( 1)

1. Know the abacus, know the names of each part, learn the posture of the abacus and the correct method of holding the pen.

2.0~ 10 understanding, disk diagram, pearl image diagram, fingering learning, pearl thinking, composition decomposition.

3. Direct addition and direct reduction:

Practice on the abacus first, add and subtract 3~6 strokes of a number.

One-digit analog mental arithmetic

Two-digit analog mental arithmetic

Three-digit 2~3 different numbers are not added or subtracted.

(2)

1. If it is full, add five, and if it is broken, subtract five (the next five is rounded off, and the last five is rounded off), master the concept of making up the number (two numbers add up to five, which is called making up the number), and practice mental arithmetic on the abacus.

2. Add and subtract to give way and master the concept of complement (two numbers add up to 10 is complementary,) abacus mental arithmetic.

(3)

1. If you break the 5-digit addition, you will lose 5 when you abdicate.

2. Break the five-digit addition, abdicate more than five, and subtract the mental arithmetic.

3.3~5 mental arithmetic of adding and subtracting two digits

Let's talk about the advantages and disadvantages of learning abacus mental arithmetic:

Excellent: 1. It is beneficial to improve memory ability and cultivate attention. The speed and accuracy of abacus mental arithmetic depend on the length of time and the depth of traces in the brain. 2. It is beneficial to improve computing skills.

Disadvantages: 1 The classroom atmosphere is rather dull, it is difficult for children to calm down and there are few teaching AIDS. 2. Children do not have a good grasp of the concept of quantity and the combination of quantity and number. 3. Because abacus mental arithmetic is based on skilled abacus mental arithmetic, and then a quick algorithm of conditioned reflex is formed, and the result is obtained directly through mental arithmetic, so to learn abacus mental arithmetic well, we must first master abacus mental arithmetic skillfully. This will make some children who can simply add and subtract mental arithmetic, because they can't do mental arithmetic skillfully and can't form mental arithmetic pictures in their minds, so they can't do mental arithmetic.

My suggestion is:

1. Mental arithmetic is boring to learn, and it is difficult for children to sit still. Parents need to review exercises after class, otherwise the course can't keep up. The course of abacus mental arithmetic is closely related. If you don't master the last class, you won't be able to keep up with the next class, resulting in a vicious circle.

2. It is difficult for children who have learned addition and subtraction to get rid of the original mathematical concepts and imagine the abacus of abacus calculation. This will bring great disadvantage to learning abacus mental arithmetic, and parents will not understand whether he has an abacus in his mind when doing simple arithmetic. When it comes to increase or decrease, it's too late to know that he doesn't have an abacus in his heart, or to use past experience to calculate.

3. The difference between mathematics and abacus mental arithmetic: It is more interesting to learn mathematics, but the practice between classes is not particularly important. Its teaching system is helpful for children to establish abstract logical thinking ability, give them some preliminary mathematical knowledge and skills, and develop their intelligence. Various teaching methods can be used to cultivate children's interest in mathematics, but these may not be obvious to parents at this stage, unlike children who can quickly calculate and add and subtract multiple strokes after mental arithmetic is completed. Both of them have different teaching objectives and effects.

It is best not to learn abacus mental arithmetic.

What is abacus mental arithmetic? It is to set up an abacus in children's minds and turn abstract calculations into beads on the abacus of images.

After mental arithmetic, children can easily calculate the addition and subtraction of hundreds of digits. But what I want to ask is

1. What is the purpose of children's mathematics and science education?

2. What is the practical significance of letting children learn to calculate the addition and subtraction of percentiles?

3. The addition and subtraction of one percent can be calculated by abacus mental calculation, and the relationship between quantity and quantity can be clarified, and whether the transformation process can be equivalent.

4. Does mental arithmetic cultivate talents or stifle creative talents?

Through mathematics learning, children can understand the meaning of quantity, the relationship between quantity and quantity, and the conditions and process of transformation between quantity and quantity; Understanding the abstract concept of numbers can distinguish the connection and difference between abstract concepts and entities. Can understand the principle of abstract symbol system and know the relationship between symbols. Children's mathematics education is to guide them to distinguish their similarities and differences from various entities, sum up a vague image from the characteristics of some entities, such as the same color, the same hardness, the same side and the same size, and then clearly turn it into an abstract concept. Then guide them to establish the relationship between entity and this abstract concept, and guide them to understand the relationship between these concepts. This is the study that can best train people's comparative analysis, induction and generalization, and logical reasoning ability in early childhood.

But abacus mental arithmetic is just a solid entity calculation model. What can it exercise? Is it necessary for children to calculate 1% addition and subtraction? Please also think twice about parents who want their children to learn abacus mental arithmetic.

Refuting "abacus mental arithmetic"

What can abacus mental arithmetic improve?

1, calculation ability Of course, after learning abacus mental arithmetic, it seems that the calculation ability has improved, and it is no problem for a very young child to calculate hundreds. If this is used to judge computing power, of course, but I don't think so. Traditional simple calculation methods such as splitting and merging can improve children's thinking ability. Isn't it an exercise for children to simplify the operation by observing and analyzing the special parts in the formula? Of course, you can also learn the traditional simple calculation while learning "abacus mental arithmetic", but doesn't this show that the traditional simple calculation has irreplaceable things? I can't see the practical significance of this calculation method simply by looking at the addition arithmetic that can calculate hundreds or thousands.

2, attention can certainly be improved. If he is not highly focused, how can he construct the shape of an abacus in his mind?

3, memory can certainly be improved, because he has to remember the position of the bead plate, otherwise how can he calculate the result.

Ok, now my conclusion is to improve my computing ability. From my point of view, I don't agree. As for attention and memory, I have no objection. But the question I want to ask you is, is it to cultivate children's attention and memory by letting them learn to calculate? Mathematics education should cultivate children's abstract thinking, logical reasoning and speculative induction. Attention can be cultivated by sketching and observing animals and plants, and memory can be gained by expanding his horizons and contacting more things. But what do you use instead of mathematics to cultivate his abstract thinking, logical reasoning and speculative induction?