630×3= 560+40= 72-24= 9+50= 630+70= 120×5=

24×5= 70×8= 250×5= 14+40= 880×2= 40×8=

57-28= 80 1×9= 120+20= 250× 1= 28+68= 100×0=

30×6= 18×3= 902× 1= 17×4= 68-4= 48- 16=

70×2= 200×8= 280-70= 320×8= 30×6= 180-60=

140-5= 125×8= 560+80= 150×2= 700×2= 72×3=

42+30= 902×6= 590+70= 800×5= 440×0= 25+ 16=

303×3= 12×2= 470+70= 64×0= 25×8= 72×6=

20×6= 90×3= 420×6= 280+40= 55×5= 48×4=

Some oral problems: 1. Strengthen intuitive operation to help students establish appearances.

The thinking activity of first-year students is mainly in the form of figurative thinking, which is a thinking process from direct perception of physical objects to representation. So from the beginning of knowing the number within 10, I attach great importance to intuitive teaching: prepare the objects and pictures that students usually like before class, let students count sticks, pictures and fingers in class, and help students strengthen their sense of numbers. Then carry out the training of dividing points into points and combining them to help students establish appearances. Make students master numbers within 10, and lay a solid foundation for the composition and decomposition of numbers within 10. Then, through the intuitive operation activities of dividing by one point and merging into one, the representation is established, the composition and decomposition of numbers within 10 are mastered, and the addition and subtraction within 10 are skillfully calculated, which lays a solid foundation for learning addition and subtraction within 20.

Second, pay attention to arithmetic teaching and speed up oral calculation.

In the teaching of oral arithmetic, the main way for students to effectively master the basic methods of oral arithmetic is to teach students to understand arithmetic, so I attach great importance to the teaching of arithmetic. For example, teach abdication subtraction in 20 years, show 16-7, don't rush to instill ready-made "breaking ten subtraction" into students, and look at the problem from the perspective of students. Let the students explore the solution to the problem in their favorite way. Some students will put their learning tools aside to find out the answer, "I think so, first calculate 10-7 = 3, and then calculate 3+6 = 9." ; "I think so, first 16-6 = 10, then 10- 1 = 9." Some students count numbers with wrenches. "I think so. I put 16 in my head and stretched out seven fingers, starting from 16, one finger and one hand index. The result is 9. " Some use "do less and want to add" to calculate, "because 9+7 = 16, so16-7 = 9"; Through reasoning training, the method comes alive and the speed of oral calculation is accelerated.

Third, pay attention to the diversity of algorithms and realize students' independent optimization of algorithms.

Because students have different life backgrounds and thinking angles, the methods used must be diverse. When teaching abdication subtraction within 20 years, some students like to use "break ten MINUS", while others like to use "do MINUS and want to add". At this time, on the basis of understanding the algorithm, let the students choose what they like, and realize the "independent optimization" of the algorithm. Teachers must not be "one size fits all", otherwise it will be counterproductive. For example, there is a student in my class who always likes to use a wrench to do subtraction every time he abdicates. I want to get rid of this "problem" of him, so I use my lunch break to guide him to "break ten points" individually, and the result is getting worse and worse. Not only is the calculation slower, the error rate is higher, but it is not as fast as a wrench. Therefore, teachers should fully respect students' ideas, encourage students to think independently, advocate the diversification of calculation methods, and guide students to choose the most suitable method among many algorithms, so as to better promote students' development.

Fourth, perseverance can be effective.

The ultimate goal of oral arithmetic is to get students out of the algorithm and blurt it out, but this goal can not be achieved at once, and it needs repeated training to achieve proficiency. Specific exercises, should pay special attention to the following questions:

1, pay attention to form and stimulate interest

Bruner, an American psychologist, said: "The best stimulus of learning is to be interested in what you have learned." Psychology also shows that interest is a powerful internal motivation for students to actively study and explore knowledge with positive thinking. In order to improve students' interest in verbal arithmetic and entertain students, we should pay attention to the diversification of training forms: according to the characteristics of first-grade children, we should practice by using games and competitions, such as "driving a train", "finding friends", "picking apples" and "looking up passwords"; Use cards, small blackboards or playing cards to report numbers through visual calculation combined with listening and speaking; You can also print and calculate questions and compete in a limited time; Students can also write their own oral arithmetic questions, answer at the same table or compete in groups; Adhere to one page of oral practice every day, and the oral time can be arranged 5 minutes before the students are tired. Various forms of oral arithmetic training make the whole class actively participate and give every student a chance to practice, which greatly stimulates students' interest and receives good results.

2, a long stream of fine water, steadily improve.

After practicing for a stage, we should screen out the difficult or frequently wrong topics, such as 17-9, 15-8, 14-6, etc. Make cards, practice repeatedly, and steadily improve your verbal ability.

3, the right medicine, one by one.

In oral arithmetic training, teachers should use more encouraging evaluation according to children's age characteristics and personality differences. Especially those children who are slow in oral calculation or have difficulty in calculation, we should first find out whether their problems are unclear in arithmetic or slow in reaction, and then try to solve them. We also need to be patient with them, give them more care and encouragement, educate our classmates to respect them, see their little progress, praise them in time, give them a sense of accomplishment and build up confidence.

4, strive for parents, * * * cooperate.

It is not enough for teachers to work hard. We should strive for the cooperation of parents and make full use of their strength to improve students' oral expression ability. At the parent-teacher conference, I made it clear to parents that one of the key points of this semester is to let every student pass the oral arithmetic exam. Therefore, I hope parents can insist on squeezing out some time to practice oral arithmetic with their children every day. The strength of parents is a valuable resource for teachers. As long as we are good at developing it, we can use it.

5, cooperate with each other, * * * improve.

I shuttled between two classes, but I was only given 40 minutes a day, and there were some children of migrant workers in the class, so my parents couldn't help at all. There are also some local children whose acceptance ability is really poor. What if I forget what I said and make a mistake? In training, I keep discovering good prospects, so I let these children be small teachers, and sometimes I will use the remaining time after finishing my homework to help those who have difficulties. Sometimes they compete with each other while playing games ... and slowly narrow the gap.

In short, improving children's language ability will not happen overnight, and we need constant efforts. As long as you have confidence in your students, you will succeed.