You can arrange 2 ~ 3 minutes at the beginning of each class and memorize 20 ~ 30 questions. After a long time, students' oral expression ability can be formed. Second, we should practice both vision and listening. Visual arithmetic is intuitive to some extent. Listening and arithmetic reflect the problems and calculation process in the brain. The combination of the two can improve the ability of oral calculation with hands, brain, mouth and eyes. Third, we should practice in various forms. According to the characteristics of children, the forms should be diversified, so as to stimulate students' interest, mobilize their enthusiasm and try to get all students involved.
2. Strengthen arithmetic teaching.
Judging from the thinking characteristics of primary school students, primary school students' mathematics should go through the process from concrete to abstract and from abstract to concrete. Therefore, to master the method of oral calculation, the key is to understand arithmetic. With the newly awarded 9+3 =? For example. Students get the calculation process by operating the joystick, and ask them to tell the calculation process in detail: because 9 plus 1 gets 10, they divide decimal 3 into 1 and 2,9 plus 1 gets 10 and add 2 to get/kloc. Then, after a period of calculation practice, the teacher and the students * * * find out the rules together, so that the students can form a kind of abbreviated thinking: 9 plus 1 get 10, and divide the decimal 3 by 1 leaving 2 to get 12, from concrete to abstract. Finally, if you omit the thinking process, you can directly get 9+3 = 12, from abstract to concrete. In this way, students can understand and master the calculation method, ensure the correctness of primary oral calculation, and achieve a certain degree of proficiency through later practice.
3. Pay attention to the rationality of practice design.
The psychological process of junior middle school students' mental arithmetic ability can be divided into three stages. The first stage is to be able to correctly make oral abstract calculation with representation as the intermediary, and think clearly step by step according to the method of oral calculation. The second stage is to reduce the clarity of representation and improve the speed of oral calculation. The third stage is unconscious oral calculation, which makes oral calculation automatic. In the first stage, we should pay attention to controlling the amount of practice, slowing down the speed of oral calculation, and ensuring the accuracy of oral calculation and the clarity of oral thinking process. Mainly in the form of oral calculation and oral answer, pay attention to let students talk about the thinking process of oral calculation, so that every student can clearly understand what oral calculation is, how to calculate it, and why to calculate it, so as to lay the foundation for further forming oral calculation ability. In the second stage, the amount of oral calculation practice is appropriately increased, and the requirements for limiting oral calculation are gradually put forward, focusing on formulas with high error rate, mainly oral calculation and written answers. In the third stage, adhere to the basic training of oral calculation for 2 ~ 3 minutes every day, and combine the old and new knowledge according to the forgetting law to consolidate the formed oral calculation ability.
4. Oral arithmetic training should focus on key points, break through difficulties, suit the remedy to the case, and pay attention to algorithm guidance.
In oral arithmetic training, we should first focus on exercises, so that students can talk about how to work out the results while calculating. Is there an easier way? What did you learn from the oral math problem? This not only caters to all students, but also takes care of the poor students, thus achieving twice the result with half the effort. For example, freshmen tend to confuse two kinds of problems,15-4 =1and 14-5 = 9, and ask them to compare the differences between the two kinds of problems. Common mistakes in oral calculation, such as repeated practice of 6+3, 7+2, 4+3, 8-2 and 9-7; 9+4+ 1=? Tell the students that it is easier to get 10 by calculating 9+ 1, and then add 4 to get 14. The product of 9 times a few is equal to dozens MINUS a few and so on.
5. Pay attention to the feedback of practical effect.
In order to grasp the situation and effect of oral calculation in time, the quantitative standard of oral calculation ability should be drawn up according to the teaching requirements, and this quantitative standard should be used for timely feedback and timely control. For example, clearly tell students the standards to be reached in each oral arithmetic practice, and encourage, correct and urge them in time, constantly stimulate students' motivation to practice oral arithmetic, and maximize the enthusiasm and initiative of all students in oral arithmetic practice.