This research is based on the review of the existing research on operational materials, mathematical operational materials and the use of large class mathematical operational materials. Taking the large class children in a public kindergarten in Pidu District of Chengdu as the research object, this paper uses the combination of non participation observation, formal interview and informal interview to obtain the data, from the use form of mathematical operation materials, the use time of mathematical operation materials, the selection basis of the use of mathematical operation materials, the teachers' language explanation and mathematical operation in the use of mathematical operation materials After the use of materials for the exchange of summary and district corner activities in the use of mathematical operation materials and other aspects of understanding to study and understand the problems in the use of kindergarten large class mathematical operation materials. After research, it is found that there are still some problems in the use of mathematical operation materials in kindergarten activities.<br>Finally, this study puts forward some suggestions on the problems existing in the use of mathematical operation materials, mainly from the two aspects of mathematical operation materials teaching activities and corner activities. The use of mathematical operation materials in teaching activities should make children fully participate in the activities, and teachers' choice of mathematical operation materials should be diversified<br>Correct understanding of the use of mathematical operation materials, teachers' language explanation of the use of mathematical operation materials should be standardized, and the communication between teachers and children should be summarized and discussed after the use of operation materials. The use of mathematical operation materials in District corner activities can be improved from the following aspects: firstly, children's use time of mathematical operation materials increases; secondly, the exploratory use of mathematical operation materials needs to be improved; finally, the use of mathematical operation materials needs to be increased.<br>
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