First, do oral calculations five minutes before class to lay a solid foundation.
Oral arithmetic, also called mental arithmetic, is a calculation method that directly calculates the result without using calculation tools and relying on brain thinking and memory. Among the four kinds of calculations, people often use oral calculation and written calculation. Written calculation is inseparable from oral calculation, and the formation of written calculation skills is directly restricted by the correctness and proficiency of oral calculation. Therefore, to improve students' computing ability, we must lay a good foundation for oral calculation. Students need to observe the characteristics of numbers in oral calculation, and choose reasonable and simple methods to get the results according to the operation rules and rules they have learned. In order to calculate correctly and quickly, students must attach great importance to it, remember numbers effectively and calculate quickly. Therefore, oral arithmetic can promote students' thinking, contribute to the development of understanding, attention and memory, and cultivate primary school students' interest in learning mathematics.
Every day in math class, take 3-4 minutes to practice oral arithmetic, persevere and make unremitting efforts. Teachers know the number and types of exercises every day, from less to more, from easy to difficult, from slow to fast. Do it purposefully, planned and step by step. The basic content is very oral and it is the basis of other calculations. Let students reach the level of "blurting out without thinking". For those students who are not familiar with multiplication formula, we should also arrange for students with good grades to pair up with him and use their spare time to help him make up lessons so that he can catch up quickly.
Second, strengthen memory training.
In teaching, there are some data with high frequency, which need students to memorize. If students memorize these data and calculate fractions and decimals, many geometric figures can be calculated quickly and accurately.
1, commonly used special products. Such as: 25× 4 = 100, 125× 8 = 1000. 2. The corresponding values of common fractions and decimals. 3. The square number of 1-25; 4. Memorize the values from 2π to 10 π.
1) basic skills training.
In the calculation of four scores, we often encounter the phenomenon that the calculation rules are correct but the calculation results are wrong. Some of them are mistakes in basic skills such as reduction, generalization or reciprocity, some are mistakes in oral calculation within 100, and some are mistakes in simple calculation without using the nature of law. These are all caused by students' poor basic computing ability. For some poor students, it is necessary to review the vacancies. Facts have proved that the quartering method itself is not difficult, and the mistakes made by students are often basic problems, so strengthening the training of basic skills is an important basic skill to improve computing ability. When practicing these basic skills, we should strengthen the training of simple calculation. Simple calculation refers to the calculation of another rule, and these exercises are combined with the new curriculum teaching. Students can easily master the calculation method of a rule by practicing the calculation of a single rule. The content of this simple calculation problem should be comprehensive, and students should have the opportunity to practice various types of related problems and master them skillfully. For example, decimal addition and subtraction, it is necessary to practice not only the same or different digits of integers and decimals, but also the addition and subtraction of integers and decimals, so that students can master the basic laws of decimal addition and subtraction and increase the practice opportunities for those parts that are difficult or not well mastered. When learning decimal multiplication and division, there is also a topic to practice addition and subtraction to help students master the calculation method firmly. (2) Compare the confusing contents in practice.
In addition to the theory of liquidation, it is effective to impress students with comparative exercises. For example, after learning four grades, compare the problems that students are easy to confuse. For example, addition and subtraction of different denominators must be divided first, and multiplication and division do not need division; Add and subtract without subtracting points, multiply and divide without subtracting points, multiply and divide without subtracting points, and so on. Make up a comparative topic for students to practice. For example, seeking comparison and simplifying comparison may use the same topic.
Third, let students remember some common and basic operation skills.
There are various mixed operations of integers, but remembering some commonly used operands can greatly improve the operation speed of students. Such as: 15, 1 1, 99,999? Fast algorithm and method of the same head 10 (such as 36×34,17×13,8189,45× 45) and so on.
Fourth, the forms of practice are diversified.
If the ratio is two and a half to a quarter, let students get two answers (the ratio is 4, and the simplified ratio is 4: 1) to help them distinguish the differences. (3) Cross-training of old and new knowledge.
It is to properly practice some old knowledge related to the new lesson in the process of explaining the new lesson. On the issue of cultivating students' ability, teachers should have the idea of fighting a protracted war, and never let students lose the front line after learning. We have learned many lessons. When learning to calculate four fractions, we often encounter the problem of decimal calculation. The same is true of mixed calculation of academic performance. Students often bring the common points in addition and subtraction into fractional multiplication and division while learning fractional multiplication and division. The reason is that there is no necessary review and consolidation on a regular basis, which violates the cognitive law of students. So when preparing lessons, if you want to know what you have learned, you need to practice together. The more senior three students learn, the more old knowledge they need to review, so it is particularly necessary to practice the cross-processing of old and new knowledge.
(4) In the calculation training, pay attention to summing up the rules.
In calculation training, we should pay attention to helping students sum up some regular things, let students systematize what they have learned, let students systematize what they have learned, deepen their understanding of knowledge, help students skillfully use basic knowledge to calculate, and improve their calculation skills more quickly. For example, the mixed operation of fractional decimal addition and subtraction is generally simple, but it is often difficult for students to judge whether a fraction can be converted into a finite decimal. Therefore, when teaching the method of fractional decimal, we should prepare the conditions to solve this difficult problem, so that students can convert the simplest fractions with 2-20 as the denominator and 1 as the numerator into decimals one by one. In this way, on the one hand, it is a decimal method, and more importantly, it is necessary for students to sum up such a rule from the actual calculation results: "Where the denominator only
In teaching, we should be good at finding pupils' thinking obstacles and overcoming psychological factors that affect students' correct calculation. You can practice in many ways to encourage students to cultivate their will in the form of multiple solutions to one question. In addition, the oral arithmetic competition in the class is held once a month, so that all students can actively participate, and experts in oral arithmetic are selected to participate in a school oral arithmetic competition every academic year. Usually, after learning written arithmetic, put those serious and careful students' homework in the study garden to stimulate their interest in learning.
Sixth, build up confidence and constantly sum up.
It is normal for pupils to make mistakes in calculation, and making mistakes is the right to develop students. "There is no need to treat mistakes as a' scourge', as long as we carefully analyze the mistakes, try our best to understand the students' thinking process, find out the reasons for the mistakes with teachers and students,' divide and rule' and take targeted measures to correct them. "In fact, the mistake shows that students think independently, which is a good thing to some extent. Teachers should regard some mistakes made by students as valuable resources. Therefore, when I find and correct mistakes with students, I actively create a relaxed environment for students and enhance their learning confidence. My comments and discussions on students are always targeted and enlightening, so that students are always encouraged and motivated when facing mistakes. When students' attention is focused and their thoughts are absolutely relaxed, they are willing to nip mistakes in the bud.
In order to improve the calculation level of all students, I carefully prepare and record the students' preview, review each exercise in time, constantly encourage students, actively learn and learn from advanced teaching reform experiences and practices, gain insight into the latest teaching reform trends, and pay attention to teaching reform practice and research results. Taking positive guidance as the main goal, cultivating students' good computing habits as the carrier and "star rating" as the driving force, I strive to tap students' computing potential, cultivate students' computing confidence, experience the happiness of success with students, and study and summarize the "gains" and "losses" in the computing process with students, thus forming my own unique computing teaching mode.
In short, only when teachers firmly grasp the pulse of students' "computing ability" can children fly higher and go further in their future studies.