British educator Locke put it well: "The main skill of educating children is to make everything children should do into games." Teaching estimation in games with various forms and rich contents can attract students' attention by designing more game activities, so that students can enjoy the fun of estimation while playing at school. This not only helps to cultivate students' interest in estimation, but also helps to improve their estimation ability.
Second, strengthen students' estimation consciousness and improve their estimation ability.
Infiltrating and strengthening the awareness of estimation in mathematics teaching can further improve students' interest in learning, stimulate students' thinking, broaden students' thinking, and improve students' ability to comprehensively use various methods to deal with and solve problems.
Cultivating the awareness of estimation mainly starts from two aspects. On the one hand, teachers consciously infiltrate the awareness of estimation in the teaching process, guess mathematical laws with estimation, test ideas and test the results of solving problems. And the idea of estimation runs through the teaching, so that students can strengthen their awareness of estimation in a subtle way. On the other hand, let students use estimation as much as possible to solve some problems in life and feel the application value of estimation knowledge in real life, so as to actively explore estimation learning methods and enhance estimation consciousness.
Third, pay attention to practical application and cultivate estimation ability.
To cultivate students' estimation ability, we must first change students' attitude towards estimation in specific situations and guide students to correctly understand the value of estimation. Teachers should create realistic, interesting and challenging situations in teaching, so that students can gradually experience the advantages of estimation.
Secondly, in teaching, guiding students to estimate by designing "open" estimation questions is helpful to improve students' interest in estimation and generate motivation to explore and solve problems. More importantly, students' abilities are comprehensively applied and improved in the process of estimation.
Third, we should often carry out estimation activities. Students' estimation ability can only be cultivated through regular practice, not to mention that estimation is not only a skill, but also a good habit of consciousness.
Fourth, encourage the diversification of algorithms and improve the estimation ability.
Professor Ma of Northeast Normal University pointed out: "The focus of mathematics learning should be how to solve problems." In teaching, estimation should not be practiced as an independent knowledge, but should be studied and studied in specific situations so that students can master various estimation methods. Because students' life background and thinking angle are different, the methods used must be diverse. Teachers should respect students' ideas, encourage students to think independently and advocate the diversification of calculation methods. Teachers should organize students to exchange estimation methods, compare estimation results and gradually improve students' estimation consciousness and ability.
In a word, the cultivation of estimation habit is a long-term accumulation process, which requires students to observe many constants in life from time to time and accumulate them into common sense of life. It can be seen that the cultivation of estimation strategy and estimation consciousness requires teachers to consciously create activities for a long time to experience and explore. As long as we attach importance to the teaching and practical application of estimation in teaching, we can continuously improve students' estimation ability and promote the further development of students' thinking.