Abstract
Augmented Reality (AR) is different from virtual reality (VR). It is an emerging technology that does not emphasize the creation of virtual feelings through virtual objects, but focuses on combining virtual objects with real environments. This article starts from the connotation interpretation and characteristic analysis of augmented reality technology, and examines the current kindergarten number concept education activities, and finds that there are the following problems in kindergarten number concept education activities: insufficient creation of mathematics environment, single learning methods for children, and lack of effective learning among children interactive. Combining the characteristics and functions of augmented reality technology, we propose optimization strategies for optimizing kindergarten math concept education activities, respectively creating a unity of “form” and “body” for the environment, rich game experience and dialogue-creating-meaning construction of children’s mathematics cognition.
Highlights
This article starts from the connotation interpretation and characteristic analysis of augmented reality technology, and examines the current kindergarten number concept education activities, and finds that there are the following problems in kindergarten number concept education activities: insufficient creation of mathematics environment, single learning methods for children, and lack of effective learning among children interactive
Combining the characteristics and functions of augmented reality technology, we propose optimization strategies for optimizing kindergarten math concept education activities, respectively creating a unity of “form” and “body” for the environment, rich game experience and dialogue-creating-meaning construction of children’s mathematics cognition
This research attempts to examine the current problem of the concept of education activities in kindergartens based on the in-depth analysis of the connotation and characteristics of augmented reality technology, and proposes an application strategy for integrating augmented reality technology into the concept education activities of kindergartens, with a view to providing a new era of kindergarten numbers
Summary
In 2018, the Ministry of Education issued the “Education Informatization 2.0 Action Plan”, which clearly stated that “persistence in innovation” should be a basic principle, and proposed to “use technological advantages, change traditional models, and promote new technologies and education.” The deep integration of teaching truly realizes the transition from the integration application. The use of augmented reality technology to create a good mathematics learning environment for children and provide diversified and playful learning methods can provide powerful help for the design and implementation of kindergarten math concept education activities. To this end, this research attempts to examine the current problem of the concept of education activities in kindergartens based on the in-depth analysis of the connotation and characteristics of augmented reality technology, and proposes an application strategy for integrating augmented reality technology into the concept education activities of kindergartens, with a view to providing a new era of kindergarten numbers. Concept education activities provide references, so as to give play to the supporting and guiding role of educational informatization for the modernization of preschool education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
