Starting from the reality of mathematics learning, learn the law of operation and strengthen the teaching and training of calculation? Students' mathematics learning should proceed from their own learning reality, let them learn arithmetic rules and use them to calculate, and cultivate their computing ability. ?

1. Understand the laws of calculation, improve the teaching content of mathematical calculation, and let students deeply understand the laws and rules of operation?

Any operation method has its own operation rules and regulations, which is also the premise of cultivating and improving the calculation ability of rural primary school students. If students can't understand the rules and laws of operation, and if they just keep training in a single calculation, they can't really understand the rules and laws of operation. Elementary school mathematics only involves some basic operations, and abstract functions and equations have never been learned. Therefore, in the cultivation of computing ability, we can start with the four operations of addition, subtraction, multiplication and division. What does "+"mean? Is to add up two numbers and work out the sum. For example, there are eight sweets on the left and five sweets on the right. If you put them together and count them one by one, will it be slow? The number you get by adding two together is the same as the result of one number, so the appearance of mathematical operation has essentially changed people's lives and improved people's life efficiency. ?

2. Primary school math teachers should make full use of all kinds of teaching AIDS, let students participate and operate, and let students deeply understand algorithms and algorithms?

In the explanation of mathematical operation rules and mathematical operation rules, the use of mathematical teaching instruments is very convenient and fast. The teaching AIDS here are not just teaching AIDS such as triangles and compasses. Teachers can make full use of some props in life, such as preparing 86 beads on the left and 74 beads on the right. If you subtract the right from the left, if you don't need to calculate, you can only pick 74 out of 86 beads to count the rest. In this process, students can actually operate. Many students will find it very easy to make mistakes in counting beads. Each bead looks the same, and there will be repeated counting. Therefore, mathematics teachers in rural primary schools should make full use of teaching tools to make students realize the importance of calculation and strengthen their independent calculation ability. ?

extreme

Cultivate the study habits of two subjects and strengthen the study and training of mathematical calculation? Primary school students' computing ability is not born, but cultivated. The calculation ability of primary school mathematics depends on calculation training. Low-intensity and high-efficiency training to improve computing ability is helpful for primary school students to have a strong interest in mathematics, learn independently and improve independently. ?

It is very necessary for primary school students to master calculation methods and improve their calculation ability. In the process of calculation exercises, it should also be divided into basic exercises and comprehensive improvement exercises. The purpose of basic exercises is to help students consolidate the new knowledge they have learned, gradually form personal computing skills and methods, improve personal computing ability, and make practice perfect. Then the second comprehensive elevation exercise needs to be carried out on the premise that the basic exercise is relatively stable and the correct rate is high. ?

The third grade of primary school is a critical period for the transition from the lower grade to the higher grade, and it is also a critical period for the polarization of mathematics academic performance. In this teaching age, students can be provided with some mixed operations, that is, the combination of addition, subtraction, multiplication and division. The difficulty and emphasis of this mixed operation is that students should deeply understand the operation rules, such as the formula of "multiply and divide first, then add and subtract, then bracket first". This kind of mixed operation not only requires students to remember the operation rules and algorithms, but also needs to be accurate in the superposition operation of numbers, and also needs to enhance the operation speed of students. For the above points, constant practice is the best way. ?

? After N practice is not simply to let students do some repetitive and monotonous questions endlessly, so how can we train the computing ability with low intensity and high efficiency? First of all, improve the calculation efficiency of rural primary school students' mathematics, and the exercises should not be the same. It should be targeted, hierarchical and uphill. Each exercise is more difficult and has a higher level than the previous exercise, so that students can steadily improve their computing ability in practice. Secondly, the practice methods should be rich and varied, not too monotonous. Math teachers in rural primary schools can explore some fresh problems, interesting data and flexible algorithms, so that students have a strong interest in boring mathematical operations, and they can also infiltrate ordinary operations into daily life in the form of applied problems, so that students can understand the significance of calculation. ?