Therefore, teachers must attach importance to the teaching of "number operation" in the teaching process to improve students' overall mathematics level. The "Curriculum Standard for Primary Mathematics" has greatly adjusted the calculation contents, deleted a lot of complicated calculation contents, and appropriately reduced the calculation requirements. As a necessary computing skill for students, it has a new connotation-advocating the diversification of algorithms and paying more attention to the process of students' skill formation. These adjustments provide a great space for reducing students' burden and cultivating students' various abilities. Effective teaching strategy is a platform for students to acquire good computing skills, and it is also an important goal of primary school mathematics curriculum. According to the characteristics of children's cognitive law and skill formation, the author thinks that the following strategies can be adopted to teach the operation of numbers.
Strategy 1: Review old knowledge to pave the way, and create scenarios to introduce new knowledge 1. The necessary bedding is that the basic knowledge of mathematics in learning new knowledge is connected with each other, and the new knowledge should be paved with old knowledge, and the old knowledge leads to new knowledge, which is easier for students to accept. For example, when teaching "two-digit minus two-digit" in grade three, first show the exercises: 55-30=, 24-5=. The contents of these two questions are two-digit MINUS integer ten and two-digit MINUS one digit, both of which are preparations for the new curriculum standard. This old knowledge is used in "two digits minus two digits". With old knowledge as the foundation, new knowledge is much easier.
2. Mathematics comes from rich life scenes. Rich life scenes are the conditions for understanding the operational significance. When playing games as a child, children will ask various questions: "You have three sweets, I have five sweets, and how many sweets do we have?" "I have a few more sweets than you?" And so on, through counting or one-to-one correspondence and other methods to gain an understanding of the meaning of addition and subtraction. A study by Carpenter, a famous American mathematics educator, in 1982 shows that students use learning tools such as building blocks to calculate addition and subtraction better than those without building blocks, and they are opposed to simple symbol training from the beginning. It can be seen that putting forward practical problems in situations is an important basis for students to understand and master the meaning of operation. Rich life situations can not only help students understand the meaning of operation, but also further expand their understanding of the meaning of operation. Strategy 2: Rationalization is the premise and algorithm is the key. The so-called "arithmetic" refers to why it is calculated like this; The so-called "algorithm" refers to how to calculate. Understanding is the key for students to master the calculation rules. Some teachers think that repeated "practice" can achieve the goal of mastering the calculation method correctly and skillfully.
In fact, this kind of teaching can not achieve the purpose of truly mastering knowledge, and the knowledge learned is easy to forget. Especially in senior grades, only paying attention to algorithms and not guiding students to understand arithmetic teaching methods will get twice the result with half the effort and fail to achieve ideal teaching results. 1. Knowing arithmetic is the basis of calculation. When students understand arithmetic, they will lay a good foundation for mastering calculation rules and make students become meaningful operations in every link of calculation rules. For example, when teaching the content of "three digits multiplied by two digits" in the fourth grade, the teacher gave an example: it took 12 hours for Uncle Li to go to Beijing by train from a city, and the train speed was 145 kilometers per hour. How many kilometers is it from this city to Beijing? Because students haven't learned the relationship between the three quantities (distance, time and speed) of the trip problem before teaching this content, they can't use the formula of distance = speed × time to help them understand. At this time, some teachers give up guiding students to understand arithmetic and directly enter algorithm teaching, which is harmful to students. If students don't know arithmetic, they will eat it alive. In this kind of teaching, although students can calculate "three times two digits by hand", they will not be used to solve problems. The correct way is to guide students to understand: every hour 145 km, then 12 hour is 12 145, then the formula is: 145× 12. This explanation actually means multiplication and should be easy for students to understand. 2. Mastering the algorithm is the key to computing teaching. Let every student master the calculation rules. On the basis of clarifying the algorithm, it is also necessary to clarify the algorithm in the teaching process.
Therefore, every sentence in the law is based on certain arithmetic, and every clear step in the law becomes the basis of correct operation. Ignoring any aspect will lead to mistakes in computing teaching. Strategy 3: Diversification of effective algorithms and consolidation of computing skills 1. Encourage students to diversify effective algorithms. The algorithm found by students' independent exploration is the creation of students and the learning achievement of students. This contains not only mathematical knowledge, but also valuable inquiry spirit and learning attitude. Respecting students' algorithms is a code of conduct that teachers must abide by when guiding students to optimize algorithms. For example, when teaching "two digits minus one digit" in grade one, the teacher displayed "23-7" and asked: What is it? Let's use a stick to help set it up and do math. The students reported three different postures: Teacher: These three postures are different, but what is the same thing? Health: Open a bundle of sticks.
Teacher: Why did you open a bundle of sticks? Health: There are not enough places. Teacher: There are not enough seats like this. You must open a bundle of sticks and then reduce it. In teaching, students put sticks in different ways, but they all have the same method. They all want to split a bundle into ten and then reduce it, so that students can experience the calculation method of insufficient digits, and then reduce it from ten to ten. In the concrete calculation, students choose their favorite algorithm and understand important arithmetic. 2. Carry out necessary intensive exercises (1). Pay attention to the design exercises you are trying to practice. Imitate examples, and then set situational questions (or imitate or appropriately promote) to design. This is the first step for students to acquire new knowledge. Students complete their exercises in a completely independent atmosphere, which is the first confirmation of their initial computing skills. Students are willing to try to succeed in practice and start a virtuous circle of mastering mathematics knowledge.
Teachers try to strengthen and explain students with difficulties through practice. (2) Practice design should start from the foundation. The key to forming targeted and hierarchical computing skills is not the number of repetitions, but the correct organization of exercises. Students make mistakes in calculation, which are often mistakes in some basic calculations. Usually, they should be willing to spend energy on basic computing, which is conducive to the improvement of students' comprehensive computing ability. In daily teaching, targeted and hierarchical exercises are carefully designed, and students' favorite games, competitions and operations are adopted to stimulate learning interest and develop thinking.
Computing teaching requires teachers to fully understand students' learning situations, pay attention to the "mathematical taste" in situation creation, and have high literacy and appropriate teaching control ability. Let students think in the process of experiencing happiness and fun, guide students to taste the inner charm of mathematics in thinking, and let students succeed in calculation, so as to further promote students to establish the consciousness of improving their computing ability and truly become a strong person in calculation. References: [1] Liu Dianzhi. Strategies of mathematics learning and teaching in primary schools [M]. Chongqing: Southwest Normal University Press, 200 1, 8. [2] Cao Peiying. Teaching of calculation [M]. Jiangxi Education Press, 2004. Author: Shi Qinghua, Qu Yanan, Baoshan City, Yunnan Province.
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