Let's talk about liquidation and liquidation first.
To improve students' computing ability, teachers must first make students explain their reasoning clearly. Many times, we may think that it is a waste of time for students to spend too much time talking about arithmetic in class, but this time is worth spending.
Students must learn to talk about their differences, which is arithmetic. You can make up stories and make sense. Of course, students' creativity is infinite, and we can't ignore it. As long as what they say is consistent, it is worth encouraging. As shown in figure 1, we can guide them to say: The school bought 19 basketballs, borrowed three, how many are left? And know that the problem to be solved is: how much is left? It is calculated by subtracting three loans from the original total 19 and subtracting them. As shown in Figure 2, when students first come into contact, some students will express their ideas, and they will use their hands to signal the addition of the turtles on both sides. Students will also make up stories: four turtles will take part in the competition, and then the other three will take part. How many turtles are there? Is to add them up (4 and 3). If students don't know arithmetic, they have no choice but to guess and be cheated in the face of such problems. If you let them learn to speak arithmetic and reason slowly, and ask them more questions in class, why do you do this? what do you think? They are all willing to make up stories, which is a process of reasoning and sorting out. When they see similar problems, the calculation speed will be accelerated and the accuracy will be improved accordingly.
Second, combine hands-on, oral and mental skills to strengthen oral calculation.
Oral calculation is a link that can't be ignored by first-year students, and it is the basis of written calculation. One of the biggest characteristics of oral calculation is that it takes less time and is fast, which is an effective way to improve the calculation ability. There are usually ten minutes of oral calculation questions in the exam, which requires students to calculate quickly and accurately. Therefore, it is very important to train students to do oral arithmetic in peacetime. In teaching, I use this method: every student is required to prepare a "dictation book" (in fact, it is a separate book). Two or three minutes before class, I will say oral math problems, such as: 15-6=, 12-7=, 9+4 = ... and they will write them in the dictation book. Of course, it is difficult for individual students, but if you persist for a period of time, you will make progress. After a period of practice, you can change the form of the topic accordingly, that is, increase the difficulty appropriately. For example: 17-()=8, 15-()=7, 12-() = 5 ... Students can also play the role of teachers, and classmates at the same table (preferably "one-on-one") can write a topic "dictation" and then talk to each other. Now that I have just learned two numbers plus a number or an integer of ten, I will give them dictation and encourage them or their classmates to take the exam. This process can train their practical ability, language ability and thinking ability, and students can learn from each other and supervise each other. Moreover, the process of setting questions is a new thinking process, and gradually their sense of numbers will be enhanced and their ability of verbal calculation will be improved.
Thirdly, diversified training forms can stimulate students' interest in learning mathematics.
I believe everyone feels the same way, and they are particularly willing to do what they are interested in, and they are doing well. The same is true of learning. Students who are interested and conform to their psychological characteristics will study hard and cooperate with each other. People often say: "Interest is the best teacher, and interest is the source of motivation to promote learning." Therefore, in order to improve the accuracy of students' calculation, we should start with their interests, make students feel that calculation is very interesting, and it is a digital game that can help themselves and people around them solve problems and difficulties. Therefore, the designed situation should conform to the psychological characteristics of first-year students, so that the mathematics situation is vivid, childlike and interesting. I understand that many first-year students like to play with a toy called "gyro". I will design some situations about this "gyro" in class: today, the teacher saw some very beautiful "gyro" with particularly strong fighting power in the shopping mall, including red 12, blue 20 and white 7. You can mention something about it according to the teacher. When students heard that it was their favorite "gyro", their brains turned very fast, and they became interested in mathematical calculation. They actively participated in and solved it, and brainstormed some topics that they were interested in to practice and consolidate, thus improving their computing ability. In addition, you can also use some exercises in class, such as "driving a train", "looking for friends", "uncle postman delivering letters" and "sending small animals home". The combination of visual calculation and auditory calculation greatly stimulates students' interest, improves students' enthusiasm for participating in exercises and ensures the improvement of calculation ability.
In addition, I don't think the topic is the more you do, the better. You should have targeted training, focus on key parts, and practice diligently if you make mistakes. And master the calculation skills and methods. There is special guidance for individual students, and students are strictly required to develop the habit of careful calculation and standardized writing. Individual students are careless in writing, and often write "0" as "6" and "4" as "9", which also affects the accuracy of calculation, so it is also important to be strict with their writing habits.
The above is just my little experience in computing teaching. Of course, it is not a matter of one or two days to improve students' computing ability. As the saying goes, "haste makes waste", teachers need perseverance and patience to gain something.