2. How to cultivate students' computing ability based on their own teaching practice? Computational ability refers to the general name of mathematical ability such as memory ability, calculation ability, observation ability, understanding ability, association ability, expression ability and logical thinking ability. Computing ability is the concrete embodiment of mathematical quality, which reflects a person's comprehensive mathematical ability. The calculation in primary school mathematics is basic and instrumental. Calculation occupies a large proportion in mathematics, and the study of mathematical knowledge is almost inseparable from calculation. Therefore, calculation exists in every link of mathematics learning, and calculation teaching is an important link in mathematics teaching in primary schools. Then how to improve students' computing ability, combined with their own teaching practice, talk about several views: First, cultivate students' interest in computing. Interest is the best teacher. In calculation teaching, we should first stimulate students' interest in calculation, make them willing to learn and do, teach students to use oral calculation, written calculation and calculation tools to calculate, master certain calculation methods, and achieve the purpose of accurate and fast calculation. The specific way is to create a situation close to the interests of life students. For example, the introduction of the second volume of the first grade "Bunny Treat" is very childlike. Rabbit's birthday is today, so he invites little monkeys and squirrels to eat fruit. The little rabbit took 30 fruits first, and then 20. How many of these * * *? At this moment, the little hedgehog came. He was greedy when he saw the big red fruit. He rolled hard, stabbed himself with 10 fruit and ran away. This interesting story immediately attracted learning, and soon the students entered the learning state. This introduction has enhanced students' interest and made them willing to study mathematics, which has played a multiplier role. Second, pay attention to the teaching of algorithm and arithmetic to improve thinking ability. In the teaching of mathematical calculation in primary schools, it is an important part of calculation teaching to let students master and understand algorithms and theories. The teaching mode under the new curriculum is: situational introduction-presentation algorithm-observation and comparison (mainly students' independent inquiry)-clear reasoning-consolidation algorithm. Among them, arithmetic is abstract, and teachers should guide students to explore algorithms and arithmetic through practical operation, so that students can experience the gradual evolution from intuition to abstraction, thus promoting the development of students' abstract thinking ability. While paying attention to algorithm and arithmetic exploration, we should also pay attention to the unity of algorithm diversification and optimization. Third, pay attention to the practice of oral calculation estimation to improve the calculation speed and accuracy. Learning under the background of the new curriculum advocates personalized learning, which embodies students' dominant position. However, the goal of computing teaching is diversified, among which the important goal is to let students learn to master efficient computing methods and skilled skills through certain practice. However, after the process of situation introduction, algorithm presentation, observation and comparison (mainly students' independent exploration) and clear algorithm, there is not much time left for us to consolidate and improve. Oral calculation is the basis of written calculation and is often used in daily life. "Mathematics Curriculum Standard" clearly points out that we should attach importance to oral calculation, strengthen estimation, and advocate (encourage) diversification of algorithms. Since the new curriculum reform, although we attach importance to the training of oral calculation estimation methods, there are still some problems, such as the single training method, which can not stimulate students' interest in oral calculation estimation, and students are afraid of difficulties in oral calculation estimation. Fourthly, developing good habits is the guarantee of improving computing ability. 1, form a good habit of reviewing questions. Cultivating students to carefully examine questions is the premise of correct and fast calculation. Look at the requirements of the topic and see the meaning of the topic clearly. Second, see if there are any special conditions, and then think about how to make them. If students follow these methods, the calculation will be initially guaranteed. 2. Develop the good habit of checking and calculating. Inspection can not only ensure the correctness of calculation, but also cultivate students' meticulous learning attitude. It is necessary to cultivate students' awareness of being good at inspection and guide them to check. 3. Develop good writing habits. Irregular writing will cause calculation errors. Some students often read wrong questions, numbers and lines. Addition is subtraction, subtraction is addition, and the writing is not neat. Write 0 as 9 and 27 as 72. Therefore, students must be required to carefully write Arabic numerals and operational symbols according to the format. For students with poor writing, let them practice writing, and finally make their writing understandable, so as to copy fewer wrong questions or not. The teacher's words are presented to the students in the form of beauty as much as possible, so that the students are fascinated and consciously write carefully.
4. What are the "four basics" mentioned in the Curriculum Standards, and why do you propose the "four basics"? "Four Basics" refers to the basic knowledge, skills, thoughts and activities of mathematics. That is, through mathematics teaching, the following purposes can be achieved: mastering the basic knowledge of mathematics; Training basic math skills; Understand the basic ideas of mathematics; Accumulate experience in basic mathematics activities. Anyone familiar with mathematics curriculum knows that "double basics (basic knowledge and skills)" has long been the primary goal of mathematics curriculum in China, and the academic circles have conducted in-depth research on the definition of "double basics" and how to cultivate it. The interest of international mathematics educators in Chinese mathematics education is often concentrated on this "double base" that has always puzzled them. Therefore, the development of mathematics curriculum objectives from "two basics" to "four basics" means a major change in China's mathematics curriculum objectives. Because: 1, the core concepts in the standard are increased compared with the original standard experimental draft. There are ten core concepts: number sense, symbol consciousness, space concept, geometric intuition, data analysis concept, computing ability, reasoning ability, model thinking, application consciousness and innovation consciousness. 2. We can see some concrete explanations of these core concepts in the goal, which are equivalent to some elements of the goal. At the same time, it is also found that there is a close relationship between the two, which shows that the core concept plays an important role in connecting the preceding with the following. 3. The new curriculum standard changes the original "everyone learns valuable mathematics, everyone gets the necessary mathematics, and different people get different development in mathematics" to "everyone can get a good mathematics education, and different people get different development in mathematics".