Computing can be seen everywhere in life, and the teaching of computing ability in primary school runs through the whole process of mathematics teaching, which shows the importance of computing teaching. However, the accuracy of primary school students' calculation is often influenced by students' interest, attitude, will and habits. When doing the calculation? Students generally hold a contemptuous attitude. Some calculation problems are not caused by not being able to do them, but by not paying enough attention, copying wrong questions, careless operation and not checking. In computing teaching, I pay more attention to cultivating students' good computing ability. I would like to encourage you from the following aspects. ?
First, cultivate students' interest in computing. ?
"An interested teacher", in the teaching of calculation, should first stimulate students' interest in calculation, make students happy to learn and do, teach students to use oral calculation, written calculation and calculation tools to calculate, master certain calculation methods, and achieve the purpose of accurate and fast calculation. Pay attention to the training form and stimulate the interest in calculation. In order to improve students' interest in calculation and make teaching entertaining, students can practice some oral calculations in combination with daily teaching content. While emphasizing calculation, pay attention to the diversification of training forms. Such as: training through games and competitions. Look and listen with cards and small blackboards; Oral calculation, self-compiled calculation problems, etc. Various forms of training not only improve students' interest in computing, but also cultivate students' good computing habits. ?
Use typical examples of Chinese and foreign mathematicians or short stories related to classroom teaching content to stimulate interest. In teaching, citing typical examples of mathematicians at home and abroad in time, or adding classroom atmosphere with short stories that students like to hear, can arouse students' interest and interest in mathematics learning, make students concentrate on calculation and improve classroom learning effect. ?
Second, cultivate students' strong computing will. ?
Cultivating students' strong will will will promote students to calculate accurately and quickly for a long time. Keep practicing every day. In computing teaching, oral calculation is the basis of written calculation, and some oral calculation training can be carried out timely and appropriately according to the daily teaching content. In our class, oral arithmetic training of 20 questions every day has become a habit of students. Through long-term persistent training, not only students' strong will is cultivated, but also their computing ability is improved. In view of the weakness that pupils only like to do simple calculation problems, but don't like to do or do slightly complicated calculations and simple calculations, we should be good at finding pupils' thinking obstacles and overcoming psychological factors that affect students' correct calculations in teaching. We can practice through various methods, such as "solving interesting problems", "clever calculation contest" and encouraging students to solve more than one problem to cultivate students' will. ?
Third, cultivate students' good computing habits. ?
Good computing habits directly affect the formation and improvement of students' computing ability. Therefore, teachers should strictly ask students to listen carefully, think carefully, finish their homework independently, review before practicing, study hard in practice, and don't ask others easily or rush to find out the numbers. We should also develop the habit of consciously checking, checking and correcting mistakes. Teachers should also strengthen the guidance of writing format. Standardized writing format can express students' calculation ideas, methods and steps, and prevent mistakes in writing numbers and operational symbols. Teachers should also set an example for their students. For example, in problem-solving teaching, the examination of questions comes first and the analysis comes last. Clear thinking and distinct levels; The blackboard writing is concise and focused. When cultivating students' good computing habits, teachers should be patient, unify methods and requirements, persevere and grasp it to the end.
Fourth, pay attention to the reform of traditional computing teaching mode.
The traditional model is: preparing questions-giving examples-drawing calculation rules-consolidating exercises-forming skills. Students often don't understand the function of calculation, and calculation is boring and lacks interest, so it becomes a tool of calculation. We should start to reform it. ?
(1), reflecting that calculation is a means to solve problems. We say that it is the key to stimulate students' interest to let students participate in the process of knowledge formation and development and understand the role of knowledge. For this reason, I arranged such a question after reviewing: There are 49 students in Class One (1), and 6 students are not young pioneers. How many young pioneers are there? This arrangement shows that knowledge comes from the needs of life, and let students know that learning to calculate can help us solve many practical problems. ?
(2) presenting knowledge as a whole. The knowledge used in real life is comprehensive and no one will tell you when to use what knowledge. However, when we impart knowledge, students can only divide a piece of knowledge into small parts and teach it to students bit by bit, which leads to the confusion of students' knowledge storage, the difficulty in extracting it and the contradiction between learning and application. In order to alleviate this contradiction as much as possible and give full play to the overall function, knowledge should be presented as completely as possible. So I arranged such a link: let students write the formula of two digits minus one digit at will, so that abdication and non-abdication can be presented at one time, so that students can first perceive the characteristics of abdication and non-abdication, and cultivate their ability of analysis, comparison and observation. ?
(3) Explore various algorithms. In traditional calculation teaching, teachers are used to teaching the calculation methods stipulated in books, and they either ignore or forcibly deny students' ingenious calculation methods. This is obviously contrary to cultivating students' innovative consciousness and ability, and the starting point of innovation is seeking differences. Therefore, according to the characteristics of this course, organize students to cooperate in groups, seek various algorithms, and cultivate students' divergent thinking. For example: 32-8 = There are many solutions. ? ①、 12-8=420+4=24? ②、 10-8=222+2=24? ③、8-2=630-6=24? ④、32-2=3030-6=24? ⑤、32? -8=24?
Fifth, pay attention to the hierarchy of computing power.
First, basic training: From the psychological characteristics of primary school students of different ages, the basic requirements for computing ability are different. The middle and low grades are mainly in the addition of one or two digits. Senior one? It is better to multiply the number of digits by two digits as the basic training of computing ability.
The second is directional training: the main form of the series of senior primary schools has changed from integer to score. In the operation of numbers, fractional addition with different denominators is the most time-consuming and error-prone place for students, and it is also the key and difficult point in teaching and learning.
? The third is memory training: the content of advanced computing is extensive, comprehensive and comprehensive. Some common operations are often encountered in real life. Some of these operations have no specific calculation rules and must be solved by strengthening memory training. The main contents are as follows: 1. The square result of 10 ~ 24 in natural numbers; ? 2. Approximate value of pi 3. Product of14 with a digit and several common numbers, such as 12, 15, 16 and 25; ? 3. The decimal values of the simplest fractions with denominators of 2, 4, 5, 8, 10, 16, 20, 25, that is, the reciprocity of these fractions and decimals.
? Fourth, regular training: 1. Master the algorithm skillfully. There are five laws in this respect: the commutative law and associative law of addition; Commutative law, associative law and multiplicative distribution law. 2. Regular training. Mainly the oral calculation method of the result that the number in the unit is the square of the two digits of 5 (the method is abbreviated). 3. Master some special circumstances. For example, in fractional subtraction, the molecular part is not reduced enough after general division, and the reduced molecule is often larger than the reduced molecule.
Fifth, comprehensive training 1. The above situation appears comprehensively; 2. The comprehensive performance of integers, decimals and fractions; 3. Comprehensive training of four mixed operation sequences. Comprehensive training is conducive to the improvement of judgment ability and reaction speed and the consolidation of calculation methods.
Of course, in order for students to master these situations skillfully, teachers should first use them skillfully, and then they can be handy in guidance and improve the effect. ? At the same time, training should be persistent, and it is difficult to achieve the expected results by fishing for three days and drying the net for two days. Computing teaching is a long and complicated teaching process, and improving students' computing ability will not happen overnight. Only the joint efforts of teachers and students can achieve results.