First, the role of verbal training in students' active development
Oral arithmetic training can enhance students' awareness of subjective participation and promote the all-round and positive development of all students.
1. Strengthening oral arithmetic training is conducive to stimulating students' enthusiasm for learning and cultivating their evaluation ability. Oral arithmetic exercises are diverse, simple and fast, and are deeply loved by all students (especially middle and lower grade students). The presentation of each crossing can make students feel eager to try. Top students strive for speed, while middle and lower students strive for accuracy. In practice, most students can feel the joy of success, thus improving their interest in learning and enhancing their confidence and courage in learning mathematics well. Oral calculation also provides many evaluation opportunities for students, which is conducive to the improvement of students' evaluation ability. Every mistake does not need too much comment from the teacher, but only a little guidance from the students. These instructions are students' evaluation activities.
2. Strengthening oral arithmetic training is helpful to concentrate students' attention, improve their thinking acuity and create a positive classroom atmosphere. Oral arithmetic practice is one of the effective ways to concentrate students' attention. In order to calculate quickly and correctly, every student will pay attention, and teachers should pay attention to timely encouragement to make students full of vitality, thus forming a lively classroom atmosphere.
3. Strengthening oral arithmetic training is conducive to cultivating students' good calculation habits and improving the accuracy of calculation. Oral calculation exercises can help students understand and skillfully use the calculation rules and sequences, paving the way for correct written calculation. When calculating orally, students must carefully examine the questions to see what operation symbols and data are available; Think about what calculation method to use, in what order, and finally work out the answer. Quick calculation, quick evaluation and quick correction are beneficial to improve the calculation accuracy.
4. Strengthening oral arithmetic training is conducive to cultivating students' thinking generalization ability. Oral calculation is fast and flexible. The level of students' oral ability is mainly manifested in accuracy and speed. Facts show that students who are quick and correct in oral calculation can quickly reproduce the basic knowledge needed for calculation, that is, their knowledge has been organized, and they are good at shortening the operation link and reasoning process and simply drawing results. This shows that the oral calculation ability not only reflects the differences of students' mathematical knowledge and skills such as calculation rules, but also reflects the differences of students' thinking generalization ability. Strengthening oral arithmetic teaching and improving oral arithmetic ability is undoubtedly a good way to cultivate students' thinking generalization ability.
Second, the application of oral arithmetic training in primary school mathematics teaching
Strengthening oral arithmetic training in primary school mathematics teaching should do the following:
1. Oral arithmetic training must be frequent and varied. You can't improve students' oral expression ability overnight. You should practice every day and every class. Some teachers practice oral arithmetic three to five minutes before class, which is a good way. Practice makes perfect. Rome wasn't built in a day! Oral arithmetic is a basic skill for students. It is necessary to plan long and arrange short, carry out teaching and training purposefully and step by step, and embody the principle of gradual teaching.
Doing more and practicing more is the premise, but students are used to being interested in new things. Especially in target teaching, students will get bored when they practice alone. Therefore, the forms of oral arithmetic practice should be vivid and diverse, such as: driving a train, grabbing a red flag, relay race, rushing to answer, listening and calculating, visual calculation, mental calculation and so on. Although there are many oral arithmetic methods, they should be used alternately to keep students fresh. This can arouse students' interest and fully arouse their enthusiasm for learning. In addition, oral arithmetic problems should be in various forms, including one-step addition, subtraction, multiplication and division, and two or three-step mixed operation problems; There should be general oral arithmetic problems, and there should also be oral arithmetic problems that can make use of the operational rules and properties. In addition, oral calculation must be combined with other mathematical knowledge, such as: oral calculation of text questions, conversion of calculation units, simple quadrature, simple application of oral calculation and so on.
2. The number of oral arithmetic training questions should be moderate. Too many questions will usurp the host's role and affect the completion of teaching content, while too few questions will fail to achieve the purpose of training. The difficulty of the topic should also be moderate. The greater the difficulty, the lower the students' enthusiasm for learning and the lower the classroom atmosphere. It's too simple, and it can't improve students. The oral arithmetic problem at the back of the math textbook of nine-year compulsory primary school is the focus of our practice.
3. Oral arithmetic training should be targeted and combined with the teaching content. It is not only conducive to the improvement of students' oral expression ability, but also conducive to the smooth completion of teaching tasks.
4. Pay attention to cultivating students' creativity in oral arithmetic training. In oral arithmetic practice, teachers should guide students to say oral arithmetic methods, encourage students to think more about one problem and solve more problems.
The algorithm does not stick to textbooks, is logical, embodies the mastery of thinking, and is conducive to cultivating students' flexibility and creativity in thinking.
5. Teachers should pay attention to information feedback, guide and encourage parallelism. Oral arithmetic practice is a very flexible content. In teaching, you can usually practice in groups or individually, but I think free activity groups have a unique role in this learning content. It avoids the result that the learning effect is good or bad because of different students' foundations in group activities, and it is also different from personal boring exercises. Students find their own students who are suitable for their own level to form groups, carry out activities such as practice, competition and supervision, and cooperate with each other to make progress. Among them, teachers should pay attention to information feedback and guide and explain the reasons for errors in time. Oral activists should be encouraged in time. Only in this way can students be interested in practicing and gain something in their study.
Cultivating students' oral expression ability can be said to improve students' flexibility in using their brains, and flexibility is the key to solving problems. Therefore, the cultivation of speech ability should run through the whole primary school mathematics teaching.