First, pay attention to the hands-on operation of learning tools, so that students can get the concept of number and understand the calculation method.
Recognition of numbers is the premise of calculation. On the other hand, calculation can deepen the understanding of the concept of numbers. In order to make students acquire the correct concept and calculation method of numbers, it is inseparable from students' hands-on operation, which is an important link to cultivate students' calculation ability.
Since this semester, I have paid special attention to students' hands-on operation of learning tools, acquiring the concept of numbers and understanding calculation methods. In the understanding part of digital teaching within 10, we let students understand the composition and decomposition of numbers through pictures or physical pictures, and then let students consolidate the composition and decomposition of numbers through repeated hands-on operations, and pay attention to the close combination of action, thinking and language in the operation process, thus cultivating students' attention, observation, hands-on ability, mathematical language expression ability and logical thinking ability. I spent more time doing the "circle ten" operation for students when I was teaching the carry addition within 20, so that students could understand the "add ten method" from the operation. Doing so lays a good foundation for learning abdication subtraction within 20 years.
Second, the reality of life leads to the teaching of computing, and understanding arithmetic is the key to improving computing ability.
In computing teaching, understanding arithmetic is the key to teaching. Understanding arithmetic is mainly to stimulate students' awareness of how to calculate. Then it is necessary to introduce from the reality of life, so that students can explore reasonable arithmetic in solving practical problems in life. For example, when teaching carry addition of 9 plus several, we can set up situations to stimulate interest and let students explore and discover actively. First of all, in the introduction, the situation is set. The rabbit is going to treat. It has prepared two cases of milk for his good friend. In the first box, there are 9 bottles of milk. In the second box, there are 8 bottles of milk. How many bottles of milk has the rabbit prepared? Kid, can you help the rabbit calculate? Through the introduction of small animals that students love, students are willing to help rabbits calculate, and their interest in learning is stimulated.
The student thought for a while, and then the teacher asked another question: Is there any way for you to show others how many bottles of milk there are? At this time, students will think deeply about what to do, so the method of making up ten is naturally discovered by students. Take a bottle from the second box and put it in the first bottle. The first box adds up to ten, and the remaining seven bottles in the second box are 17 bottles. Or take two bottles from the first box and put them in the second box. The second box adds up to ten bottles, and the remaining seven bottles of the first bottle are 17 bottles. Students can quickly and intuitively understand the arithmetic of ten-point method from hands-on operation. At this time, the teacher will summarize, the students will form an image in their minds, and then learn to calculate the carry addition of 9 plus a few on the basis of understanding arithmetic. What is more conducive to understanding arithmetic is that when students calculate the carry addition of 8 plus a few, 7 plus a few, and 6 plus a few, they can draw inferences and transfer knowledge and play a multiplier role. In addition, once students encounter problems in calculation, they can also calculate the problems that cannot be calculated according to the formula. Therefore, in mathematics teaching, it is the basis of improving students' computing ability to let students understand the arithmetic in solving practical problems.
Third, choose the practice form from reality to improve the efficiency of classroom practice.
After guiding students to form the concept of number and understand the calculation method on the basis of perceptual materials, they should gradually form skilled calculation ability through timely and sufficient practice. In order to improve the efficiency of classroom practice, I pay great attention to the choice of practice forms, so that every student can have more practical opportunities in the classroom as much as possible. I generally use collective visual calculation and listening calculation, and also ask students to make 1-20 digital cards to unify the coloring requirements. For example, the teacher shows a "9-6" card, the students hold up a yellow "3" card to answer, and all the students use their brains. It is easy for the teacher to check the color of the card. We also ask students to find the corresponding digital cards according to some formulas displayed on the blackboard, and then ask students to find the correct and fast digital cards and paste them on the corresponding formulas. This form of exercise is very popular with students.
Fourth, practice should be targeted and help students find the rules in calculation.
Although more practice is a way to improve the computing ability, but blindly focusing on quantity will only hurt students' interest in computing, and finally get the opposite effect. Therefore, the practice must be targeted, aiming at those easy-to-mistake and confusing topics, so that students can really improve their computing ability in analysis. Designing different types of questions can not only improve students' computing ability, but also enable students to master what they have learned flexibly.
Many calculation problems have their own rules to follow. Making students master these laws can not only improve the accuracy and speed of calculation, but also cultivate students' logical thinking ability and inductive reasoning ability. For example, teachers can show 2-2, 7-7, 9-9,10, 13- 13, 4-0, 6-0, 8-0, 0+2, 3+0. How to divide it? Why do you want to divide it like this? What laws did you find in the process of classification? Students in this series of activities and thinking, students can find the same two numbers subtract to get 0, a number plus 0 to get this number, a number minus 0 to get this number … these laws.
Five, to carry out competitions and skills formation
Competition conforms to the age characteristics of children, and competition can promote the formation of students' computing skills. The common forms of competition are: winning the red flag, mathematical relay calculation, and rushing to answer. Let students practice in "play", which can not only review old knowledge and improve their computing ability, but also cultivate students' collectivism concept.
Sixth, to improve students' computing ability, we must first cultivate students' good computing habits.
In teaching, many teachers often find that students make many mistakes when doing calculation problems, and these mistakes are not because students can't calculate or are ignorant of arithmetic, but because of bad calculation habits. Therefore, it is particularly important to cultivate students' good computing habits. First of all, we should cultivate students' good writing habits and ask them to write Arabic numerals and operational symbols carefully. Only correct writing is the prerequisite for correct calculation. Secondly, we should develop the habit of carefully examining questions, that is, we should see clearly the requirements of the questions, solve problems on the basis of correctly understanding the meaning of the questions, and avoid the phenomenon of answering irrelevant questions. Here, we should also pay attention to remind students to see the operation symbols and numbers clearly when doing the questions, so as to avoid misjudgment because of misreading the questions. Finally, we should cultivate students' good inspection habits. The habit of checking is not to mention. It is necessary to teach students the method of inspection. Only if they can check, they can check. No matter how good the calculation habit is, it can't be done overnight. Only by repeated training and perseverance under the strict requirements of teachers can we gradually form good study habits.
In a word, junior high school students' computing ability can be improved and developed only through teachers' careful design, careful guidance, various forms of practice and good habits, and can meet the requirements of the new curriculum standards.