How to improve the computing ability of middle school students? In my opinion, it is necessary to realize that calculating it is not a simple evaluation process. The following are the middle school math calculation skills I compiled for you, hoping to help you. Welcome to read the reference study!

1 Mathematical Calculation Skills in Middle School

To strengthen the training of simple operation and improve the overall grasp ability of operation, we should make full use of the learned operation rules and properties, change the operation order reasonably, and make the operation as simple and correct as possible. Teach students some clever calculation skills. It can be said that grasping this point is the most effective way to improve the operation speed. So, this is crucial. Teachers must teach students some common and effective skills in teaching.

Broaden the vision of mathematics and form a good sense of numbers. Students should have an agile perception and in-depth understanding of numbers and their operations, which is the sense of numbers. Similarly, the perception and understanding of mathematical symbols is called symbolic sense. A good sense of numbers and symbols is the foundation of computing ability, which helps students to analyze problem scenarios, form mathematical intuition, estimate operation results, and explore the rationality of operation results displayed on calculators or computers. A good sense of numbers and symbols helps to build guesses and check their rationality.

Helping students develop their sense of numbers and symbols is an effective way to develop their computing ability. Junior high school graduates should understand basic operations and be proficient in integer \ decimal and decimal operations. Senior high school students should understand the concept of number system, understand the connections and differences between different number systems, and explore whether the nature of one number system is still valid in another number system. With the development of symbolic sense, students can discover the general nature of numbers. In the United States, high school students should also learn and use vectors and matrices, probability and statistics. A broad mathematical vision can broaden students' thinking of solving problems, thus developing students' computing ability.

2. The cultivation of mathematical computing ability in middle schools

Enhance the awareness of simple calculation and improve the flexibility of calculation

According to the different characteristics of formulas and data, simplification is a concise and clear calculation method, which simplifies the calculation process by using the operation rules, properties and the special relationship between numbers. Jane is an important means to cultivate students' careful observation, careful analysis and good at discovering the laws of things, to cultivate students' profundity, sharpness and flexibility, to improve calculation efficiency and to develop calculation ability. In primary school mathematics, additive commutative law, associative law, multiplicative commutative law, associative law and distributive law are the main basis for students to make simple calculations.

Therefore, in mathematics teaching, I pay special attention to helping students deeply understand and master these five algorithms and some commonly used simple calculation methods, and often organize students to carry out different forms of simple calculation exercises, so that students can realize the significance, function and necessity of simple calculation in calculation practice, strengthen their consciousness of consciously using simple calculation methods, and improve their flexibility and accuracy in calculation.

Cultivate students' estimation ability and enhance their estimation consciousness

Estimation consciousness means that when the subject is faced with a problem that needs to be solved, he can actively try to find a strategy to solve the problem by mathematical thinking method, know what is suitable for estimation rather than accurate calculation, and seek a set of useful or key mathematical information from a large number of information on the basis of correct arithmetic, and get the result as close to the ideal state as possible through rapid and reasonable observation and thinking. Infiltrating and strengthening the awareness of estimation in mathematics teaching can further improve students' interest in learning, activate their thinking, broaden their thinking and improve their ability to deal with and solve practical problems by various methods.

I mainly cultivate students' estimation consciousness from two aspects. On the one hand, I consciously infiltrated the idea of estimation in the teaching process, allowing students to guess mathematical laws, test problem-solving ideas and test problem-solving results with estimation, so that the idea of estimation runs through the teaching and students can strengthen their awareness of estimation imperceptibly. On the other hand, let students use estimation to solve some problems closely related to life as much as possible, and make estimation according to the actual situation in life. For example, the problem of oil loading (an oil drum contains 5 kilograms of oil, and there are 22 kilograms of oil. How many oil drums do you need? )。 Through such estimation training, students can feel the practical application value of this knowledge in their psychological experience, thus actively exploring estimation methods and enhancing estimation consciousness.

3 the cultivation of mathematical computing ability in middle schools

Consolidate the foundation, strengthen the mastery of basic knowledge and oral arithmetic training

How to use mathematical concepts, algorithms or formulas is the first consideration in solving calculation problems. Whether we can understand and master these basic knowledge directly affects students' computing ability. For example, in elementary arithmetic, to understand the laws of elementary arithmetic, students should first understand the basic knowledge of multiplication, division, addition and subtraction, and the calculation of brackets, so as to ensure that there are no mistakes in calculation. Compared with junior students, senior students have more basic knowledge, so computing teaching should pay more attention not to rush for success, and start with the basic knowledge already learned and carry out transfer training. When teaching fractional addition with different denominators, we should start with the meaning of addition and fractional unit. Guide students to think: can different units of scores be added directly? Then guide students to use general knowledge, turn differences into similarities, and turn problems into the addition of fractions with the same denominator.

The same is true of verbal arithmetic training. As the basis of computing ability, oral calculation is a mathematical skill that relies only on thinking calculation and quickly obtains the calculation results. Oral arithmetic is widely used in daily life and study, which plays a direct role in cultivating students' memory, attention and thinking ability. Therefore, in the cultivation of students' oral arithmetic ability in lower grades of primary schools, it is especially necessary to adhere to the teaching principle of "focusing on peacetime and perseverance". For example, the addition and subtraction within 20 and the multiplication table of 1999 should all be blurted out. For the long-term familiarity and consolidation of students' oral calculation methods, teachers should promptly promote students' proficiency in calculation methods to transform into basic mathematical skills and enhance the effectiveness of calculation teaching.

Autonomous exploration should go through the process of algorithm exploration under the guidance of teachers.

Closely follow the internal relationship between old and new knowledge, and stimulate the formation of positive transfer. Students' thinking is effectively led to the connection point of old and new knowledge, but students can master new knowledge points faster and enter a new level of mathematical understanding. For example, for the carry addition operation of adding two digits, the teacher can pass 17+ 18=? 12+9=? Examples like this guide students to compare the algorithmic relationship between the addition of two digits and the addition of two digits to one digit, that is, the addition and subtraction of numbers on the same digit, full of ten into one. When students master the relationship between old and new knowledge, teachers should also guide students to understand the essence and avoid negative transfer by comparing and analyzing the relationship between them under the premise of controlling the classroom. As simple as a large number, 700+500=900, and students can get 7+5= 12 according to their existing knowledge and experience. At this time, teachers should emphasize the mathematical connotation of the "Seven Represents"-700. These problems seem naive to senior three students, but they can't be ignored in the cultivation of basic mathematics skills.

Algorithm communication. The key to ensure the effectiveness of algorithm communication is to let students learn to listen, question, experience, compare and evaluate. In specific teaching, teachers should grasp the "degree" of dialogue in interactive teaching and the feedback information contained in it to avoid crowding out class hours. We can consider starting with the following sentence: "What do you think?" When teachers encourage students to show personalized algorithms, they should also adjust the teaching progress and the teaching design of important and difficult points according to the thinking level of students' algorithms. "Do you have any summary of the calculation rules you have learned now?" Teachers should allow students to make mistakes in generalization, draw correct calculation rules through the supplement and induction of teachers and students, and make students understand more deeply through consolidation exercises. For example, 1000-234, the teacher can sum up the general rule after the students enthusiastically answer: when the abdication subtraction band is 0, the abdication point at 0 becomes 9, and other digital points are reduced accordingly 1. The focus is on students' general mastery of the law of the algorithm.

4. Cultivation of mathematical calculation ability

Highlight the key points.

For example, addition and subtraction within 10 thousand, the focus of practice is carry and abdication. To keep in mind the increase and decrease of digits, the difficulties are continuous entry and abdication; The multiplication of two or three digits should practice the counterpoint of the product of the second and third parts; Decimal calculation should pay attention to the treatment of decimal point position, add, subtract, multiply and divide to emphasize decimal point alignment, and pay attention to using "0" to occupy a place; Simple operation focuses on the practice of laws, properties and the application of rounding. Therefore, when organizing training, we must be clear about why we practice, what we practice and what level we reach. This will get twice the result with half the effort.

Lay a good foundation.

"Pay attention to basic oral calculation training." Oral calculation is not only the basis of written calculation, estimation and simple calculation, but also an important part of calculation ability. Therefore, students are required to master the oral calculation method on the basis of understanding, organize a series of effective training around key points according to the requirements of each grade for calculation, persevere and gradually achieve proficiency. Rounding training must be strengthened, such as: 74+26= 100, 63+37= 100, 252+ 748= 1000, 25×4= 100,/kloc-0. These requirements can not be ignored in middle and senior grades.

At the same time, we should strengthen the oral training of multiplication and addition, such as multiplying two digits by three digits 176×47. When the ten digits of the multiplicand are multiplied by 7, the "4" of 6×7 is added, so oral arithmetic like "7×7+4" must be trained before teaching. The divisor is a two-digit number, and the quotient is a division of two or three digits. It is difficult to try business. If the oral calculation of multiplying two digits by one digit fails, it is difficult to try the quotient. The estimation ability is not strong, and the trial quotient is also directly affected. In some common senior oral calculations,10-5.4 = 4 ÷ 20 = 3.5× 200 =1.5-0.06 = 0.75 ÷15 = 0.4× 0.8 = 4× 0. 3. Master the method of simple operation. This is a special form of oral calculation. The basis of simple calculation is the nature and law of operation, so it is very important to strengthen training in this area. In the four operations in primary schools, students must master several common simple calculation methods to meet the requirements of improving the calculation speed. 4. Training should be divided into levels, from shallow to deep, from simple to complex. Training forms should be diversified, and games and competitions can stimulate students' enthusiasm for training, maintain the durability of training and receive good results.

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