1, interest-oriented, enhance the desire to calculate.

To cultivate students' computing ability, teachers should first stimulate students' interest in computing and make them happy to calculate. By introducing typical cases of mathematicians at home and abroad, I created interesting situations in the teaching of calculation problems, launched calculation competitions, and stimulated students' interest in calculation, which achieved good results. At the same time, improving the evaluation methods, such as group competition, individual bonus points, and selecting "small calculation experts", really mobilized students' enthusiasm and made them feel different in the whole mathematics learning process.

2. Train oral calculation and improve calculation ability.

Oral calculation is the basis of written calculation, estimation and simple operation, and the speed and correctness of oral calculation directly affect the improvement of calculation ability. Only with good oral calculation ability can we speed up the written calculation and improve the accuracy of the written calculation to the greatest extent.

Pay attention to the mastery of students' oral calculation methods. For example, the division in the table is 56 ÷ 7 = (), which can guide students to think 7× () = 56.

Stick to oral calculation every day. The speed of verbal ability is related to the density of training. After mastering the oral calculation method, the next step is to consolidate students' proficiency in oral calculation method through continuous practice. I spend two to three minutes before class every day, showing 10 ~ 20 crossing calculation, the whole class doing oral calculation or relay calculation, paying due attention to the guidance of oral calculation methods, or encouraging students to practice oral calculation after class every day, and persevere, you will get very good results.

3. Help students understand arithmetic and reveal laws.

In the teaching of calculation, the most taboo is to pay attention to the result rather than thinking, and to pay attention to the law rather than reasoning. To make students understand reasoning, they should not only know what it is, but also know why. In order to make students master mathematical knowledge and promote the development of thinking, we must build a bridge between thinking in images and mathematical abstraction and give full play to the role of learning tools. In the teaching of adding a few to nine, we can invite sticks to study together, and optimize the method of adding ten in the students' hands-on operation, which will lay the foundation for continuing to learn carry addition and abdication subtraction in the future. We can also use students' existing knowledge and experience to understand new knowledge, construct the main way of teaching knowledge structure, properly use old knowledge in teaching, assimilate new knowledge through analogy, and realize the positive transfer of knowledge, which is conducive to students' understanding of new knowledge and cognition of new cognitive structure. For example, students should do addition, subtraction, quotient and so on, and continue to learn through the connection between knowledge. Another example is that the methods of carry addition and abdication subtraction should be clearly explained so that students can understand them thoroughly, and then they can use the methods correctly and skillfully.

4, daily, cultivate the habit of calculation.

Good calculation habits are the premise and guarantee to improve the calculation accuracy. Therefore, to improve students' computing ability, we must pay attention to the cultivation of good computing habits. (1) Let students form the habit of proofreading carefully. Ask students to proofread the copied questions carefully, accurate to numbers and symbols, and don't miss anything. (2) Make students form the habit of examining questions. Ask students to see every data and operation symbol in the topic clearly, determine the operation order and choose a reasonable operation method. (3) Make students form the habit of careful calculation and standardized writing. Students are required to write neatly and the writing format should be standardized. At the same time, those who can do verbal arithmetic should do it, and those who can't do it should do it seriously, and strengthen students' habit of standardizing drafting. When calculating columns, the digits should be aligned, there should be an appropriate interval between digits, the digits to be carried should be written in an appropriate position, and there should be no fewer abdication points. (4) Make students form the habit of conscious inspection. Teachers should teach students the method of checking calculation, and put forward strict requirements as an important link in the calculation process.

5. Pay attention to estimation and cultivate ability.

Estimation can promote the formation of students' sense of logarithm and play an important role in calculation teaching. Teachers should consciously understand the consciousness and methods of students' infiltration estimation in calculation teaching, and adopt the mode of "estimation-calculation-inspection" to gradually cultivate students' estimation consciousness and ability, so that the estimation can finally guide the later calculation.

For example, in the teaching example: when estimating 98+ 192, let students think about how much the sum of 98 and 192 is close to several hundred respectively. After the teaching, compare the correct figures with the estimated results, so that students can understand that the estimated results should be very close to the correct figures, and then play a role in checking.

6. Pay attention to the wrong analysis.

Students' learning is a process of repeated understanding and practice, and mistakes are always inevitable. Especially for junior students, it is easy to forget what they have just learned because of their age characteristics. For example, abdication MINUS 1 in the first digit, but it can be counted, and I forgot to subtract 1. Similarly, I forgot to carry when adding carry. In particular, there are many errors such as continuous carry addition, continuous abdication subtraction, forgetting to add or missing writing, which are related to children's incomplete memory. Therefore, teachers should know the problems in students' calculation in time, deeply analyze the causes of their calculation errors, and carry out targeted teaching.

In order to better understand students' learning situation, we can learn from Chinese teachers' method of correcting compositions-writing comments. Add notes to students' mistakes to deduce the reasons for the mistakes, so that students can know whether the reasons for the mistakes are due to their carelessness or lack of knowledge. On the basis of knowing the mistakes, they should redo the wrong questions and deepen their understanding of the correct knowledge again. Teachers should focus on analyzing the causes of wrong questions because of people and questions. Most students do wrong questions, so teachers should concentrate on explaining and analyzing the causes of mistakes. For students with poor foundation who often make mistakes, teachers should spend more time tutoring after class. Students should reflect on the mistakes in their homework. Every student should prepare a notebook, write down the mistakes in daily homework, and write out the mistakes and correction methods. In addition, we should take similar problems that students often make as students' classroom assignments and give feedback again to understand the effect of students' homework correction.