After several months' research and investigation, it is found that a small number of third-grade students not only have slow oral calculation speed, but also make more oral calculation mistakes in their homework. What's more, the situation reflected by these students' verbal calculation in actual study is worrying. Their interest in oral arithmetic is not high, and their oral arithmetic level is low. They get bored at the sight of oral arithmetic problems, especially for the addition and subtraction of numbers within 10 thousand, which directly reduces the correct rate of solving other math problems. Moreover, due to oral arithmetic errors, these students' math scores are poor, which is due to students' poor mastery of oral arithmetic methods.
First of all, in view of the above situation, this paper summarizes the types of mistakes they often make, analyzes students' problems, and discusses students' mastery of addition, subtraction, multiplication and division knowledge. The analysis is as follows:
1. The error rate of addition and subtraction calculation of primary school students is generally low, and the average speech ability is not strong, and there is no gender difference.
2. The error rate of subtraction is obviously higher than that of addition.
This is especially obvious in the lower grades, and at the beginning of subtraction, if subtraction needs to be added to get the difference, with the students' thinking level, subtraction will take an extra turn than addition. In addition and subtraction of integer parts, the difficulty of addition is continuous carry addition.
3. Carry addition is easy to make mistakes, and the continuous carry error is higher.
In addition, the mistakes made by junior three students mainly lie in carry operation and continuous carry, and there are also a few mistakes in dealing with spaces and columns.
4. It is difficult to master the vacancy subtraction.
When doing integer subtraction within 10,000, most students have mastered the basic rules of subtraction calculation, but there are some difficulties in borrowing 1, borrowing 0, borrowing continuously, and handling vacancies.
5. Digital senses are chaotic.
When calculating, pupils' perception is rough, because students first perceive formulas composed of data and symbols. The oral math problem itself has no plot, and its explicit form is monotonous, which is not easy to arouse students' interest. So it is common to copy wrong numbers or operation symbols.
6. Algorithms and arithmetic are unknown.
According to the survey, about 10% of students' oral arithmetic errors are caused by unclear algorithm and reasoning.
7. despise oral calculation and estimation
"Mathematics Curriculum Standard" clearly puts forward that "we should attach importance to oral calculation and strengthen estimation". Although many teachers know the importance of oral arithmetic estimation, some teachers passively train oral arithmetic, thinking that estimation is of little effect and cannot be trained in time.
8. Lack of interest and no good habit of oral calculation.
According to the survey, although the class situation and learning situation are different, students' interest in oral arithmetic is generally not high, and the higher the grade, the lower their interest.
Second, explore the strategies to improve students' oral arithmetic ability under the new curriculum standard.
1. Clear algorithm and arithmetic.
In order to let the students calculate, we must first let the students calculate, that is, strengthen the understanding of laws and arithmetic. Some teachers often write too much in the expression of algorithms and reasoning, which leads some students with difficulties to be uninterested and unfamiliar with what they have mastered, leading to rote memorization.
2. Strengthen students' oral arithmetic estimation training and eliminate error blind areas.
Oral arithmetic is the most basic skill that primary school students should have. Among the four operations, oral calculation and written calculation are the most commonly used. Oral calculation is the basis of written calculation, and the formation of written calculation skills is directly restricted by the accuracy and proficiency of oral calculation. In teaching, we should combine the teaching content with the actual life, carry out estimation training in a planned and step-by-step way, clarify the significance of estimation, master estimation skills and improve students' estimation ability.
3. Combination of inspection and checking calculation.
Students should check their homework every time, which is also a kind of math study habit, which can help students check their own leaks and fill in the gaps and enhance their self-study ability.
4. Strengthen the cultivation of students' good study habits.
Cultivating students' careful study attitude and forming good study habits are the main ways and measures to prevent oral arithmetic errors and improve the calculation level.
5. Use a variety of incentives and promotion methods to improve learning interest.
If students are bored when doing oral arithmetic problems, it will get twice the result with half the effort if they are stimulated by rewards. For example, whoever does it right and fast in class will be elected as the leader of the day, which proves that students are very interested. After a class, even if students do various forms of exercises, their interest is still relatively high.
The above are the problems found in the strategic research and investigation on improving students' oral English ability in recent months, and the measures to improve students' oral English ability. If there is anything wrong, please advise.