1? Attach importance to the cultivation of oral arithmetic ability

To cultivate students' computing ability, we should pay attention to basic oral calculation training, which is not only the basis of written calculation, estimation and simple operation, but also an important part of computing ability. Only with strong oral calculation ability can we speed up the written calculation and improve the calculation accuracy. Therefore, every student should lay a good foundation in oral calculation, strengthen oral calculation training and improve oral calculation ability.

2? Attach importance to the cultivation of estimation ability

In ordinary classroom computing learning, we can estimate before calculation, so that students can think in a variety of ways reasonably and flexibly, and estimate the results after calculation, so that students can get valuable tests.

For example: 124*42, let students estimate and then calculate. Students regard 125 as 120, 42 as 40, 125*40=5000, so 124*42 is about 5000. And then after calculation,

Attach importance to the teaching of calculation methods and ideas

Some calculation learning is actually very simple for students. Even if the teacher doesn't teach, most students will calculate. But as a teacher, you must not be satisfied with students' calculation, but let students understand reasoning from the process of solving problems, sum up the rules and participate in the whole process of knowledge formation.

For example, in the teaching of multiplying three digits by two digits 102*24, from reviewing the arithmetic of multiplying two digits by two digits to multiplying three digits by two digits, most students can quickly calculate 102*24, and students habitually write 102 on it and 20 under 102 when they are vertically arranged. However, if the teacher doesn't explain the calculation process very much, but suddenly writes 24 above and 102 below 24 to let the students calculate vertically, the students will start to make mistakes, and the students don't really understand the reason of calculation. Therefore, a computing class is not just a matter of computing ability. Let students participate in the calculation process, not only know how to calculate, but also know why to calculate like this. This is the real purpose that computing classes should achieve.

Flexible application of simple methods

Many students think that the simple method is a kind of calculation problem, and most students can do it under the condition of "using the simple method to calculate", but students can't think of using the simple method if they put the same formula into the application problem.

For example, the calculation of 38+75+62 is put into an application problem, such as: Arbor Day, Class 4 (1) planted 38 trees, Class 4 (2) planted 75 trees and Class 4 (4) planted 62 trees. How many trees have been planted in these three classes? Students quickly list the formulas: 38+75+62, and then calculate the answers from left to right. Few students use simple methods. Therefore, students should realize the value of simple methods and make them as simple as possible. In addition, in the four operations, if students memorize some commonly used data, they can better master the calculation skills and help students achieve "correct, fast and reasonable" calculation ability.