The overall difficulty of the test questions is not great, and the test content is comprehensive, covering the key points and difficulties of the book. The forms of test questions are rich and varied, which are represented by visual images, conform to the age characteristics of primary school students, pay attention to testing students' mastery of basic knowledge, and pay attention to the connection between mathematics and primary school students' lives, which embodies the humanistic culture of mathematics.
The questions in this exam are: write directly, fill in the blanks (with comprehensive content), divide one point (with different categories circled in each line), divide one point to fill in, write formulas by looking at pictures, compare and solve problems, and the questions are diversified. The number of the fourth question on the test paper is very irregular, which makes it impossible for students to count the numbers correctly.
Second, the analysis of students' answers
In all, 45 students took the exam. The papers were neat and beautiful, and they copied them carefully. The answer is good, such as verbal calculation, filial piety and calculation, and different types are circled in each line. Fill in the topic contains more content, involving counting, numbers, finding rules to fill in numbers, positions, etc., and there are many mistakes.
Of the 45 students in the class, 32 were excellent, 12 were good, and 1 was qualified. Two students, Rainbow Zhenlong and Wang Xintong, have a poor grasp of basic knowledge, know fewer words, and can't correctly understand the meaning of the questions, resulting in more wrong questions. Wang Zhenlong didn't answer the third question because he couldn't understand it. The sixth question can't be understood correctly, and the format is wrong. Wang Xintong's learning attitude is not correct and impetuous. There are many oral errors in the first question, more errors in the second question, and poor mastery of basic knowledge. Wang Ningxin, Lu, Zhao Jingyuan and other students have solid knowledge, good mastery and satisfactory answers.
Third, the analysis of student answers and reasons
1, the first question: write directly, I believe you can do it.
Examining students' oral arithmetic ability, we can see that students have more training and stronger computing ability. The vast majority of students are correct and the copying is serious and standardized.
All the students answered correctly, except Wang Xintong, who got seven wrong questions because of her incorrect attitude.
2. Question 2: If you look carefully, you will fill it in correctly. * * * There are eight small problems.
Question 1, fill in. The master is very good, but Wang Zhenlong counted the wrong number of sticks.
The second question examines students' understanding and application of cardinal numbers and ordinal numbers. The correct answer rate is high. Several students made mistakes because they didn't read the questions carefully and couldn't correctly distinguish the meaning of the third and the third. Three of 1 are circled, but 1 is circled. Explain more and train more to help students distinguish correctly.
Question 3. Draw a picture and fill it in. There is such a topic in the textbook, which is well mastered. Some students didn't understand the meaning of the topic and drew the wrong number, but the formula was filled in correctly.
Questions 4, 5 and 6, the composition and meaning of numbers, are well mastered and correct.
Question 7. Find a rule to fill in the numbers. The first two problems are well done, and the law between two adjacent numbers is mastered. Only 1 people have a bad attitude. If they don't check it carefully, they will erase it if they do it right. The third way is to draw according to the rules, and the correct rate is only 60%. This question is very difficult. Although similar problems are usually discussed, some students don't learn because they don't listen carefully or accept new knowledge slowly. For example, 00000000009675.
Question 8, fill in "
3. Question 3: Score one point (circle different categories in each line).
The classification of students is correct. Only 1 of the students didn't do it because of poor study, and the rest are correct.
4, the fourth question: one point, fill in (believe your eyes).
This question mainly examines students' understanding and statistics of three-dimensional graphics. Students can distinguish and count correctly and answer well. However, because the printed figure has no cube, the ball has also become an ellipse, which has caused cognitive errors to students. The number of columns is calculated accurately.
5. Question 5: Look at the picture and write the formula.
Ask the students to observe the picture carefully, understand the meaning of the picture, and then calculate according to the formula of the picture. This question is intuitive and vivid, and students are interested. Students have a solid grasp of the basic knowledge of such questions and an ideal answer sheet. Only the students of 1 counted the wrong number and listed the wrong formula, and the students of 1 listed the wrong formula but counted the wrong number, so their study was not solid enough. Pay attention to cultivating students' habit of careful observation in teaching.
6. Question 6: Comparison.
The correct rate of the number of questions in the comparison chart is high, and only 1 students fill in the wrong ones. According to the topic of drawing pictures, some students did not understand the requirements of the topic and made mistakes. They asked to draw two more circles than a cylinder, and three students only drew 1, 1 and even listed the subtraction formula. Pay attention to cultivating students' habit of carefully examining questions in teaching.
7. Question 7: Go into life and solve problems.
This kind of topic is both heavy and difficult. Solving problems is the key content in class at ordinary times. There are only three text questions in this exam, so students can read, examine and calculate correctly. Individual students can't fill in the unit name correctly. Usually, we should give more in-depth and thorough explanations in teaching, and further strengthen the training and cultivation of computing ability.
Four. Future improvement measures and suggestions
1. In teaching, we should pay attention to cultivating students' ability to solve problems with practice, and to cultivating students' observation ability and observation methods.
2. Pay attention to cultivating students' ability to independently examine questions. Attention should be paid to cultivating students' ability to read and understand problems. A correct understanding of the meaning of the question is the premise of doing it right. From the first grade, students should form the good habit of reading the questions before doing them and correctly understanding their meaning. Some children are more literate, so we can encourage them to read the questions to other students, stimulate other students' desire to read the questions, and gradually transition to let the children read the questions with the teacher. Over time, children will develop the habit of reading the questions before doing them.
3. Take targeted and effective teaching methods to stimulate primary school students' interest in learning mathematics and improve their confidence in learning mathematics. Teachers should leave time and space for students to think in class.
4. Learn new knowledge in game activities. Usually, we should try to combine mathematics knowledge with games in teaching, and fully mobilize children's enthusiasm and attention in learning. Only when they are interested in learning can the effect of attending classes be good.
5, according to the differences of students, hierarchical teaching, and strive to make each student get the maximum development on the original basis, pay attention to counseling underachievers.
6. Cultivate students' good math study habits, and cultivate students' inherent learning qualities such as learning to think independently, dare to ask questions, listen carefully to other people's opinions, and be willing to express their ideas to overcome difficulties.
Analysis of Mathematics Quality of Grade One II. Main Achievements
1, students' papers are clear, their writing is serious and correct, and the correct rate is high. There are 15% students who get full marks, and the pass rate and excellent rate are quite high, and they have achieved satisfactory results.
The first problem is that it is relatively simple to write numbers directly. Because the training of students in this field is strengthened at ordinary times, most students can calculate accurately and lose few points.
The first small problem of the second fill-in-the-blank question is to fill in the numbers by looking at the diagram of the calculator. The question is clear and simple, and students can understand at a glance that most students are right. The sixth question is to investigate the situation of students using the method of making up ten to calculate problems. Because students are usually trained in this field, students do better.
The eighth question consists of two addition questions. It is easier for students to do this kind of problems and the correct rate is higher. Most students are serious and have enough time to answer questions.
Second, the analysis of the reasons for students' losing points.
1. Some students have bad study habits and are sloppy. Some very simple calculations, but many students lost points because they misread the addition and subtraction signs. Some questions are very simple, but some are wrong because of lack of habit of examining questions. It can be seen that good study habits are the guarantee of students' success in learning.
2. The second sub-question of the second big question is to calculate first, and then compare the sizes of the numbers. The problem is more difficult and there are more mistakes. This is mainly because some students have poor ability.
3. The third question is to circle different kinds of pictures. Because the picture given is small, the printing is not clear, the students can't see it clearly, and there are many circle errors.
4. The fourth problem is to count how many cuboids, cubes, cylinders and spheres there are in the graph. Many students counted the cuboids wrong. This is because students are not big and thin desktops, and their observation ability needs to be cultivated.
5. Question 9 The second and third questions in solving problems are not clearly printed, so students can't see clearly how many ants and people there are. If the number is wrong, the formula is wrong.
Third, improvement measures.
(A) to improve the quality of classroom teaching
1, preparing lessons is the premise of a good class. Study teaching materials, analyze, study and discuss teaching materials, and accurately grasp teaching materials. Improve their own teaching quality. In order to achieve the ideal classroom teaching effect, teachers should not only prepare lessons well, but also have a variety of classroom teaching arts. Including organizing teaching art, inspiring and guiding art, cooperating and exchanging art, praising and encouraging art, language art, writing on the blackboard art, practicing design art and dynamic control art, etc.
2. Create vivid and concrete situations. According to the age and thinking characteristics of junior one students, make full use of students' life experience, design vivid, interesting and intuitive mathematics teaching activities, stimulate students' interest in learning, and let students understand and know mathematics knowledge in vivid and concrete situations.
3. Pay attention to the process of knowledge acquisition. The study of any new knowledge should strive to make students fully aware of it through operation, practice, exploration and other activities in the first teaching, and acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. Only in this way can they truly acquire their own "flexible" knowledge and reach the level of flexible application.
4. Insist on writing teaching reflection seriously. Self-reflection is the only way for teachers' professional growth. Mathematics teachers should often reflect on their own gains and losses in teaching, analyze the reasons for failure, seek improvement measures and countermeasures, sum up successful experiences, and write teaching cases and experience papers, so as to improve their classroom teaching quality and level more quickly.
(2) Strengthen the cultivation of study habits and strategies.
The teaching content of the new textbook is more demanding and flexible than the previous textbook, and it is impossible to solve the problem only by a lot of mechanical repeated training. On the one hand, teachers should carefully select and write flexible targeted exercises, developmental exercises and comprehensive exercises, and consciously guide students to collect information, process information, analyze and solve problems, so as to cultivate students' good learning methods and habits. Such as: the habit of independent thinking, the habit of reading and examining questions carefully, and so on.
(3) Pay attention to the disadvantaged groups among students.
How to make up for the mistakes of underachievers is a realistic problem that every math teacher urgently needs to solve. Teachers should do the following work from the perspective of "people-oriented": adhere to the combination of "reinforcing the heart" and making up lessons, communicate with students more, and eliminate students' psychological obstacles; Help them form good study habits; Strengthen method guidance; Strictly require students to start with the most basic knowledge; According to students' differences, hierarchical teaching is carried out; Strive to maximize the development of each student on the original basis.
Analysis of Mathematics Quality of Grade One Part III I. Basic Situation
This examination has basically achieved the expected teaching effect this semester, and most students have achieved good results. The situation is as follows: there are 34 students in the class, with the highest score of 100 and the lowest score of 40.
Second, the analysis of test papers and students' answers:
There are five types of questions in this paper, all of which focus on the training of basic knowledge. The whole paper embodies the concept of "mathematics is life", which allows students to solve various mathematical problems in life with their mathematical knowledge.
Judging from the students' problems, the result is not ideal.
Fill in the blanks with the first big question. There are students who don't know the position clearly, students who can't tell the direction by reading the wrong picture, students who fill in the adjacent numbers, and students who don't fill in the right ones.
The second question, guess the price, individual students did not understand the meaning of the question, did not understand "close", and did not calculate how much, so they made mistakes in choosing.
The third question is statistics. This time is different. First, let the students make a correct judgment, and then make statistics. If students are careless or miscalculated, they will make mistakes in statistics, and the following questions will be interrelated and coherent. Now, let the students correct the wrong questions. Some students don't understand that the purpose of the problem is to make mistakes in their calculations.
The fourth problem is to solve the problem. The main reason is that the calculation is not very skilled, and there are too many calculations and too few calculations. Secondly, in terms of currency exchange and change, especially in the case of abdication, for example, how much 4 yuan 80 cents 5 yuan bought, many students are 1 yuan 20 cents, but now the formula is right and the result is wrong.
Three: Measures
In view of the examination situation of students in this final exam, we should grasp the knowledge system of teaching materials, pay attention to the teaching of basic knowledge and expand training, improve the flexibility of students' thinking, and let students use what they have learned flexibly to solve problems. Seriously study the new curriculum concept, understand and study the teaching materials, and find a good combination of knowledge and curriculum reform in the teaching materials, so that students can learn mathematics in their lives; After class, we should actively do a good job in cultivating outstanding students, make up lessons for students in time, find out their bright spots, establish their self-confidence, and let them catch up with students with good academic performance as soon as possible.
Analysis of Mathematics Quality of Grade One Part IV I. Basic Situation of Examination Paper
1, test paper structure
The overall structure of the test paper is reasonable, close to the presentation mode of the textbook, with clear levels and prominent points. At the same time, we should pay attention to examine students' ability to solve practical problems in combination with the background of specific problems. Test scores 100.
2. The characteristics of the test paper
(1) The whole paper covers a wide range and attaches importance to the assessment of basic knowledge and skills. Pay attention to the examination of "essential" basic knowledge and skills, pay attention to students' interest in learning, and change the excessive emphasis on mechanical skills training in class.
(2) The examination paper is structured and difficult. The full-volume test questions examine students' knowledge in a wide range, and the test questions are diverse and flexible. It is not easy for first-year students to get 100, which can better reflect the advantages and disadvantages of teachers in daily teaching, reflect a certain slope and better reflect the overall quality of students.
(3) The examination paper has humanistic characteristics. The examination paper pays attention to students' emotions and psychology and has humanistic characteristics. The examination paper has changed its "cold and hard" face. At the beginning, it gives the language to stimulate students' interest and adjust their psychology, and also provides illustrated pictures in life.
(4) Pay attention to the social value of mathematics application.
(5) To examine students' ability to process and express data and charts. Students are required to acquire and understand information correctly, and to express and solve problems by processing the information expressed by data and charts.
(6) Examine the problem design of mathematical thinking method.
Second, the effect.
According to the statistics of 3 1 students in the whole class, the pass rate of this exam is 100%, the excellent rate is over 75%, and the average score is 84.
Third, experience
1, students' thinking is seriously influenced by stereotypes. Specifically, students' correct answers to simple and typical questions similar to the examples are high, but the answers to unfamiliar questions are not ideal and the correct rates are low.
2. Students' comprehensive application of knowledge and their ability of analysis and judgment are poor.
Fourth, students' feelings.
After investigation, most students feel good about themselves when they leave the examination room and think that the exam is easy. However, a few students who usually look at the questions carefully think it is difficult and find many mistakes in the exam. If they are not careful, they will easily make mistakes. Some students said that the words on the topic were too small and dense to recognize. Most words are already known at ordinary times, and there is no need to write pinyin.
Suggestions on teaching verbs (abbreviation of verb)
(1) From the statistical data and the problems exposed by students when solving problems, it can be found that it is effective for teachers to implement new curriculum teaching with new ideas. Every teacher is aware of the need to further study the new curriculum standards, update the old teaching concepts, understand the presentation requirements of the new textbooks and pay attention to the students' learning process.
(2) Pay attention to students' social reality, cultivate students' thinking flexibility and improve their ability to analyze and solve problems.
(3) Pay attention to cultivating students' good study habits.
(4) Calculation is the key point of teaching in the lower grades, and we should persist in training students' basic calculation skills in the future.
(5) The new teaching materials leave a lot of space for teachers, so the rational and effective development of teaching materials resources is helpful to organically combine extracurricular knowledge. At the same time, we should strengthen the training of students' divergent thinking.
(6) For students with difficulties, it is necessary to strengthen the training of "two basics", and the implementation must be in place, so that every student can learn the most basic mathematics and solve the most basic life problems. Such as Chen Jiaying, Jin Jiayao and Ye Haikang. Teachers should give them timely care and help, encourage them to actively participate in mathematics learning activities, try to solve problems in their own way, and express their views. Affirm their small progress in time, patiently guide them to analyze the causes of their mistakes and encourage them to correct themselves, thus enhancing their interest and confidence in learning mathematics and cultivating their good will quality. Teachers should provide students with sufficient materials and thinking space, design targeted exercises, develop students' mathematical talent, and avoid polarization in learning.
Analysis on the Quality of Mathematics in Grade One Part 5: Analysis on the Quality of Examination Questions
This set of questions is based on the principle of promoting the reform of mathematics curriculum in primary and secondary schools, effectively reducing students' excessive academic burden, cultivating students' innovative spirit and practical ability, and promoting students' all-round, harmonious and personalized development, and strives to strengthen the connection with social reality and student life, paying attention to examining students' mastery of subject knowledge and skills, processes and methods, especially their ability to comprehensively apply what they have learned to analyze and solve simple problems in specific situations.
(A) the coverage of knowledge points
Chapter content score chapter content score
5. 1 intersection line 2 8. 1 binary linear equations 5
5.2 parallel lines 3 8.2 elimination 12
5.3 Properties of Parallel Lines 4 8.3 Further Discussion on Practical Problems and Binary Linear Equations 6
5.4 Translation 3 9. 1 Inequality 3
6. 1 plane cartesian coordinates 2 9.2 practical problems and one-dimensional linear inequalities 5
6.2 Simple application of coordinate method 10 9.3 One-dimensional linear inequality group 2
7. 1 Line segment related to triangle 5 9.4 Analysis contest 8 using inequality relation
7.2 Angle related to triangle 7 10. 1 square root 2
7.3 Polygons and Interior Angles and 5 10.2 Cubic Roots 2
7.4 subject learning mosaic 3 10.3 real number 3
(B) from the test sites and scores to see the characteristics of the paper.
1, a wide range of knowledge, focusing on a systematic and comprehensive examination of what students have learned. It is not difficult to see from the above table that the examination paper pays attention to each chapter to varying degrees, which better reflects the systematicness and comprehensiveness of knowledge.
2. Test questions focus on double basics and highlight key points. The whole set of questions not only pays attention to the examination of students' basic knowledge and skills, but also highlights the examination of key chapters and key knowledge, laying a good foundation for students' follow-up study. For example, the simple application of section 6.2 coordinate method accounts for 14, and the solution of section 8.2 binary linear equations accounts for 12. The contents of these chapters are all important knowledge points in junior high school, which play a connecting role in students' learning. Therefore, the concentrated distribution of these scores has played a good guiding role in students' learning.
3. Pay attention to the examination of students' innovative thinking and "using mathematics" ability. The examination paper pays more attention to cultivating students' innovative thinking and "using mathematics" ability. For example, questions 8, 19, 24, 28, 30, and 3 1 are closely related to students' real life, and are very exploratory, which better embodies the new concept of basic education curriculum reform, not only examines students' ability to solve practical problems in production and life by using what they have learned, but also plays a very good guiding role in teachers' teaching and students' learning.
(3) Problems existing in the examination questions
1, the examination of individual knowledge points is advanced. For example, the seventh question requires students to master the characteristics of axis symmetry and central symmetry point in rectangular coordinate system, but this knowledge point is not explained in this textbook; Question 25 belongs to the simplification of quadratic roots, and students have to learn the properties of quadratic roots to complete it, so the examination of knowledge points should be made in advance.
2. Some questions are wrong. For example, Question 23 was originally a problem of solving equations, but an "=" sign was removed and an algebraic expression was given instead of an equation, which brought inconvenience to students.
3. The difficulty of the test questions is slightly unreasonable than the design. First, the individual knowledge points examined are advanced, and second, the whole set of questions is slightly more difficult, with an average score of only 56.438+0. This is due to the author's lack of excavation of new textbooks and practical consideration of students' knowledge and ability. It is suggested that the questioner should stick to the textbook, give full consideration to students' learning reality, pay attention to the gradient of test questions, pay attention to the needs of students at different levels, and give each student an appropriate, appropriate, fair and just test opportunity.
Second, the analysis of students' answers
According to the random sampling of students' papers, the students' answers are roughly as follows:
1. There are 30 multiple-choice questions, with an average score of 17.5, and the scoring rate is 58%.
2. Fill in the blanks with 30 points, with an average score of 20.2 and a scoring rate of 68%.
3. Calculate and prove the question ***40 points, and the scoring rate is about 36.7%. Among them, 26 problems solved binary linear equation 10, with an average score of 8.4; 27 problem solving one-dimensional inequality 5 points, with an average score of 4 points; Conjecture and geometric conclusion prove 28 questions, 4 points, with an average score of 2 points; 5 points for 29 geometric calculation problems, with an average score of 4.2 points; 30, 3 1 question is a comprehensive question to solve practical problems, and the score of two questions *** 12 is 4.4 on average.
Therefore, students have the following questions when answering questions:
(A) students' "double basics" are still not solid and need to be consolidated and improved. Judging from the sampling situation, students scored 68.7% on basic topics, and lost more points. First, students don't understand basic concepts accurately, such as what is a binary linear equation and the distance from a point to a straight line. Second, the lack of intensive training leads to more mistakes in subjects with high error rate in peacetime practice. For example, it is easy to make mistakes when solving binary linear equations by addition, subtraction and elimination, and there is "missing multiplication" when solving univariate linear inequalities. When both sides of the inequality are multiplied by negative numbers, the inequality direction remains unchanged. Third, students have poor flexibility in solving problems. For example, 28 questions belong to the conjecture and proof of geometric conclusions. The knowledge points used in this question are relatively simple, mainly to examine students' understanding of parallel lines, which can be completed in three steps, but the students' scoring rate in this question is only 50%. The reason is not that students don't know the knowledge points in place, but because they don't have enough training and do fewer questions. For the same knowledge point, they can't just start with one test method. If this problem is replaced by an ordinary geometric proof problem, students' grades will definitely improve. Fourth, students have poor basic skills, such as forgetting to use the ∞ symbol when expressing angles and making the mistake of "DBA=EDB". When a vertex has multiple angles (such as B), use a letter to represent the angles (such as B).
(B) Students' ability to "use mathematics" is poor. "Mathematics Curriculum Standards" emphasizes that students "will ask questions and understand problems from the perspective of mathematics, and can comprehensively use the knowledge and skills they have learned to solve problems and develop their application consciousness". 30, 3 1 questions mainly examine students' modeling consciousness and modeling ability, and ask students to solve practical problems in life by transforming them into mathematical models. However, according to the students' answers, students scored only 36.7% on this question, and quite a few students scored 0 on this question.
Third, some suggestions.
According to the problems exposed by students in this test, teachers should also strengthen the following aspects in future teaching:
(1) Strengthen the training of basic knowledge and skills to lay a solid foundation for the development of students' abilities in all aspects. Many teachers have a misunderstanding in the curriculum reform of basic education, thinking that students don't need much knowledge to learn new courses. In this respect, we should have a clear understanding that knowledge is necessary. If knowledge is denied, the curriculum will cease to exist and students' ability will not be constructed and improved. The key to curriculum reform is to guide students to learn knowledge that is of practical value and can promote development, and to guide students to acquire knowledge independently, cooperatively and exploringly with the participation, organization and guidance of teachers. Therefore, the nature and judgment of parallel lines, the solution of binary linear equations and unary linear inequalities, the re-exploration of practical problems and binary linear equations, and practical problems and unary linear inequalities are all basic knowledge that students must master. Among them, the problem of missing multiplication in solving equations, the sign of shifting terms and the direction of solving inequalities also need to be explained and emphasized repeatedly in teaching.
(2) Improve teaching methods to improve students' ability of learning, modeling and applying mathematics. Students' problems in the test and teachers' feedback show that there are still many teachers who are not clear about the curriculum reform, not active enough, not active enough and not effective enough. Teaching still follows the old teaching ideas and methods, teaching lacks variation and innovation, and the main position of students' learning is far from being implemented. Therefore, students fail to see, hear and learn new learning methods and some new topics from teachers' teaching practice, which leads to students losing more points on so-called "new topics", such as 28 questions, which some teachers think are "super difficult to test". The so-called new questions are actually just changes in the form of questions, and the knowledge points examined are not complicated, but these questions emphasize the connection with real life and the application consciousness of students. It is suggested that we should strengthen the training of innovation and flexibility in future teaching, pay special attention to the connection with real life, let students learn to solve life problems with mathematical knowledge, and pay attention to cultivating students' application consciousness.
Generally speaking, there are not many high scores in this mid-term exam, but there are many scores of 60-80, and the difference between the highest score and the lowest score is 80 points, which may have reached the author's original intention, but it has disappointed many parents and made teachers feel ashamed. In the eyes of ordinary people, it is normal for freshmen to get 90 points, but most of them only get 70 or 80 points, which is really unacceptable. Dissatisfied places are that the average score is not high, the excellent rate is not high, and ten people fail. I have carefully analyzed the examination paper and found that one of the three main reasons is that the calculation failure rate has reached 37.25%. Especially in the calculation of carry and abdication addition and subtraction, more points are lost.
Calculated loss points are mainly manifested in:
1. carry addition and abdication subtraction students haven't learned it yet, but good students are ok, and poor students answer poorly.
2. Solving problems in life Students' ability to read and analyze problems is weak, and the rate of ten points is high.
The lowest error is that the addition and subtraction within 20 will also make mistakes.
Based on the above mistakes, I have the following feelings:
1. Focus on cultivating students' good computing habits;
(1) Writing habits. For example, the careful writing of mathematics and Arabic mathematics; When the columns are vertical, the numbers should be aligned; When one digit exceeds ten digits, you need to enter a decimal digit, and there must be a carry sign; There are not enough places, and there are signs of abdication.
(2) the habit of careful inspection. You can estimate first, then calculate orally, and then calculate vertically.
(3) Carefully examine the questions, see clearly the symbols of the operation, and then calculate.
2. Practice every day and strengthen oral calculation.
In computing teaching, oral calculation is the foundation, and some oral calculation training can be carried out according to the daily teaching content. Oral calculation has the characteristics of less time, large capacity, vivid form and fast speed. Through oral arithmetic training, it can promote the formation of computing ability of first-year students and cultivate the agility of thinking.
3. Practice the diversity of forms and formal skills.
Practice makes perfect, and the cultivation of computing ability is inseparable from moderate practice. Work hard on the diversity and interest of practice forms to improve the operability of practice. Turn the practice process into a small competition; Turn exercises into small games; Turn practice into skill exploration.