Present situation of mathematical calculation teaching in primary schools
"Mathematics Curriculum Standard" clearly points out that students should understand the meaning of four operations and master the necessary operation and estimation skills. Comparatively speaking, the old curriculum standards put forward many requirements for students' computing ability, such as computing methods, skills, speed, etc., but now they are rarely mentioned. In our teaching process, it is found that students' computing ability is lower than before, which is mainly manifested in the decline of computing accuracy and the slowness of oral calculation.
Due to the increasing popularity of advanced and simple computing tools, the demand for computing skills in social life is gradually decreasing, so the new curriculum standard reduces the demand for computing power. However, students' interest in calculation has not been improved, and their mathematical thinking ability has not been properly cultivated.
Calculation exists in every link of mathematics learning, and students' mathematics learning cannot be separated from calculation, so calculation teaching is particularly important. But it is this important part that is the most headache for teachers and the knowledge that students are most unwilling to learn.
On the one hand, computing teaching is the most difficult place for teachers, and we rarely see an open class of computing teaching. It's not that the teacher doesn't understand, it's just that he "understands" too much. What is the operation sequence, what to pay attention to, and where to make mistakes most easily, at a glance; On the other hand, for students, everyone thinks that this part of knowledge is very simple and does not need to be taught by teachers at all. Students clearly know how to calculate and what to pay attention to, but they keep making mistakes.
So, what makes computing teaching in such an embarrassing situation?
1, computing teaching depends.
Some teachers unilaterally believe that computing teaching can not be separated from the situation. Without the situation, students' interest in learning seems to be impossible to stimulate. Therefore, some classroom settings are far-fetched, and some are purely for deducing formulas. After some irrelevant "talking with pictures", it took 10 more minutes to deduce the formula from the situation, which affected the teaching process.
2. Algorithm diversification becomes "formalization"
For the algorithm, we only want to be "more" in quantity. The students show the algorithm at the same level of thinking, and the teachers applaud, regardless of the qualitative improvement of thinking level. Once a method is missing, the teacher will try his best to pull it. Some students come up with some low-value and primitive methods to fill in the blanks in order to cater to the teacher's intention. It often takes 10- 15 minutes to discuss a topic like this. Moreover, after the algorithm was "more", it was not optimized in time. When calculating, some students don't even know the basic calculation methods, and the teacher only asks students to calculate in their favorite way.