First, follow students' cognitive rules and calculate the content and requirements of teaching to adapt to students' age characteristics; The order of calculation teaching should be suitable for the order of students' psychological development; Teaching methods should also adapt to the age characteristics of students. For example, most freshmen have mastered the carry addition and subtraction within 20, and the addition and subtraction within 100 can be done relatively easily. 2. The dependence on physical calculation has been reduced. 3. Some children can get rid of physical calculation partially or completely and enter the addition and subtraction of abstract numbers. Their reasoning methods are varied; When second-year students do multiplication problems, some can use continuous addition, and some can use another addition, that is, add the number of people to the same number.
Second, strict teaching requirements are the premise that the teaching syllabus requires that computing teaching be divided into three levels. Specifically, it is to treat each part differently according to its position and function, and master the most important oral calculations such as addition, subtraction, multiplication and division in the table; Other basic oral calculations, addition and subtraction within 10 thousand, multiplication of one or two digits, and written calculation of multi-digit division require proficiency; For three-digit multiplication and multi-digit division, only computational ability is required. The primary school stage, especially the middle and lower grades of primary school, is an important stage of calculation teaching, so we must do a good job in calculation. To pass the calculation, we must first ensure the correctness of the calculation, which is the core. If the calculation is wrong, the rest is meaningless. However, if we only talk about correctness and don't require rationality and flexibility, it will also affect the improvement of computing power. For example, addition and subtraction within 20, some students use addition and subtraction to count, and some students use learning tools or break their fingers and toes one by one. The calculation result is correct, but the latter obviously does not meet the requirements. For another example, in the addition and subtraction of two-digit numbers, there are many calculation methods, which can be calculated from the low position or from the high position. Students should be guided to observe carefully, analyze concretely and use flexibly. In the addition of three or four numbers, the key is to be rounded. If you can't round up, it will also affect the accuracy of calculation. It is also difficult to be skilled. After learning the arithmetic and quick calculation method, if you can't use it, even if the calculation is correct, you will not meet the teaching requirements. Therefore, teaching in strict accordance with the teaching requirements is the premise of improving students' computing ability.
Third, pay attention to mastering the basic knowledge of mathematics. In primary school, students are faced with all kinds of calculation problems. To get the calculation results, we should first consider what mathematical concepts, algorithms, properties, algorithms and formulas are used, so fully understanding and mastering these basic knowledge is the premise for students to calculate correctly. Some students make mistakes in calculation in the exam, not because they really can't calculate, but because the algorithm or the algorithm is unclear, which leads to calculation errors. Only by explaining the basic knowledge clearly and letting students really master it can students not make mistakes in calculation. For example, students calculate 250×24, and many students calculate it this way: 250× 24 = 250× (20+4) = 250× 20+250 = 5000+250 = 5250. These students know that this problem can be calculated in a simple way. However, because the multiplication, division and distribution methods are not used correctly in the calculation, the final calculation result is wrong. Imagine that when our teacher was teaching the multiplication table, if students could really understand the essence of this law and know that this law is the sum of two numbers multiplied by the third number to become the sum of these two numbers multiplied by the third number respectively, students would not make the above calculation mistakes. Especially when students reach the senior grade, the basic knowledge of mathematics they have learned is very rich. They should not be eager for success in teaching, but should help students learn to sort out the basic knowledge they have learned and use it flexibly when doing problems.
Fourth, 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. When calculating, let students form the habit of seeing, thinking, calculating and doing. The so-called one look, two thoughts, three calculations and four performances are: first, look at the numbers and symbols in the topic clearly; Second, what method to use or whether there is a simple method and what to pay attention to when calculating, and what to calculate first. Wait after what. ; The third step, calculation; The fourth step is to calculate, find problems and correct them in time. Teachers should also strengthen the guidance of writing format. Standardized writing format can express students' calculation ideas, calculation methods and steps, and prevent errors and omissions of some numbers and operation 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. The cultivation of computing ability is a long-term and continuous process, and students' computing ability is an important task in primary school mathematics teaching. In teaching, teachers should look at computing teaching from the students' perspective, so that students can promote their thinking in the process of experiencing happiness and interest, guide them to taste the inherent charm of mathematics in their thinking, and fully embody the modern teaching concept of "student-oriented development".
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