordine creseitoare si | 1la4,inordine | sileverifca. |... la4,insens crescitor. |1<2<3< 4 escrescatoare ereseitoare si 4<3<261 descresedtoare Dezvoltarcaimgina- | Descrieeajocuiloradaptate la |Descre jocurile separa, Primesesarcnile. | Analizeazi fci sia capacititiide | mumaral si cifta 4, jooun ‘Asculté, analizeaza, | rspunsurile i fadescrie o imagine. | prezentate in aceaste metodicd participa Injoc. | corecte Dezvoltarea capaci- | ,Care sunt vecini,,Bucheelele“| Prezinté problemele Rezolva problemele. tao de gindie prin | Se rezolvé problemele lust [ilustrate. suprindereadstelor | dela pag. 100, adapate pontna une probleme ius, | mums cifa 4 Jfesare|Se verifica insusiea | Sed urmitoareagicitoar: {Cite expresv ghicitoaea F 3 |cumosinjclor dobindite |, Te ruse pe wn lac Distibuie fsa de era x Recunoasterea mumi- | Stan rijol esd copa precizeaz8srcinle pe } = 7 rl scifi preciza-| Dele mumaram pe mate, | ebiceive rea sii crescitor | Cate fc? 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Cine se fla mai cated’ este Tonel, mod adecvat voca- pede lonel? iar fetja din banca ‘ bulanul referitor ~ Cine se afla mai depar- | este Rodica, Ja denumirea poziti. tede Ana? copii privesc ima- | » -| 3 ilor spatiale; Care este obiectul cel |. ginea si rispund "| ‘mai indepartat de Ana?| Ia intrebari; —observatia concreté |—prezintl clasa in care |-copiii rispund si |-autoepreciee a pozifiei unor obiecte!_se fla copii sialege | analizeazi fiecare _ | observatie din sala declastiin | un punct de reper rispunsurile celuilalt| analiza, | raport cu alte obiecte| (Cuierul fereastra, |- pun intrebari; considerate puncte | catedra etc), | uni dintre ei pot s& fixe de reper, |-cere copiilor si preci-- | 0 ajute pe educatoare| zeze pozitia spatial -~ | s& schimbe pozitia a.unor obiecte in raport | diverselor obiecte _ as cu punctele fixe alese; _| (schunéle; masule) [Momenteld _ Obiective lectici_|_~ operationale = : = se linistesc; isi ocupa locurile in sala de tlasas »:|° ~isi pregitesc mi terialele de lueru; PPregitire |-s& observe; | jocul logico-mate- | =le prezint& copiilor - | ~ observa; 3° [-sifoloseascd un | matic ,Gaseste ~-|- materiatul; descrie | —denumese piesele vocabular adecvat;| locul potrivit* jocul, precizeaz& regu- | jocului; (pagina 31 din lil si sarcinile fiecirui.‘] —repeté problema | (analiza 13 | aceasti metodicl), pentru a-irejine | punsurilor); 2 ; ceringel ~ pune intrebiri de control Reactualizare|— si identifice si si |~desfigurarea joculuil +” | ~grupeazi piesele "| - observatie] 3° recunoascé pozi- | (pagina 32 din jocului dups | —apreciere; | 5°. fille spafiale; aceasta metodica);, criteriul indicat; | ~corectare; | - * |-s8 motiveze actiu- nea efectuath prin e : expresii adecvate; “ANS |+ s& constituie grupe| Z a % de obiecte dupa un| 4 cf citeriv dat, «| cbiectivele lectet; | ~ comunicarea ceinjlor | —ascult, = observa gi ; le copiilor, | int-un limbaj adecvat >| —pun intebiri sau | analizeasd |-titlul enunjat ;* . | scopurilor, obiectvelor.:| rispund a cele ale| com, 05 si ceringelor de luen; 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