1, strict training, from the first grade to cultivate students to develop good computing habits.
The computing ability of first-year students is mainly reflected in whether they are "fast and right". That is, what is usually said: whether the calculation is quick and correct. For the first-year students who have just entered the school, they have not yet developed the habit of careful inspection and careful check. Therefore, good calculation habits begin with the cultivation of writing, and students should be strictly required to write numbers and mathematical operation symbols carefully and correctly in the calculation process. Remind students to check carefully after calculation and form the habit of consciously checking and correcting errors. For example, there is a very clever boy named Zhang Zhicheng in our class. He has quick thinking, neat writing and fast speed. He is always the first to finish every class assignment, but he often makes one or two calculation mistakes. After my observation and analysis, it is because he always wants to win the honor of being the "first" to finish. He never checks after finishing, so he is often careless, even vertically, but horizontally does not write or misspell the answer. I took advantage of the situation, encouraged him to be "quick and right", poured "cold water" on him after each completion, and urged him to check carefully, which achieved good results. In my teaching practice, I also give targeted reminders according to the characteristics of different students' mistakes to help them correct their wrong habits.
2. Create a childlike and life-oriented teaching situation. Fully understand the calculation theory
Because of the age characteristics and cognitive level of the first-year students, their abstract thinking ability is poor, which determines that we should take concrete visual thinking as the main form in the first-year teaching process, try to create childlike and life-oriented teaching situations in teaching, use childish language and thinking, and do more activities such as "moving, drawing and swinging", so that students can fully understand calculation and reasoning through their perception of things and their own life experiences. For example, when I was explaining the teaching process of 8 plus 5, different students said different arithmetic. Useful 10+5-2= 13, useful (8+2)+3= 1 3 and useful 5+5+3= 13. I fully affirmed their ideas, took out eight red balls and five white balls respectively, and let them go on stage to demonstrate their rational thinking process. In this way, many students' thinking patterns have been solved, and they have mastered different methods, and their mathematical experience and teaching generation have been well extended.
3. Strengthen students' oral arithmetic ability through visual arithmetic and mental arithmetic.
Oral arithmetic is the basis of written arithmetic, while visual arithmetic and listening are two basic forms of oral arithmetic training. Oral calculation has the characteristics and advantages of flexible form, large capacity, fast speed and less time consumption. In oral arithmetic training, the forms of oral arithmetic should be changed frequently, and visual arithmetic and listening arithmetic should be fully combined and used alternately. Through eye-counting, ear-listening, brain-remembering and brain-counting, the first-year students' computing ability is improved and their thinking agility is exercised. In oral arithmetic training, we should carry out various forms of oral arithmetic competitions according to the personality characteristics of children, such as being young and competitive, unwilling to lag behind, and liking teachers' praise. I have adopted such competition methods as "competing first", "group computing", "deskmate computing" and "relay computing", which have improved students' computing ability in a good competition atmosphere, cultivated their teamwork ability and collectivism concept, and cultivated their sense of honor and pride.
2. Cultivation of interest in mathematics learning
Create interesting situations and enhance interest in learning.
The main purpose of creating situations in mathematics classroom teaching is to attract interest, stimulate interest and induce thinking, and the purpose of creating situations is to make mathematics classroom teaching moderately change its boring face, as Confucius, an educator, said: "Knowing is not as good as being good, and being good is not as good as being happy."
For example, when there is a division of 0 in the middle or at the end of teaching business, in order to let students understand that "0 is divided by any number that is not 0", I combined multimedia courseware to show the pictures of four Tang masters and apprentices in The Journey to the West, created a story situation, and asked the question: "The four Tang masters and apprentices went to the Western Heaven to learn Buddhist scriptures, and the heat was unbearable on the way. They walked and walked until they came to a piece of Gua Tian. The Monkey King bought four watermelons and prepared one for everyone, but Pig Bajie. Master! Let me share it! The host agreed to his request. Bajie wanted to taste it first and then divide it. After eating one slice after another, he soon forgot to divide the watermelon and ate it all! Do you have watermelons now? The students listened carefully and answered with one voice, "No." The teacher asked again, "Isn't a watermelon represented by numbers?" The student replied, "0." The teacher asked again, "How to calculate the formula of 0 watermelons and 3 people?" Students naturally say 0.273 = 0. The teacher led again: "What about 0 ÷ 7,0 ÷100,0 ÷ 5000?" "Can 0 watermelons be divided by 0 people?" "Of course not, that doesn't make any sense." It also smoothly leads to: "Divide 0 by any number that is not 0 to get 0." The enthusiasm of students has been improved, which has laid a good foundation for later study.
Attach importance to hands-on operation and promote interest in learning
Hands-on practice is an active learning activity, which is concrete and vivid, easy to promote interest, easy to establish representation, helpful to understand the characteristics of knowledge and encourage students to participate in activities with multiple senses. Think with your head and express with your mouth, and students are the main body of teaching activities. Highlight the main body, let students fully participate and operate, stimulate thinking, deepen impression and arouse interest. Piaget, a famous psychologist, once said: "Children's thinking begins with action. If we cut off the connection between action and thinking, thinking cannot develop. " To solve the contradiction between the abstraction of primary school students' mathematical knowledge and the visualization of their thinking, we must organize students to do more hands-on operations, so as to inspire students' thinking, let them produce more new problems and ideas and enliven the classroom atmosphere.
For example, in the "average" teaching, there are as many problems in the application of the two when more is moved to make up for less. The teacher prepares a lot of pictures for the students to operate, and takes a few pictures from one line to another. Students are very interested in operation. At first, it moved one by one. Later, some students found that the average value could be used to move. Finally, the students found a simpler algorithm-moving the difference between the two. ...