First, create an environment to stimulate interest, cultivate quality, and let students say "I can do it."
"Interest is the best teacher." I think teachers should create certain teaching situations, let students explore new knowledge with a strong thirst for knowledge, make dry calculation teaching lively and interesting, establish students' self-confidence, make students willing to learn and do, and let students say, "I can do it."
In daily teaching, students are taught typical examples of Chinese and foreign mathematicians or short stories related to classroom teaching content to stimulate their interest. For example, before teaching simple operations, I first explained to the students the story that the mathematician Gauss creatively answered the sum of 1+2+3+…+99+ 100, which created a good learning situation for the students and stimulated their interest in learning mathematics. Students naturally have the idea of competing with mathematicians. In this way, students examine questions more carefully, analyze the characteristics of problems more carefully than before, use relevant laws and rules flexibly, find out the laws of solving problems, and enhance students' interest in learning.
In view of the characteristics of primary school students' inattention, instability and being easily influenced by external and some internal factors, teachers should reasonably arrange the time and quantity of exercises, and adopt the method of "short time, small amount and multiple times" to avoid fatigue and boredom, so that students' attention can be stably focused on the exercise object, thus ensuring the accuracy of calculation. In view of the weakness that primary school students only like to do simple calculations, they don't like to do or don't do slightly complicated calculations and simple calculations. In teaching, teachers should be good at finding pupils' thinking obstacles, overcoming problems that affect students' correct problem solving and cultivating students' good will quality.
Evaluate and praise regularly. It not only improves students' computing ability, but also cultivates students' psychological factors of competition and team actuarial. You can practice through various methods, such as "finding solutions to interesting problems" and "clever calculation contest".
Second, all-round guidance, reasonable training, let students say "I can do it."
(1). Omnidirectional guidance
Let students fully "speak", combine operation with language, and change the calculation teaching of students' "calculation" in the past. Let students fully "talk" about their own thinking process, give appropriate guidance and teach students good thinking methods. At the same time, teachers and students should attach importance to the role of demonstration operation, combine operation with language, strengthen students' intuitive understanding and effectively develop students' thinking. For example, when teaching "carry addition within 20", students should start thinking while fully "talking", so that students can understand the process of "rounding to ten".
(2). Reasonable training
1. Practice oral arithmetic every day: spend 5 minutes every day to strengthen students' oral arithmetic training. Single calculation should be practiced according to the students' mastery, highlighting the points that are difficult for students to master and easy to make mistakes. There are various forms of practice, such as winning the red flag, competition, relay race, speech games and so on.
2. Contrast exercises: In teaching, put the error-prone topics together, let students distinguish and compare, and through purposeful exercises, let students correct their mistakes, thus improving students' discrimination ability, evaluating students' homework in time and correcting students' mistakes.
3. Error correction exercise: Teachers deliberately put the typical mistakes in students' homework on the blackboard, so that students can point out the mistakes, explain the reasons for the mistakes and correct them. Teachers should find the problems in students' homework in time, collect the wrong questions, and have a regular class to correct mistakes. Let students consult, be the "wrong doctor" and practice repeatedly, so as to suit the remedy to the case.
4. The screening of exercise questions should be just right:
Mathematical knowledge is very systematic. If the calculation method of addition, subtraction, multiplication and division of integers is not well learned, then decimals
Addition, subtraction, multiplication and division are difficult to learn. Therefore, computing teaching needs to combine the old with the new, be good at teaching and stick to it.
Perseverance.
5. Sweep the obstacles before fresh education and grasp the difficulties and practice repeatedly. For example, in the addition of discontinuous carry 27+45, when 2 and 4 on the tenth digit add up to 6, 7+5 adds up to 1, so before teaching discontinuous carry addition, you must first train the oral practice of 2+4+ 1. When junior two students are new to integer multiplication and division, because they use the same formula, they often can't tell the phenomenon of "sitting in the wrong position" when they are disturbed. The key to get out of this misunderstanding is how to determine the position of each part of multiplication and division. Therefore, it is necessary for students to practice repeatedly for this difficulty. For example, according to the formula of 34 12, 3× 4 =124× 3 =1212÷ 3 = 412÷4 = 3. According to 3×4= 12, give two division formulas of 12÷3=4 12÷4=3. Knowledge is accumulated over time, and practice requires eating less and eating more. It is impossible to improve students' computing level in a cluster, so it is very necessary to strengthen the usual training. In order to improve students' computing ability, we can arrange "practice every day", that is, practice 3-5 calculation problems every day, so that students can have "snacks" every day and learn new things by reviewing old ones.
There are various forms of practice. In order to make students forever
There is a sense of freshness, and the forms of calculation exercises should be varied, such as adjusting students' appetite through games, competitions, rushing to answer questions, driving trains, listening to calculations, limiting oral calculations, self-made calculation questions, playing cards, asking questions at the same table or group competitions. It can also take the form of "finding solutions to interesting problems" and "clever calculation contest". Tap students' potential and cultivate good will quality.
Draw inferences from others and improve the actual effect. Every time you finish a new calculation method, you should concentrate on practicing the new content, then practice the topics related to this section, and finally practice the old and new knowledge together. For example, after learning the multiplication of two-digit numbers, show the exercises:15×15 = 25× 25 = 35× 35 = first ask students to use their mathematical knowledge to perform operations, and then think: What are the characteristics of the two factors? What are the characteristics of the ten digits of the product? What is the relationship between the high digits of the product and the ten digits of the factor? In this way, students discover the law, understand the characteristics of the data, quickly master the fast calculation method, and then let students calculate 55×55= 65×65= 75×75= 85×85= in the competition. Another example is: when teaching mixed operation, first practice 100÷5×4, so that students can think about its operation order, and then change it to 60+ 100÷5×4, so that students can understand their similarities and differences through comparative practice, so as to further master the calculation method.
The design of the exercise should be carefully put in place. The topic of the exercise is not a brainwave, but an artistic creation. For example, exercises around 0, 1 are the first choice. Oral calculation 0÷256= 256÷ 1=
Different positions of 256÷256 = 0 in vertical calculation will lead to corresponding changes in calculation points, so the design of exercises should be in place:110× 25 = 250× 50 = 305× 60 = 360 ÷ 90 = 360 ÷ 9 = in addition.
3. Explain the liquidation principle to provide a basis for correct calculation.
As we know, arithmetic is the premise and foundation of correct operation. When students are clear-headed, they will be methodical, and various methods can be taken to make them clear.
1. Understanding method. For example, when teaching carry addition in lower grades, students can experience the process of rounding up to ten on the basis of pendulum, drawing and counting, and find the phenomenon that full decimal is turned into one, so that students will have a good understanding of the carry method of decimal, a natural number. You won't be confused when you apply the theory of dividing all decimals into parts in your calculation. We call this method "understanding method".
2. Compare the wise methods. For example, when learning to multiply three digits by two digits in grade three, it involves oral calculation, estimation and vertical calculation. For the teaching of this knowledge, I changed the practice of giving priority to solving problems, and encouraged students to talk more, reason more and think more, with the aim of making students think highly actively and know why. Taking 125× 1 1 as an example, the thinking process of oral calculation is:100×1=100 20×1. It should be noted that in this type of estimation, only 1 1 is estimated as 10, then125×10 =1250, that is,125. The idea of vertical calculation is to calculate125×1=125125×10 =1250 for final calculation125+. Through comparison, we will find that the thinking modes of oral calculation, estimation and vertical calculation are slightly different. By comparing and distinguishing their thoughts and processes, students will establish a clear expression. We call this method "comparative understanding"
3. Knowledge transformation method. For example, when teaching the addition and subtraction of fractions with different denominators in the fifth grade, let students fully understand that fractions with different denominators have different units, but fractions with different units cannot be added and subtracted directly. After understanding this truth, they will be guided to use the knowledge of general points to change fractions with different denominators into fractions with the same denominator, so that the problem will be transformed into the addition and subtraction of fractions with the same denominator that they have learned. This method is called "knowledge transformation method".
Fourth, overcome carelessness, cultivate habits and let students say "I can really do it"
From my teaching practice, I have concluded that the lack of serious study attitude and good study habits are the main reasons for the mistakes in mathematical calculation. Therefore, we must pay attention to cultivating good calculation habits and let students develop a serious learning attitude. Teachers must start from bit by bit, strictly demand students, never tolerate or accommodate mistakes caused by carelessness in students' homework, and never let students have the idea that "nothing will happen if they make mistakes because of carelessness" and establish the idea that "the problems that can be done must not be wrong".
(1) Pay attention to writing: Students are required to carefully write Arabic numerals and operation symbols according to the format, and the handwriting should be correct. This can effectively avoid the problem of "misreading". Teachers should first set an example, have clear requirements for students, and carefully design homework to avoid students' coping psychology.
(2) Clear examination: This is the first condition for correct calculation. When examining questions, we should examine numbers and symbols and observe the relationship between them. It is also necessary to examine the operation order and make clear what counts first and then what counts. We should try to be as simple as possible and have a clear idea before doing the problem.
(3) Proofreading: Ask students to proofread everything they copied. After the students finish the questions, they should proofread the accuracy of the calculation process again so as not to miss anything.
(4) Careful inspection: Inspection is both an ability and a habit. I think checking calculation should be strictly required as an important part of the calculation process. Finish a problem, or do it with a pen. At least oral calculation and estimation should be used to check the calculation, and teachers should take clear and effective measures to eliminate students' boredom and resistance in checking the calculation after calculation.
In a word, cultivating students' computing ability is an important task in mathematics teaching. In teaching, we should grasp every link and give full play to the teaching principles of students as the main body, teachers as the leading factor, practice as the main line and developing intelligence and ability as the goal to meet the needs of curriculum reform.
I had a math class today. I feel very serious and the classroom atmosphere is very active. But from the after-class inquiry, I found that some students have not mastered it well, especially middle school students. Those students who always think they are poor can also learn well. What is the reason?
I thought about it, but I can't figure out why. To solve the problem, you have to untie the bell and ask the students. I humbly asked three classmates and finally found the reason.
It turns out that there is something wrong with my concern for students. In the usual teaching, I often give priority to both ends, supplemented by the middle. I pay attention to good students and poor students, especially those with learning difficulties. As long as I raise my hand, I will let them give full play to their opinions, while those ordinary students are often ignored by me, so that students think that teachers are eccentric and don't care about them, so ordinary students have no intention to participate in the classroom.
Classroom is the spark of soul collision. Those middle-class students who don't get the spiritual spark collision in class naturally can't master it well. This requires our teachers to be more fair and less biased in class; Care more and ignore less; Appreciate more and be less demanding; Praise more and criticize less; More affirmation, less negation; More trust, less doubt; Be more open-minded and less complacent. Try to make every student feel the sweetness of learning, the happiness of success and the fun of class!