First of all, understand and firmly grasp the relevant basic knowledge. That is, the basic knowledge related to computing power mainly refers to mathematical concepts, algorithms, operational properties, algorithms and formulas. Some calculation rules that are difficult for students to understand often become difficult points in teaching. In teaching, teachers should not be eager for success, but should take helping students master basic knowledge as a breakthrough to disperse and break through difficulties. For example, when teaching the addition and subtraction of fractions with different denominators, students should first understand that fractions with different denominators have different units, but fractions with different units cannot be added or subtracted directly. Knowing this truth, we can guide students to use the knowledge of general points to change fractions with different denominators into fractions with the same denominator, so that the problem will be transformed into the addition and subtraction of fractions with the same denominator.
Second, strengthen practice and basic skills training. In computing practice, strengthening basic skills training is an important step to improve computing ability. For example; In the calculation teaching of quartering method, it is often the case that students calculate correctly but the results are wrong. The reason for the mistakes lies in basic skills such as reduction, generalization or reciprocity, which reflects the students' lack of basic computing skills. In practice, measures should be taken, targeted and training strengthened. In addition, in the calculation practice, students should be helped to sum up some regular things, so that they can skillfully use basic knowledge to calculate and constantly improve their calculation ability. There are also various forms of calculation exercises, and the form should serve the content. However, we should pay attention to the number of exercises to a certain extent. As long as the number is not qualitative, engaging in crowd tactics will be counterproductive. Some students themselves lack the spirit of diligent study, and the calculation itself is very boring and lacks plot. When students encounter a large number of problems, they are prone to resistance and are unwilling to calculate, which will seriously affect students' interest in learning mathematics. In teaching, as teachers, we should simplify the topic, try to find some simple calculation problems and guide students to do profound calculation problems.
Third, cultivate students' good study habits. Good study habits are the guarantee to improve the accuracy of calculation. First of all, students are required to carefully examine the questions when calculating, and don't blindly simplify the operation without reviewing the operation order. Secondly, the calculation process should be strictly standardized. When solving problems, students are required to make the calculation format standard, the handwriting should be neat, the homework and paper should be clean, and even the draft should be neat and clear. When students make mistakes in calculation, they should not only check the calculation process, but also ask them to do so. Such as; The alignment of numbers, whether to add carry. Students should form the habit of self-checking when calculating.
Fourth, strengthen the cultivation of verbal ability.
Calculation is the basis of estimation and written calculation. Any elementary arithmetic problem is composed of several cross-calculation problems. The correctness and rapidity of oral calculation are directly related to the improvement of calculation ability. When designing oral arithmetic exercises, it is necessary to be targeted, from easy to difficult, and gradually improve, including some simple calculation problems, which is conducive to cultivating students' thinking flexibility.
1. Strengthen the basic oral calculation and lay a solid foundation for oral calculation. The first stage is mainly based on addition and subtraction within 20, and multiplication and division in the table.
2. Pay attention to the training form and stimulate the interest in oral calculation. Such as games, competitions, and rushing to answer; In the form of cards, small blackboards or playing cards; Face-to-face questions or group competitions.
3, pay attention to explore the law, improve the speed of oral calculation. In the second period, students mastered a lot of mathematics knowledge. At this time, we should pay attention to exploring the law, improve the observation of data characteristics, or strengthen training in the deformation ability and mathematical reasoning ability of formula questions to improve the speed of students' oral calculation. In training, we should pay attention to step by step, pay attention to the guidance and demonstration of teachers, and improve students' oral ability in a down-to-earth manner.
4. Enhance the awareness of verbal calculation, develop the habit of verbal calculation, and strengthen comprehensive training. The cultivation of verbal ability focuses on peacetime and persistence. Whether it is a small number or a number with certain characteristics, the formula or part of the formula that can be solved by oral calculation should be solved as much as possible, which is conducive to improving judgment ability and training reaction speed, and at the same time, it can be skillfully consolidated in oral calculation methods and further transformed into skills.
Fifth, let students build confidence. In teaching, teachers should pay attention to cultivating students' strong learning confidence. Students are required to calculate carefully. When encountering problems with large data and many steps, we should calmly analyze and calculate step by step. Let the underachievers answer some simple questions in class. After class, we should strengthen individual counseling according to students' lack of knowledge and skills, and gradually let students feel the joy of success. At the same time, we should praise and encourage them, and they should strive to build students' self-confidence and form good psychological quality.
Finally, let students pursue flexibility. In order to make the calculation simple, students should be trained to use the algorithm reasonably and solve problems flexibly. In teaching, teachers should not be satisfied with this, but should further deepen, fully tap the potential of students and create more similar topics. In this way, students will not solve a slightly changed problem and their thinking will be trained.
Students are very different, and there are great individual differences. In order to reduce students' calculation errors and improve the accuracy of calculation, we should teach students in accordance with their aptitude and take corresponding countermeasures according to their actual situation, so as to improve students' calculation ability.