First, the current situation of rural junior high school students' mathematical computing ability
1. Teachers don't understand the concept of new curriculum reform thoroughly.
Teachers' one-sided understanding of the concept of new curriculum reform makes our calculation teaching "pay more attention to calculation than algorithm". The Mathematics Curriculum Standard points out that the objectives of mathematics curriculum in compulsory education stage are expounded in detail from three aspects: knowledge and skills, process and method, emotion and attitude. Not only the target verbs such as "knowing, understanding and mastering" are used to describe knowledge and skills, but also the process target verbs such as "experiencing, experiencing and exploring" are used to better reflect the influence of standards on students' processes and methods, emotions and attitudes. As a result, the majority of front-line teachers have changed their teaching concepts, abandoned the original cramming explanations and mechanical exercises, and replaced them with a lot of situation reappearance, hands-on operation, independent exploration and cooperative communication, which led students to make a big fuss about understanding arithmetic, but ignored the summary and consolidation of algorithms, and went to the other extreme of computing teaching ── "Recalculate arithmetic and ignore algorithms".
2. The use of calculators makes students' computing ability decline day by day.
With the increasing use of computers, calculators have appeared in junior high school mathematics textbooks to solve some calculation problems. However, the computer is also a "double-edged sword", which not only brings convenience to calculation, but also stifles the opportunity for students to practice calculation. Especially in the current calculator or mobile phone, students can get the answer immediately as long as they list "addition, subtraction, multiplication and division of rational numbers", so students don't pay much attention to it ideologically. However, auxiliary tools can't be used in the exam, and students can't adapt to it, so that some low-level operation errors often occur, so the use of calculators makes students' computing ability decline day by day.
Second, the cultivation of rural junior middle school students' mathematical computing ability.
1. Strengthen the ideological attention in the teaching process, standardize the problem-solving and writing process, and cultivate good calculation habits. In view of the exam, I should make clear the grading standard of each question and step in the usual teaching, and take time out to let students answer a question completely in class and correct it in time; The most important thing is to strictly demand the writing process in each assignment, insist on rewriting or redoing if you fail the exam, and gradually develop the habit of putting an end to the process of emphasizing answers over answers because of lack of time. In addition, students' ideological neglect reflects that students' grasp of basic knowledge is not solid enough, and the resulting operational errors are often the result of vague concepts, forgetting formulas and rules, confusion and slow application. Therefore, helping students accurately understand and master basic knowledge is the basis of cultivating students' computing ability and mastering mathematical skills.
2. Let students establish self-confidence in the teaching process.
Computing is boring, and how to improve students' enthusiasm for participation is also an important issue to improve computing ability.
Practice needs to eat less and eat more to keep fresh. It is impossible to improve students' computing level overnight, so it is very necessary to strengthen the usual training. In order to improve students' calculation ability, we can arrange to practice 3 ~ 5 questions every day, reduce homework appropriately, prevent too many homework and exercises, and avoid too many calculation fatigue and mistakes.
At the same time, in order to keep students fresh all the time, the forms of calculation exercises should be diversified, such as adjusting students' appetite through games, competitions, answering questions first, sitting at the same table or competing in groups of four. Students' potential can also be tapped through "solving interesting problems" and "clever calculation competitions" to improve their interest in calculation.
In teaching, teachers should pay attention to cultivating students' strong learning beliefs, requiring students to be careful when calculating, and to calmly think and analyze problems with large data and many steps.
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 experience the joy of success. At the same time, we should praise more and criticize less, so that they can build up self-confidence and form good psychological quality.
3. Lay a solid foundation in the teaching process and pay attention to the process.
Strengthening the teaching of basic knowledge and the implementation of knowledge points in teaching, while infiltrating mathematical thinking methods, there are a lot of phenomena of "wrong reading, wrong thinking, wrong calculation, wrong writing and wrong copying" among students, so it is particularly important to improve students' computing ability. It is usually necessary to go to the point, try, reflect and realize step by step.
4. Conduct scientific, reasonable, effective and systematic skills training in the teaching process to cultivate students' computing ability.
To enable students to form and develop their mathematical operation ability, they should not only understand and master related concepts, formulas and rules, but also carry out scientific and systematic skills training. Step by step in the publication of papers, and build a paper resource website with the most complete paper model format and the most detailed paper topic model management. Provide effective reference for customers who need to evaluate their professional titles and write economic papers quickly.
(1) training must be orderly: the training of arithmetic skills goes through three stages: one is imitation practice stage; At this stage, the difficulty of the exercises selected by the teacher should not be too high, and the change is not great. Ask students to follow the steps and rules of the example. In the second variant practice stage, the difficulty of practice is appropriately increased and the practice form is changed. Third, the comprehensive practice stage, at this time, you can choose comprehensive questions with certain difficulty, and train students to determine the direction of operation and the ability to use rules flexibly.
(2) The number and time of test questions must be moderate. Teachers should accurately grasp the amount of training in each stage according to students' overall level and calculation ability, and after completing one stage of practice, enter the next stage of training in time.
(3) Let students know the effect of practice in time and correct the mistakes in practice in time. First of all, teachers should analyze the causes of students' common mistakes; Secondly, effective methods should be taken to help students correct their mistakes. In teaching, teachers should try their best to make students realize the mistakes in operation and their causes, and then take the initiative to correct them.
Computational ability is a comprehensive ability that combines arithmetic, algorithm, calculation, reasoning, transformation and other mathematical thinking methods. Computing ability is the basis of thinking quality. Analyze the solutions of typical calculation problems and cultivate the thinking quality in the whole process. The study of a mathematical problem goes through four stages: finding the problem, thinking about the problem, solving the problem and developing the problem. Each of these four stages involves the cultivation of thinking quality. The agility, flexibility, extensiveness, criticism, profundity and creativity of thinking quality are closely related. Analyzing the solutions of typical calculation problems is a necessary way to cultivate the quality of thinking. Improving computing ability is also an inevitable choice to promote quality education.
In short, different students should be treated differently and taught in accordance with their aptitude. Students who have a good learning foundation and spare capacity can arrange them to do asterisks and supplementary questions in their textbooks appropriately to stimulate their interest in review and further develop their flexibility of thinking and their ability to solve practical problems by comprehensively applying knowledge; For students with poor learning foundation, we should focus on helping them master basic knowledge and skills and improve the correct rate of solving problems in order to meet the basic requirements of mathematics teaching in middle schools. There is no simple and quick way to improve the operation ability. It is based on repeated practice. Although this process is boring, I believe that as long as the amount and time of practice are reasonable and the topics are accurate, students will certainly benefit a lot from it, and the improvement of operational ability will not be far off. The above is just my superficial experience.
I think there are many aspects that affect computing power, and I only said a small part. But what is certain is that cultivating students' computing ability is not a one-off event, but a long-term and complicated teaching task, which should run through the whole process of mathematics teaching. It requires the joint efforts of all our colleagues and students, and only the joint efforts of teachers and students can achieve results.