1 How to improve the accuracy of mathematical calculation in primary schools
1. Oral calculation is the basic skill of calculation. The lack of solid basic skills will directly affect the speed and accuracy of calculation. Oral calculation is the basis of written calculation, and it is also one of the abilities that people often use in daily life. Oral calculation needs not only accuracy, but also speed, especially basic oral calculation needs to be proficient. In the four operations, students should learn oral calculation, addition and subtraction, multiplication in the table and division within 20, which requires accurate and skilled oral calculation. As the saying goes, music never leaves the mouth, and boxing never leaves the hand. The method of oral arithmetic training is helpful to cultivate students' keen observation; It is helpful to cultivate students' comprehensive thinking ability; It is helpful to cultivate students' quick response ability;
It is helpful to cultivate students' innovative consciousness. The calculation ability of primary school students is basically a combination of oral calculation, listening calculation, visual calculation, mental calculation and estimation. Therefore, oral arithmetic is an important part of computing ability, which has a great influence on the formation of students' mental arithmetic and written arithmetic ability. In junior high school mathematics teaching, oral arithmetic teaching occupies a relatively large proportion. The ability of oral calculation will directly affect the formation of the calculation ability of middle and senior grades. Therefore, we should strengthen students' oral arithmetic practice in normal teaching.
2. The cultivation of calculation ability requires students to prepare calculation questions for about five minutes before each class. The calculation questions can be given according to the calculation content of this grade, and students are required to open the exercise book dedicated to pre-class calculation, and one student is assigned to copy the calculation questions on the blackboard in each class.
First of all, ask questions before the first time: first, finish these questions with your heart. Second, it is not required to be the fastest, but only to be correct. Third, check yourself first. In the process of doing it, the teacher counsels the underachievers, collects students' wrong information, makes targeted analysis during evaluation, and corrects each other after evaluation, so that students can correct each other in time. Praise students for their good performance in time. Students are interested again and feel that they can do it carefully. With perseverance, students have developed a good habit of doing problems, and the speed of doing problems is getting faster and faster, and the correct rate is obviously improved.
2. Strategies for the effectiveness of mathematical calculation teaching in primary schools
(A) to cultivate primary school students' interest in learning calculation problems.
Yang Zhenning, a famous scientist in China, once said, "The secret of success is interest". It can be seen that learning interest plays an important role in improving the effectiveness of primary school mathematics classroom. At the same time, interest, as an important means to guide students' autonomous learning, can arouse students' initiative in learning, make primary school students improve their ability to find, ask and finally solve problems in the process of learning calculation problems, and let students know the inherent development law of mathematical calculation problems, so as to know the ever-changing problems. With the continuous innovation of information technology, teachers can reasonably apply multimedia facilities in the teaching process of mathematical calculation problems, which can attract the attention of primary school students, and then implement teaching tasks in an orderly manner and improve their implementation quality. At the same time, primary school students are in a lively and curious stage, and the use of novel multimedia facilities can ensure classroom order and let primary school students concentrate on learning the teacher's courseware. Moreover, compared with the theoretical knowledge and formulas appearing in calculation problems, teachers can use multimedia technology to transform the difficulties into dynamic graphic forms that primary school students like now, and cultivate primary school students' interest in learning mathematics.
(2) Creating teaching situations and strengthening the connection with real life.
Teachers can use the effective resources of the school to create relevant teaching situations, arouse the enthusiasm of primary school students to participate, effectively improve the effectiveness of classroom teaching of mathematical calculation problems, and let students learn to use them in practice. At the same time, when creating situational teaching mode, teachers should pay attention to the combination of primary school students' real life experience, reasonably construct teaching situations, respect students' differences, entertain and educate, and stimulate primary school students' enthusiasm for learning mathematics through games. Moreover, in the process of creating situational teaching, we can strengthen the connection between mathematical computing ability and real life, and improve the effectiveness of classroom teaching through the relationship of mutual help and coordinated development. Increase the communication and interaction between teachers and pupils, so that teachers can grasp students' learning situation and interests in time, adjust teaching tasks, and create targeted teaching situations for calculation problems.
(3) Establish an equal and harmonious relationship between teachers and students to improve the effectiveness of the classroom.
At present, primary school students dare not interact with teachers, which leads to teachers' inability to grasp students' learning ability in time, which leads to pupils' passive learning of mathematics and reduces the level and effect of classroom teaching of mathematical calculation problems. Therefore, in the teaching process, teachers should highlight students' dominant position, use heuristic teaching, encourage students to question and ask questions boldly, innovate the classroom mode of one-way indoctrination and questioning, establish an equal and harmonious relationship between teachers and students, and create a relaxed and happy learning atmosphere for students. At the same time, an effective after-class evaluation mechanism allows students to put forward their own ideas from an objective point of view, and constantly improve the problems existing in the teaching of mathematical calculation problems, which is conducive to the smooth progress of teaching tasks and the promotion of the classroom of mathematical calculation problems.
3. Cultivate the practical ability of mathematical calculation
It is the requirement of new curriculum reform and quality education to let students use their hands and brains. Students try to solve new problems and explore new knowledge by hands-on, guessing and using existing knowledge and experience, and strive to let students solve all the problems they can solve. Over time, students can explore in operation and innovate in exploration, not only can they learn new knowledge, but more importantly, they can learn ways to solve problems. In this way, they not only improved their practical ability, but also cultivated their innovative consciousness.
For example, when I was teaching fractional division, I didn't take the deduction of rules and the formation of skills as the only teaching goal, but paid more attention to students' learning process, provided them with more hands-on opportunities, and built many platforms for independent exploration, so that students could explore in practice and develop in exploration. When teaching, I allow and encourage them to solve problems in different ways. Even if students' views or methods are inappropriate or incorrect, I respect their ideas, so that students can get a collision of ideas in the process of exchange and discussion and further understand the truth. After the seminar, I didn't tell the students the calculation rules immediately, but let them continue to practice and do oral calculations, and still encourage them to do the problems in their favorite way.
On this basis, I organized students to explore "when a fraction is divisible by an integer, when the numerator of the fraction is divisible by an integer, the quotient of the numerator is the numerator and the denominator remains unchanged". This is a form of dividing a fraction by an integer, and the method is simple. Another form is the case that the molecule is not divisible by an integer. I also encourage students to acquire algorithms in inquiry, and finally come to the conclusion that "a fraction divided by an integer (except zero) is equal to a fraction multiplied by the reciprocal of this integer." Although the whole class did not teach around the calculation rules, the students got the algorithm and understood the arithmetic through exploration and attempt. In this way, students not only learned knowledge, but also realized the fun of learning mathematics.
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