1. The algorithm and arithmetic are unknown.
After investigation, about 10% of students' calculation errors are caused by unclear algorithm and calculation.
2. Despise verbal calculation and estimation
"Mathematics Curriculum Standard" clearly puts forward that "we should attach importance to oral calculation and strengthen estimation". Although many teachers know the importance of oral arithmetic estimation, some teachers practice oral arithmetic passively, thinking that estimation is of little effect, and practice when textbooks are involved, and do not practice or occasionally train when textbooks are not involved.
3. Inaccurate perception
Pupils' perception of things is general and rough, and they can only notice some isolated phenomena and can't see the connection between things. So their perception of things lacks integrity. When reading, reviewing and copying questions, they sometimes don't observe carefully, so the appearance they get is vague. At this time, perceptual errors distort the information, causing students to copy the numbers and symbols in the questions wrong.
4. Lack of concentration
The attention span, stability, mobility and distribution of primary school students are not perfect.
5. Mental interference
In calculation, students often use the usual methods to answer completely different questions, thus making mistakes. For example, when practicing the vertical calculation of decimal multiplication, the vertical calculation of decimal addition and subtraction will be used. Some students should not use simple methods after practicing simple calculation, which leads to complicated calculation process and wrong calculation results.
Step 6 be confused by hallucinations
Some mistakes in operation sequence and simple operation methods are also due to the general and rough perception, especially under the stimulation of special data, which is confused by false "easy calculation" or "simple calculation". For example, 14×2÷ 14×2 is incorrectly calculated as14× 2 ÷14× 2 = 28 ÷ 28 =1.
7. Bad study habits
Due to insufficient understanding of the importance of calculation, insufficient training and improper methods, some students have developed some bad calculation habits.
1. Strengthen students' mastery of algorithms and arithmetic.
In order to let the students calculate, we must first let the students calculate, that is, strengthen the understanding of laws and arithmetic. "Curriculum Standard" clearly points out: "In teaching, we should further cultivate students' sense of numbers and enhance their understanding of the meaning of operation by solving practical problems. "Therefore, in teaching, teachers should use clear theories to guide students to master calculation methods, skillfully clarify and master the calculation methods, operation properties, operation rules and derivation methods of calculation formulas, and cultivate students' awareness of simplification.
2. Strengthen students' oral arithmetic estimation training.
Oral arithmetic is the most basic skill that primary school students should have. Among the four operations, oral calculation and written calculation are the most commonly used. Oral calculation is the basis of written calculation, and the formation of written calculation skills is directly restricted by the accuracy and proficiency of oral calculation. Therefore, we must strengthen the teaching and training of oral calculation and lay a solid foundation for calculation.
The teaching content of oral calculation in primary schools can be roughly divided into basic oral calculation and simple and fast calculation. Basic oral calculations, such as addition and subtraction within 20, multiplication in tables and corresponding division, require students to be accurate, skilled and blurt out. The content of simple and fast calculation is mainly to apply the algorithm, properties and some special rules and methods to carry out simple and fast calculation. The key to improving pupils' oral arithmetic ability and forming certain oral arithmetic skills is to persist in training. Teachers can arrange oral arithmetic training for 2-3 minutes before each class according to the teaching content, or they can organically infiltrate oral arithmetic training according to the actual teaching situation.
3. Strengthen the cultivation of students' good study habits.
Cultivating students' careful study attitude and forming good study habits are the main ways and measures to prevent calculation errors and improve calculation level.
① Cultivate the habit of carefully examining questions.
② Cultivate the habit of careful calculation and inspection. In the four operations, we should cultivate students' calm learning attitude.
(3) Correct in time. Errors in homework, if * * *, can be corrected collectively; If it is individual, let the students correct themselves and carefully analyze the causes of the mistakes to avoid similar mistakes in the future. Students can also collect wrong questions by themselves, do a set of wrong questions and review them frequently to prevent similar mistakes.
4. Cultivate students' interest in computing.
Interest is the best teacher. In order to improve students' interest in calculation, let them practice some oral calculation combined with daily teaching content. While emphasizing calculation, pay attention to the diversification of training forms.
5. Pay attention to comparative training
For confusing calculation problems, or in order to highlight the characteristics of new knowledge, comparative exercises are usually arranged in the review class.
6. Pay attention to the wrong question analysis
Students have made calculation errors, so we should guide them to carefully analyze the causes of calculation errors, find out the root causes of the errors and correct them in time.
Further understand the important role of oral calculation estimation in improving students' computing ability. Pay attention to the training of oral arithmetic estimation, often provide students with opportunities for oral arithmetic estimation, create learning situations, develop students' learning potential, and further stimulate students' initiative and enthusiasm in learning. From the feedback of students, it can be seen that students' awareness of estimation is stimulated by teachers' "tips" rather than repeated emphasis and training. The cultivation of the awareness and habit of oral calculation learning is not achieved overnight, but a long-term training and accumulation process. The cultivation of students' application consciousness and habit of oral calculation estimation requires teachers' perseverance.