First of all, we should create a lively and harmonious classroom and cultivate students' interest in learning.
"What is the classroom? Classroom is an integral part of life, a platform for the growth of teachers and students, and a dynamic life platform. " The same is true in math class. On this platform of deductive life, a group of fresh lives talk, communicate, blend and share with each other and enjoy the happiness of life growth. A famous teacher once said: "A good lesson, like a symphony, always pays attention to the harmony of melody, rhythm, orchestration and sound. Teachers and students should be harmonious, people and literature should be harmonious, emotion and reason should be harmonious, thinking and enlightenment should be harmonious, knowing and doing should be harmonious … "As a math educator, shouldn't we go into children's colorful, magnificent and magical emotional life, experience and appreciate the math world in their hearts, and understand and feel their distinctive way of thinking? Dear teacher, when the child's answer is not within your standard answer, please ask softly, "What do you think?" ; When the child's behavior is beyond your expectation, please say quietly, "Why are you doing this?" . I believe that only in this math class can we hear the wonderful melodies of "100 1" and "One Thousand and One Nights" and see the colorful night sky composed of "7" and "The Big Dipper".
Second, find out the causes of students' calculation errors and prescribe the right medicine.
Accurate calculation is the premise of reasonable calculation. In fact, there are many reasons for students' high calculation error. After analyzing a large number of wrong questions, we know that the failure to master the calculation rules accounts for a small part, but most of them are caused by some bad psychological quality and bad calculation habits. We should start with the occurrence of problems in students' calculation, analyze the nature, classify the types of errors, pay attention to studying some bad psychology of students in calculation, cultivate good habits, and take some effective and targeted countermeasures to reduce the calculation problems of high-level students. Let them solve problems with broader ideas, more ingenious methods and simpler and faster calculations. Students' common calculation errors are as follows:
(A), emotional instability
Primary school students always hope to get the result quickly when calculating. Therefore, when the amount of data in the calculation problem is large or the calculation formula is complex, it will produce rejection psychology, which is manifested by lack of patience and confidence, inability to carefully examine the problem, and impatience to choose a reasonable algorithm, which will lead to errors.
(2) inattention leads to copying errors.
Because the calculation itself has no plot and simple form, it is easy for primary school students to be eager for success in the process of reading, examination and calculation, which leads to the wrong copying of numbers and symbols in the calculation questions, copying one line to the next, and so on. Of course, if you copy a small number or symbol in the calculation, no matter how correct your operation order is and how perfect your solution is, it will be a draw with a sieve.
(3) Misrecognition. Misrecognition is an error caused by misreading or admitting mistakes. This kind of error belongs to the perceptual error before calculation, which is common in the calculation process of primary school students. Mistakes that belong to misidentification are as follows:
1 is misspelled. A typo is a clerical error that occurs when the calculation is correct and the answer result is wrong. This kind of error belongs to the error copied after calculation and is also common. Typical mistakes are correct vertical pen calculation and wrong horizontal copying. There are also some students who often make correct calculations in the draft book, but make mistakes when copying them into the exercise book.
2. miscalculation An error refers to an error in the calculation process. This kind of mistake includes unclear calculation, unfamiliar rules and inaccurate oral calculation. Two kinds of mistakes in students' calculation are caused by psychological factors and mistaken for mathematical knowledge and skills. According to statistics, the error caused by psychological factors accounts for about 60% of the calculation error of primary school students, while the error related to knowledge and skills only accounts for about 40%. Teachers should correct students' homework in time, and carefully analyze the nature of mistakes in homework, and distinguish which are wrong questions, which are wrong writing and which are wrong calculation.
Third, make a solution:
The new curriculum standard of mathematics emphasizes: in the teaching of calculation, we should further cultivate the sense of number through practical problems and enhance students' understanding of the meaning of operation; We should encourage the diversification of algorithms, avoid complex operations and separate operations from applications. No matter what causes the calculation error, we should pay enough attention to it, find out the root and key of the error, analyze the causes of the error, and then prescribe the right medicine for the nature, cause and scope of the error.
(A), strengthen verbal training
Oral calculation is the basis of calculation and the beginning of calculation teaching, and oral calculation ability is an important part of calculation ability. The improvement of verbal ability is not achieved overnight, but through daily training. The key to improve students' oral calculation ability and form certain oral calculation skills lies in persisting in training, so that students can form skilled oral calculation skills and achieve correct, fast and flexible oral calculation purposes.
(B), strengthen the understanding of arithmetic
The incomprehension of concepts and the inexperience of rules directly lead to great problems in calculation. This is the basic work of mastering calculation. Only by laying a good foundation can computing power make a qualitative leap.
Strengthen the deep understanding of calculation rules and memorize them on the basis of deep understanding. When teaching rules, in order to make students remember them deeply, we can also make some rules into jingles and nursery rhymes, which will make them more memorable and convenient to use.
(C) cultivate students' good study habits
Develop good habits in the process of calculation, and ask students to do it in one go, from reviewing questions, calculating to writing, and don't look around in the middle, and strive to get one question right. On the problem of "copying mistakes" and the problem of copying mistakes in lower grades, we should usually develop the habit of reading and writing while doing problems. If you want to read it, of course, you should look at the numbers carefully, look at the numbers with your eyes and analyze them with your brain. You can't go wrong. If he can read it before writing, he can avoid copying the wrong figures to the greatest extent.
In view of the causes of pupils' miscalculation, the general views of modern children's educational psychology, personality psychology and psychology of creation are "personality is the source of creation", "students are the subject of teaching", "interest is the best teacher" and "interest is the mother of success". Teachers should make full use of students' non-intellectual factors, effectively carry out classroom teaching, constantly stimulate students' enthusiasm, initiative and creativity, constantly tap students' creative potential, promote students' emotional and perceptual development, and cultivate and improve students' mathematical calculation ability, mathematical literacy and various related abilities, so as to promote the coordinated and all-round development of students' intellectual factors and non-intellectual factors, and the coordinated and all-round development of IQ and EQ.