1. Oral arithmetic training must be frequent and varied. You can't improve students' oral expression ability overnight. You should practice every day and every class. Some teachers practice oral arithmetic three to five minutes before class, which is a good way. Practice makes perfect. Rome wasn't built in a day! Oral arithmetic is a basic skill for students. It is necessary to plan long and arrange short, carry out teaching and training purposefully and step by step, and embody the principle of gradual teaching.

Doing more and practicing more is the premise, but students are used to being interested in new things. Especially in target teaching, students will get bored when they practice alone. Therefore, the forms of oral arithmetic practice should be vivid and diverse, such as: driving a train, grabbing a red flag, relay race, rushing to answer, listening and calculating, visual calculation, mental calculation and so on. Although there are many oral arithmetic methods, they should be used alternately to keep students fresh. This can arouse students' interest and fully arouse their enthusiasm for learning. In addition, oral arithmetic problems should be in various forms, including one-step addition, subtraction, multiplication and division, and two or three-step mixed operation problems; There should be general oral arithmetic problems, and there should also be oral arithmetic problems that can make use of the operational rules and properties. In addition, oral calculation must be combined with other mathematical knowledge, such as: oral calculation of text questions, conversion of calculation units, simple quadrature, simple application of oral calculation and so on.

2. The number of oral arithmetic training questions should be moderate. Too many questions will usurp the host's role and affect the completion of teaching content, while too few questions will fail to achieve the purpose of training. The difficulty of the topic should also be moderate. The greater the difficulty, the lower the students' enthusiasm for learning and the lower the classroom atmosphere. It's too simple, and it can't improve students. The oral arithmetic problem at the back of the math textbook of nine-year compulsory primary school is the focus of our practice.

3. Oral arithmetic training should be targeted and combined with the teaching content. It is not only conducive to the improvement of students' oral expression ability, but also conducive to the smooth completion of teaching tasks.

4. Pay attention to cultivating students' creativity in oral arithmetic training. In oral arithmetic practice, teachers should guide students to say oral arithmetic methods, encourage students to think more about one problem and solve more problems.

The algorithm does not stick to textbooks, is logical, embodies the mastery of thinking, and is conducive to cultivating students' flexibility and creativity in thinking.

5. Teachers should pay attention to information feedback, guide and encourage parallelism. Oral arithmetic practice is a very flexible content. In teaching, you can usually practice in groups or individually, but I think free activity groups have a unique role in this learning content. It avoids the result that the learning effect is good or bad because of different students' foundations in group activities, and it is also different from personal boring exercises. Students find their own students who are suitable for their own level to form groups, carry out activities such as practice, competition and supervision, and cooperate with each other to make progress. Among them, teachers should pay attention to information feedback and guide and explain the reasons for errors in time. Oral activists should be encouraged in time. Only in this way can students be interested in practicing and gain something in their study.

Cultivating students' oral expression ability can be said to improve students' flexibility in using their brains, and flexibility is the key to solving problems. Therefore, the cultivation of speech ability should run through the whole primary school mathematics teaching.