In a review class of elementary arithmetic application problems, I * * * asked eight students to perform on the stage, but the result was surprising: the formulas of eight students were all right, but the calculation results of seven students were wrong, and these seven students were not students with learning difficulties at all, and some even got better grades. Afterwards, I talked to my colleagues in the office about it, and everyone felt the same way: students' computing ability is really much worse now. When attending the seminar on new teaching materials organized by the district teaching and research section, many teachers who attended the seminar talked about similar problems. From this point of view, students' weak computing ability is not only a difficulty I have encountered, but also a common phenomenon in the whole mathematics teaching.

Second, think.

"Reasonable, accurate and fast computing ability" is one of the four basic abilities clearly put forward in "Primary Mathematics Curriculum Standards". It is not difficult to see the position and function of operation ability in students' comprehensive mathematical ability.

Cultivating students' accurate and fast computing ability is an important and arduous task in primary school mathematics teaching, and it is also an important task that primary school mathematics teachers must strive to complete in teaching, and it is also the basis for students to learn mathematics well.

Therefore, as mathematics teachers, we must carefully analyze and accurately find out the reasons for students' weak computing ability, so as to prescribe the right medicine and ensure the teaching quality.

Third, investigation

After a month's on-campus investigation, with the help of colleagues, we concluded that students' calculation errors mainly include the following situations:

1. Bad habits and carelessness

(1) Title copy error. For example, "壹" is regarded as "+"; Write "0.93" as "0.98"; Mistakenly write "645" as "654" and so on.

(2) The answer is wrong. For example, check that the calculation result is copied into the calculation result, or the calculation result is wrong.

Some students write irregularly, which leads to the distortion of numbers, so they regard the distorted numbers as other numbers and make mistakes.

2. The verbal calculation is not strong and the foundation is weak.

If the addition and subtraction within 20 are not skilled, there will be many mistakes in completing carry addition and abdication subtraction. Some students can't recite multiplication formula skillfully, which leads to mistakes in the trial quotient.

3. Mathematics is fuzzy.

For example: 857-298 = 857-300-2 = 557-2 = 555,857 has subtracted 2 and should be added; For another example, when teaching decimal addition and subtraction, we often emphasize the alignment of decimal points, but when students learn decimal multiplication, they often turn the last alignment into decimal point alignment.

If you have a bad attitude, you will make mistakes soon.

Some students just want to finish the task because they are lazy, and they don't carefully examine the questions, which leads to mistakes, such as the unit is not unified, the wrong formula is used, or the conditions implied in the meaning of the questions are not excavated. Some students are eager for success, which leads to operational mistakes.

Fourth, countermeasures.

Based on the above reasons, we have formulated corresponding measures to solve practical problems.

1. Interest leads the way and enhances the desire for calculation.

To cultivate students' computing ability, teachers should first stimulate students' interest in computing and make them happy to calculate. By introducing typical cases of mathematicians at home and abroad, I created interesting situations in the teaching of calculation problems, launched calculation competitions, and stimulated students' interest in calculation, which achieved good results. At the same time, the methods of improving evaluation, such as group competition, individual bonus points, selecting and calculating pacesetters, and avoiding homework on the night when the calculation is correct, have really mobilized the enthusiasm of students and made them feel different in the whole process of mathematics learning. Students feel guilty when there are mistakes in calculation; When they find the cause of the mistake, they will have a sense of joy; When the calculation is correct, they will feel successful; When the correct rate reaches 100% several times in a row, they will have a sense of pride ... These different feelings will be shown in their words and deeds, thus further enhancing their desire for correct calculation.

2. Train oral arithmetic to improve calculation ability.

Oral calculation is the basis of estimation and written calculation. The speed and correctness of oral calculation directly affect the improvement of calculation ability. When we practice oral arithmetic, we should pay attention to guiding students to understand the reasoning of oral arithmetic, and insist on "practicing oral arithmetic every day" so that students can gradually become proficient. We have a clear purpose and appropriate requirements in each training, and pay attention to the diversity of forms, which better stimulates the enthusiasm of students to practice oral arithmetic.

3. Optimize the strategy and strengthen the calculation method.

In teaching, teachers should give necessary guidance and demonstration. First of all, we must understand mathematics. The most taboo in calculation teaching is to pay attention to results rather than thinking, and to laws rather than reasoning. In teaching, I always insist that students not only know how to calculate, but also know why. In this way, students can not only understand arithmetic, but also master what they have learned. Secondly, we should cultivate students' scientific and effective thinking methods. Scientific and effective thinking method can not only save time, but also improve the accuracy of calculation. During training, I let students look at the topic, think about the algorithm and choose the correct and scientific calculation method; After the completion, let students communicate their own thinking process and correct and supplement it in time, so that students can learn scientific calculation methods. At the same time, I will classify the calculation problems so that students can practice one type one day and consolidate one problem the next. This kind of targeted practice helps students master calculation methods and form calculation skills.

4. Start every day and cultivate the habit of calculation.

Good calculation habits are the premise and guarantee to improve the calculation accuracy. Therefore, teachers should pay attention to cultivating students to develop good calculation habits. First of all, teachers should educate students to do their homework carefully and neatly and consciously check the calculation results. It must be noted that when calculating in class, teachers should never ask "who can calculate fast"; Otherwise, students are often eager for quick success and instant benefit, which is not right. Over time, it is easy to form bad habits. Secondly, teachers should set an example. Usually, when writing on the blackboard and correcting homework, the handwriting must be standardized and neat, so as to influence students subtly. Third, we should put forward clear requirements and mobilize parents to cooperate. If a child is found to have a wrong question in homework, parents can help the child find the cause of the mistake and then correct it in the corrected book.

Cultivating students' computing ability is not a one-off event. As long as we are good at computing teaching, we can effectively improve students' computing ability and put wings on students' mathematics learning.