Teaching strategy of mathematical calculation in primary schools 1
Learning all kinds of knowledge of primary school students can lay a good foundation for further study and life in the future, so we must pay attention to the effectiveness of primary school education and the improvement of students' own ability. As a basic ability, the cultivation of computing ability needs to lay a good foundation from an early age. On the one hand, mathematics itself has a strong rational thinking, and the logic of students' thinking can be improved through mathematics learning; On the other hand, because computing itself is a subject closely related to real life, it is of great practical significance to learn basic computing ability. Therefore, the calculation teaching in primary school mathematics teaching is precious. However, for pupils whose understanding and attention are different from those of adults, some special methods are needed to improve the effectiveness of teaching, which should not only focus on the improvement of students' various abilities, but also on the effectiveness of teaching. Some specific teaching methods are discussed below.
First, create problem situations to improve students' interest
When teaching new knowledge, effectively create problem situations, stimulate students' interest in knowledge while guiding them to find problems, and then ask questions, so as to improve students' attention to knowledge and classroom attention, and enable students to actively explore the questions raised, such as observation and comparison, under the guidance of questions and interests, so as to enhance the teaching effect. One of the most effective methods is to combine the knowledge in mathematics textbooks with real life and create situations that students can understand, thus enhancing students' ability to use knowledge. For example, when explaining the multiplication of two digits and one digit, we can use the common shopping situations in life to create situations. You can ask the students: Did mom take you to the supermarket to buy milk? This seemingly extracurricular shopping topic can easily arouse students' interest and further guide them. How many bags are there in each carton of milk? Students will have different answers to different kinds of milk, and then the teacher can guide them in time and say that a certain kind of milk is per box 15 bag. Then you can continue to ask questions. If mom bought three cases of this milk, how many bags are there in one * * *? In this way, an example can be effectively introduced through the creation of life situations. Students can list 15 according to their existing computing experience. 3 formula, but for 15? How to calculate? Teachers can further guide students to actively think about solutions by asking questions. In this way, a problem situation in life can become a mathematical problem. Students still like to solve such problems in familiar life situations and are also interested in finding solutions. Therefore, it can not only stimulate students' interest in learning, but also concentrate students' attention in class. At the same time, it can also make students realize the importance and practical significance of learning, and further improve students' interest and enthusiasm in learning mathematics.
Second, using simple calculation methods to improve the scientific nature of students' learning.
Pupils are like canvases that teachers need to draw, and they have great potential to stimulate various abilities. Especially in the way of thinking and solving problems. In the teaching of mathematical calculation in primary schools, teachers should not only teach students the accuracy of answering questions, but also pay attention to cultivating students' thinking ability and way of thinking. Therefore, we must attach importance to the teaching of students' calculation methods in calculation teaching, so that students can master the regular knowledge and pay attention to induction and summary. One of the most important aspects is the application of simple algorithm. For example, in multiplication, 45? 1 1, such a calculation problem, many students still use the original calculation method, and use the column vertical formula and multiplication formula to carry out tedious operations. Although the result is correct, it wastes time and energy and restricts the development of students' thinking. Therefore, a simple algorithm can be used. For example, in the above example, 1 1 is decomposed into 10 plus 1, and then multiplied by 45 respectively, the result can be calculated quickly and accurately. This can not only exercise students' thinking, but also improve students' scientific study.
Third, combine various ways to train students' thinking.
An important aspect of improving students' computing ability is to pay attention to the improvement and exercise of students' thinking. This requires a combination of methods. On the one hand, improving students' verbal ability can improve the agility of their thinking. For example, oral calculation of addition and subtraction within 20, some common greatest common divisors, minimum common divisors, common rate unit exchange and so on. On the other hand, pay attention to the combination of various algorithms, thus improving the agility of thinking, such as the application of decomposition method: 25? 14 can be changed to 25? 10+25? 4, or 10? 25+4? 25。 This can not only exercise students' different ways of thinking, but also calculate the answers quickly and accurately. At the same time, it can also enhance students' thinking motivation and deepen their understanding of the algorithm. In addition, using the demonstration of representation to guide the induction process can improve students' abstract thinking ability. For example, in the teaching of abdication subtraction, students can demonstrate with sticks or projections. Or do one make ten? Intuitive observation, understanding of this representation and in-depth guidance of falsetto teachers will make students understand the calculation rules of this algorithm more clearly and exercise their abstract thinking ability at the same time. In addition, for the training and cultivation of students' intuitive thinking, estimation method is needed in calculation. This method properly introduces some mathematical problems encountered in real life into teaching examples, which makes students' practical experience more closely combined with mathematical knowledge, enhances their ability to solve practical problems by using mathematical knowledge, and also improves students' awareness of solving problems by using mathematical methods.
Fourth, pay attention to the combination of arithmetic and algorithm to improve the effectiveness of teaching.
Because there is often only one correct answer in mathematics, in most cases, teachers are more interested in pursuing a correct result in calculation teaching, while ignoring the importance of the specific calculation process. Let students also focus on calculating the correct answer, no matter how it is calculated. This will make it difficult for students to improve the application of algorithms and the refinement of calculation methods, and sometimes make students' basic knowledge not solid, which is not conducive to further study in the future. Therefore, teachers should attach importance to the combination of arithmetic and algorithm, and better master and understand the algorithm on the basis of a good understanding of arithmetic. Like in the process of 200? When teaching such an example, many students know that the correct answer is 40. The algorithm is to treat 200 as 20 first, and then add a 0 to the result after dividing by 5. Although the result of this algorithm is correct, it may be incorrect from an arithmetic point of view. Let the students understand that it is not advisable to treat 200 as 20, because treating 200 as 20 may not really become 20. But think of 200 as 20 10, and divide each 20 by 5 to get 4 10, and 4 10 is 40. This can also help students to combine old and new knowledge well in later teaching, and it is also a consolidation and improvement of existing knowledge when learning new knowledge. In addition, students' inductive understanding ability can be improved through flexible application of all kinds of knowledge, and the calculation method can be optimized in time in further study. So as to finally improve the teaching effect.
Fifth, diversified practice methods to consolidate knowledge.
An important link in the teaching of mathematical calculation in primary schools is to practice a knowledge point from multiple angles. Because for primary school students whose memory and thinking are still in the primary stage, it is necessary to constantly practice and remind them of what they have learned in order to enhance their mastery of knowledge, and at the same time, it is necessary to make students enhance their understanding of knowledge and their ability and skills to use knowledge flexibly through contact from different angles. For the practice method, we can simply strengthen the contact first, make clear the key contents to be practiced, find representative exercises to consolidate and avoid a lot of complicated exercises. For example, in the teaching of oral arithmetic, it is difficult to judge whether there are several zeros at the end of quotient. Therefore, teachers need to put forward some representative exercises to solve this problem, and let students solve problems in games through group competitions. Secondly, it is a comprehensive exercise to solve practical problems by using what you have learned. This kind of connection is mainly to enhance students' ability and consciousness to solve practical problems, and at the same time consolidate what they have learned. For example, there are several zero knowledge points at the end of the quotient mentioned above, and some phenomena in real life can be introduced into mathematical application problems. For example, you can ask students: Xiaoming's family uses 280 kWh every four months, so how much kWh does Xiaoming's family use on average every month? By solving this problem, students not only consolidate their knowledge, but also exercise their thinking analysis ability and table calculation ability, so they are better than the simple 280? This kind of calculation problem is more helpful to improve students' comprehensive quality in mathematics. Of course, you can also use games and other more open contact methods to arouse students' interest in practice.
To sum up, the teaching of mathematical calculation in primary schools plays a very important role in cultivating students' various abilities, which can not only improve students' various thinking abilities, but also enable them to effectively use classroom mathematics in real life and improve their ability to solve practical problems. At the same time, calculation teaching occupies a very large proportion in the whole primary school mathematics teaching, which requires teachers' attention, not only to improve teaching methods and improve teaching effect, but also to cultivate students' thinking ability and lay a good foundation for their future development.
Teaching strategies of mathematical calculation in primary schools II
Mathematical calculation is the basic content of learning mathematics, which has an important influence on students' future mathematical study. And then what? Computing power? It is a newly added core concept in Curriculum Standard (Revised Edition), which clearly puts forward the value of cultivating computing ability, that is, helping students understand computing theory and seek reasonable and concise computing methods. In order to implement the concept of new curriculum standards, computer teaching strategies should also be changed.
First, establish a correct teaching concept
Under the background of the new curriculum standard, I want to improve the teaching effect of mathematical calculation in primary schools. First of all, teachers should establish a correct teaching concept. Schools should provide training and learning opportunities for teachers, improve teachers' understanding of the concept and objectives of the new curriculum standards, and only qualified teachers can take up their posts. Organize math teachers to discuss teaching methods regularly, sum up teaching experience, and promote the development of math calculation teaching. Secondly, teachers should broaden their thinking and abandon backward teaching concepts. In the process of making lesson plans, teachers should respect students' ideas, communicate with students, fully consider students' cognitive ability and characteristics, and choose appropriate lesson plans and methods so that students can learn useful knowledge in class. Finally, teachers should combine teaching with life practice. The new curriculum standard requires students not only to understand knowledge, but also to apply knowledge to daily life, such as in? What is the composition of numbers? In a class, the teacher can play animated short films. The content of the short film is a big forest. Four birds landed on the tree, and then two more flew. The teacher can ask how many birds are in the tree first, then how many flies, and finally how many birds are there. In this way, teachers can bring students into the classroom through common things in life, so that they can have a preliminary understanding of the composition and addition of numbers. Besides animated short films, teachers can also ask how many boys and girls there are in the classroom and how many people there are in the classroom, so as to stimulate students' thinking.
Second, innovative computing teaching methods
In order to improve students' interest in learning, we should constantly innovate teaching methods. The development of mathematical calculation teaching is not only to let students learn to calculate, but also to guide students to learn to think, learn to calculate with the simplest method, and master the laws of arithmetic and calculation. In order to improve students' learning efficiency, we should start with improving students' learning interest and classroom attention. First of all, before classroom teaching, teachers can bring students into the classroom by creating scenes to create a relaxed and happy learning atmosphere. Secondly, for some abstract knowledge points that are difficult to understand, teachers can take intuitive demonstrations to deepen students' understanding and comprehension of the knowledge points. For example. Ten? Students may not have a deep understanding of decimal. At this time, teachers can use abacus as a teaching aid to teach. Students can understand the decimal system in the process of demonstrating with abacus. Ten? You can understand the rules more intuitively, and you can also let students operate by themselves, so as to improve their thinking ability and practical ability. In practice, do students understand? Ten? The significance and law of, facilitate in-depth study in the future. It can be seen that in various forms of activities, students can play their autonomy and enthusiasm, combine mathematics with life, and achieve the goal of the new curriculum.
Third, improve and develop the quality of operational thinking.
The cultivation and development of computing ability includes not only the improvement of computing skills, but also the improvement and development of computing thinking quality. Therefore, the calculation teaching of primary school mathematics should change the mode of focusing on algorithm skills, pay attention to guiding students to combine calculation learning with solving practical problems in real life, pay attention to the flexibility of methods and the diversification of problem-solving strategies, so as to improve the flexibility of students' thinking and enhance their ability to analyze and solve problems. If the direct calculation is cumbersome and prone to errors when calculating 33333i9999, students can be guided to simplify the calculation process by using the formula and convert the original formula into 3333i (100000-1). The formation of computational thinking can improve students' computing ability and speed. The curriculum view in the new curriculum standard requires teachers to link curriculum with life, expand educational resources, tap potential educational materials in life, and break down the barriers between life and curriculum, school and society. In the short term, the formation of computational thinking is helpful to improve students' computing ability and solve real-life problems.
Fourth, sum up practical experience.
Educational psychology believes that calculation is an intellectual operation skill, and the transformation of knowledge into skill is a process that needs to be accumulated. The practical ability of a class depends on the teaching content and the students' reality, so we should grasp it well. Degree? Improve the efficiency of calculation exercises. Because of the differences in students' ability and quality, the difficulty of the questions is also different, so the exercises should be carried out at different levels, and the teachers should arrange the exercises according to the students' ability level to ensure that the exercises are from simple to complex and gradually deepened. If you start with simple operations or two operations and gradually go deep into elementary arithmetic, you should summarize the mistakes in the calculation process to avoid similar mistakes in future calculations. For example, when calculating 760 clothes, 25 I 4, because 25 I 4= 100, many students will unconsciously calculate multiplication before division, which leads to calculation errors. At this time, the teacher should sum up with the students and find the crux of the problem. Taking multiplication calculation in primary schools as an example, the new curriculum standard multiplication requires students to convert decimal multiplication into integer multiplication to complete the calculation, and requires students to use? Rounding? Approximation of product, familiar with multiplication, addition, multiplication and subtraction and their laws. Teachers should summarize and analyze these laws when guiding students to calculate.
For the teaching of mathematical calculation in primary schools, teachers should not only let students acquire the knowledge and skills of mathematical calculation, but also cultivate students' computing ability and mathematical thinking, so that they can apply the knowledge of mathematical calculation to real life. In order to speed up the in-depth practice of the new curriculum standards, teachers should establish a correct educational concept, innovate teaching methods, stimulate students' interest in learning, and let them participate in the study of mathematical calculation.