First, pay attention to the teaching of arithmetic.
To reduce students' calculation errors, we should first pay attention to arithmetic teaching in calculation, so as to make it conform to the cognitive law of concept formation. Reveal arithmetic in operation. Organize students to operate properly and reveal logic by posing, thinking, changing and calculating. When teaching "43+25", let the students put 43 sticks first, and then put 25 sticks below. Through the operation, students can realize the alignment and combination of single stick and the alignment and combination of whole bundle, and then inspire students to write vertical sticks according to their own situation, which highlights the law and establishes a clear expression, and also lays a solid foundation for students to calculate correctly and reason clearly in the demonstration.
Second, lay a solid foundation for oral calculation
Improve computing power. Students begin to learn oral arithmetic from grade one, from addition and subtraction within ten to addition and subtraction within twenty. Learn addition and subtraction within 100 next semester. We can feel that computational learning is like climbing stairs and snowballing, and the computational difficulty is getting bigger and bigger. Whether the foundation is solid or not directly affects the subsequent study, especially after learning to add and subtract two digits in writing, the difference in computing ability between students will gradually widen the distance. Therefore, it is very important to cultivate the ability of oral calculation in computing teaching.
(1) insist on 5 minutes of basic listening and calculation training in each class.
The formation and proficiency of oral arithmetic skills can't be achieved overnight, and it needs long-term unremitting training in teaching, so I stipulated at the beginning that every math class must be arranged with 5 minutes of basic oral arithmetic training.
(2) The content of oral calculation is planned and requires hierarchy.
The content of oral calculation must be arranged in a planned and purposeful way. Old and new knowledge must be cross-trained. According to the current situation of students and the different requirements of the syllabus for calculation content, students are required to achieve a certain speed of oral calculation in different levels, and the corresponding oral calculation scale is formulated.
(3) The forms and methods of oral calculation are diversified.
The most basic oral calculation in lower grades is addition, subtraction, multiplication and division within 100. We must adopt a variety of training methods: for example, in the lower grades, we can do oral arithmetic in the form of games such as driving a train, finding friends, checking passwords, and rushing to answer questions. Only by insisting on oral arithmetic training can we lay a solid foundation for learning more complicated operations in the future.
Third, pay attention to the analysis of wrong questions
Students' learning is a process of repeated understanding and practice, and mistakes are always inevitable. Especially junior students, because of their age characteristics, it is easy to forget what they have just learned. For example, abdication MINUS 1 in the first digit, but it can be counted, and I forgot to subtract 1. Similarly, when working overtime with carry, I forgot to carry. In particular, there are many errors such as continuous carry addition, continuous abdication subtraction, forgetting to add or missing writing, which are related to children's incomplete memory. Therefore, teachers should know the problems in students' calculation in time, deeply analyze the causes of their calculation errors, and carry out targeted teaching. In order to better understand students' learning situation, we can learn from Chinese teachers' method of correcting compositions-writing comments. Add comments to students' mistakes, deduce the reasons for the mistakes, let students know whether the reasons for the mistakes are their carelessness or their poor knowledge, and repeat the wrong questions on the basis of knowing the mistakes, so as to deepen their understanding and consolidate their correct knowledge again.
Fourthly, the diversity of optimization algorithms.
Algorithm diversification is an effective way to develop students' thinking. Emphasizing the diversity of algorithms does not mean only emphasizing the number of algorithms and ignoring the improvement of quality. After the algorithm is diversified, the teacher should point out which method is universal and focus on guiding students to learn.
Fifth, cultivate good computing habits.
Good computing habits directly affect the formation and improvement of students' computing ability. Many students can understand and master the calculation rules, but they often make mistakes, mainly because they lack strict training and do not develop good study habits. To improve students' computing ability, we must pay attention to the cultivation of good computing habits.
(A) enable students to develop the habit of careful proofreading. Ask students to proofread the copied questions carefully, accurate to numbers and symbols, and don't miss anything.
(2) Make students form the habit of examining questions. Ask students to see every data and operation symbol in the topic clearly, determine the operation order and choose a reasonable operation method.
(3) Make students form the habit of careful calculation and standardized writing. Students are required to write neatly and the writing format should be standardized. At the same time, those who can do verbal arithmetic should do it, and those who can't do it should do it seriously, and strengthen students' habit of standardizing drafting. When calculating the column, the digits should be aligned, there should be an appropriate interval between digits, the exact digits of carry should be written in the appropriate position, and there should be no fewer abdication points.
(D) Let students develop the habit of estimation and conscious inspection. Teachers should teach students the methods of checking calculation and estimation, put forward strict requirements by taking checking calculation as an important link in the calculation process, and advocate using estimation to test the correctness of answers.
Computing teaching is a long and complicated teaching process, and it is not a one-off event to improve students' computing ability. As the saying goes, if you want to practice a perfect skill, you must never leave your fist and mouth, and so does the cultivation of speech ability. It is a cumulative process, and only with the joint efforts of teachers and students can we see the results.