Oral arithmetic is taught on the basis of students' mastery of multiplication in the table and the composition of numbers within ten thousand. Calculation teaching is a very boring teaching content, but it is also an essential content in mathematics. Calculation can help people solve problems, and it is the basic knowledge and skills that primary school students must master when learning mathematics. Only in the specific situation of solving problems can the role of calculation be truly reflected. How to make boring content more vivid and give it vitality? The specific methods in teaching are as follows:
1, let students learn calculation in concrete and vivid situations, and cultivate students' interest in mathematics.
Calculation itself is very boring, and mechanical training makes students more boring, which is an important reason why students lose interest in mathematics. Therefore, it is necessary to create some concrete and vivid learning situations, dig out the people around us, let students learn how to multiply multiple numbers by one number in a pleasant atmosphere, and make them feel that learning mathematics is interesting. This is a problem that we must pay attention to in teaching. Therefore, in teaching, I first use the theme map of the textbook to create a happy, relaxed and lively learning situation for students, so that students can actively participate in mathematics activities, find problems, ask questions and solve problems. The final exercise designs "I can fill in", "Who is older and who is younger" and "Doctor of Mathematics" are presented in a form that is close to students' lives and loved by them, which makes the mathematics materials full of realism and stimulates students' desire for learning.
2. On the basis of existing knowledge, students experience the process of exploring oral calculation methods.
Curriculum Standard emphasizes the importance of students' acquiring knowledge. In teaching, I attach importance to students' existing knowledge base, and let students use the mathematical learning method of transferring analogy to carry out inquiry learning. Students find problems in the theme map and solve them through independent thinking and group communication. This design can inspire students with a positive attitude, mobilize the original knowledge and experience to try to solve new problems, and construct mathematical knowledge in students' own re-creation activities. Let's try this set of questions again. Ask students to calculate 100×2, 3×200, 3,000× 3, 6,000× 7, and let them find out the rules of this kind of questions. Mathematics can't be imposed on students by teachers, but let students experience the inquiry process of oral calculation methods and improve their understanding of oral calculation methods.
3. Break through difficulties in practice.
By letting students calculate 5×6, 5×60, 5×600 and 5×6000, let students understand that when a number is multiplied by integer ten, integer hundred and integer thousand, just multiply the number before "0" by a number, and then look at the factor * * *, how many zeros there are, and add a few zeros at the end of the product; At the same time, let students understand why there are more zeros in some products than in factors, deepen their understanding of oral multiplication, and thus break through the difficulties.