First, the problems faced in the teaching process of mathematical calculation in rural primary schools
(A) the basic quality of students is low
Compared with urban primary school students, rural primary school students rarely have the opportunity to participate in various interest classes before entering primary school because of the influence of their own growth environment, and it is impossible to have a good environment during the growth of kindergartens. Parents' quality is relatively low, and they don't pay much attention to their children's learning, which leads to the low basic quality of students. In the process of mathematics learning, the calculation link is very difficult, and it often takes a lot of time to break your fingers or do simple oral calculations.
(2) Lack of teachers' ability.
Compared with urban primary schools, the hardware and software facilities of rural primary schools are relatively backward. Although great progress has been made in recent years, it still cannot hide the fact that they are backward. In terms of teacher resources, the shortage of rural primary schools is more obvious. In the eyes of many people, rural primary schools are almost all "old and weak" teachers, which may be a bit radical, but it does reflect the phenomenon of insufficient teachers in rural primary schools. When improving students' mathematical calculation ability, the teaching effect is often not ideal.
Second, improve the rural primary school mathematics students' computing ability strategy
(A) to stimulate students' interest in computing
For any subject, the importance of interest is self-evident. Pupils are relatively young, and in the process of learning, they are often willing to do what they like, but they don't like it. In the process of mathematics teaching, teachers should be aware of this when teaching calculation, and start from students' interests and prepare for improving their calculation ability by stimulating their learning interests. At present, rural primary schools are gradually equipped with multimedia teaching equipment. Teachers can make full use of multimedia equipment in the teaching process. After all, for rural primary school students, multimedia is still a relatively new thing, and they are very much looking forward to multimedia teaching. They can't wait to use multimedia to teach. Therefore, primary school mathematics teachers should try to use multimedia teaching in computer teaching to stimulate students' interest in learning.
(2) It is very important to cultivate students' good computing habits. If a person develops good habits, it will have a positive impact on his life, work and study. At the same time, habits
It is formed at an early age, and once the habit is formed, it is difficult to change. The primary school stage is the formation stage of many students' habits, and the calculation habit in mathematics learning is gradually formed at this time. Therefore, mathematics teachers in rural primary schools should cultivate students' good calculation habits. First, instruct students to "look". It is required to guide students to see clearly the requirements of each question and each operation symbol when doing each question, so as to reduce the calculation error caused by carelessness. Secondly, guide students to "calculate". It is an exercise, which requires students to step by step in the process of calculation and must not violate the operating procedures. When calculating, they must be careful and pay attention to the organic combination of mental calculation, estimation and pen calculation. Finally, guide students to "check". Check means check, which requires students to check carefully after the calculation is completed and form a good habit of checking, which is helpful to find the calculation errors in time.
(3) Pay attention to students and tap them.
The ability of "calculation" As I mentioned above, there is a certain gap between the basic ability of rural primary school students and that of urban primary school students, but this gap is not irreparable. In fact, many rural students have very strong computing potential, and many times they just lack reasonable mining, which leads to their computing ability being buried. For rural primary school mathematics teachers, it is necessary to tap students' computing ability in the teaching process and cultivate students' computing ability from oral calculation, written calculation and simple calculation. When learning simple addition and subtraction, teachers should guide students to do oral calculations as much as possible, which can maximize the calculation efficiency. Compared with oral calculation, simple calculation is a little more difficult. If students can't calculate the export, guide them to calculate simply with draft paper. Written calculation is relatively complicated and more difficult. When dozens or even hundreds of calculations are involved, and the numbers are not integers, such as 53, 64, 35, etc. It is more difficult to calculate the calculation problems composed of these numbers by oral calculation and simple calculation. Teachers should teach students to find calculation skills and calculate by simple pen calculation.
(4) Practice more wrong questions for students.
The wrong exercise is a good way to test the learning effect. Usually, the wrong questions made by students have some similarities, such as the similarity of thinking mistakes and the similarity of calculation steps. Because rural primary school students' mathematics learning thinking has not yet been formed, they are likely to have no impression of right and wrong questions when they face them, which gives students a "chance" to make mistakes again. Especially for rural primary school students, they lack certain tutoring and family exercises after class, so it is difficult to fully absorb computing knowledge only by classroom. Therefore, in the teaching process, teachers should let students practice some error-prone questions and cultivate students' ability of judgment, analysis and discrimination. For example, when learning mixed operation, there are many problems that students are prone to make mistakes, and 45 ÷ (15-6) is a mixed calculation problem that easily confuses students. The puzzle of this problem is that I don't know whether to calculate 45÷ 15 or 15-6 first, because students have both the consciousness of division and the consciousness of brackets in their minds. Once the consciousness sends the wrong information to their minds, the calculation will go wrong. In the face of similar wrong questions, teachers should pay attention to it and practice more to make students change their previous wrong calculation ideas.
Third, the conclusion
In short, in the teaching process of rural primary schools, it is difficult to compare hardware and software with urban primary schools, so various problems will be encountered in the teaching process, which will affect the teaching quality. Therefore, in the process of mathematics teaching in rural primary schools, we must overcome difficulties, stimulate students' interest in calculation, cultivate students' good calculation habits, strengthen students' written calculation exercises and wrong questions exercises, continuously improve students' calculation ability, lay a foundation for students' mathematics learning and promote their all-round development.