Calculation teaching is an important part of primary school mathematics, which runs through the whole process of mathematics teaching and is the basic knowledge and skills that primary school students need to master in learning mathematics. Cultivating and improving students' computing ability is one of the main tasks of primary school mathematics. However, how to cultivate and improve students' computing ability is a difficult problem faced by many teachers.

First, stimulate students' interest in computing:

Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy.". "Good" and "happy" mean willing to learn and enjoying learning. Calculations are really boring. To cultivate students' interest in computing, stimulate their enthusiasm for learning and stimulate their curiosity, we must try our best to attract students. Because the calculation problem is composed of numbers and calculation symbols, it is abstract and has no vivid plot. Therefore, we must design various, flexible, targeted, knowledgeable and interesting exercises. Taking advantage of students' "active" and "competitive" psychology, we can design some calculation problems of mathematical games, stimulate students' interest in learning, and urge every student to actively participate in them, so as to achieve twice the result with half the effort.

Such as: training by means of "rushing to answer questions", "finding friends", "winning the red flag", "delivering letters", "playing games" and "math relay race"; Look and listen with cards, small blackboards and multimedia; Time-limited oral calculation, self-compiled calculation problems, etc.

At the same time, we can adopt the plan of "not doing" to stimulate students' interest in learning and improve the accuracy of calculation (if there is no problem for three consecutive days, we can "not doing" for three days).

Secondly, talk about the principles and laws of liquidation:

Arithmetic and laws are the basis of calculation.

Correct calculation must be based on a thorough understanding of calculation. Students can clearly calculate and remember the rules in their minds. When they do four calculation problems, they can do them in an orderly way.

In teaching, teachers should use clear theories to guide students to understand arithmetic and guide them to say it. It is necessary to guide students to actively participate in the derivation process of rules, let them know why, know why, master calculation methods on the basis of understanding, and finally form calculation skills.

For example, learn the division of one digit divided by two digits (the number on each digit of the dividend can be divisible).

42÷2, many students will summarize this algorithm: first divide the divisor by one digit, the tenth digit writes the quotient, then divide the divisor by one digit, and the fourth digit writes the quotient.

When students come up with such an algorithm, they must understand why they can do it.

Teachers can ask students to put sticks to help them understand arithmetic. Bundle 10 bundles. First, divide the four sticks into two parts, each part has two sticks, that is, two tens, and then divide the two sticks into two parts, each part has 1 stick, that is, 1 root. Two tens and 1 add up to 2 1, so 42÷2=2 1.

Students sort out arithmetic, clarify methods, understand reasoning methods, fundamentally improve their computing ability and develop their thinking ability.

Explain the order of elementary arithmetic.

Operation sequence means that the operations at the same level are calculated from left to right in turn. In the formula without brackets, if there is addition, subtraction, multiplication and division, multiply and divide first, then add and subtract.

If there are parentheses, use the number of parentheses first, then the number of parentheses.

The operation order of decimal and fractional elementary arithmetic is exactly the same as that of integer elementary arithmetic, so it is very important to clarify this operation order.

The following errors will occur during the calculation, such as:

25+75-25+75 (should be equal to 150, and get 0 by mistake)

3.6-3.6×0.5 (should be equal to 1.8, and get 0 by mistake)

7.56÷0.4×2.5 (should be equal to 47.25, but got 7.56 by mistake)

They are not calculated according to the order of operation ... Problems like this should be strengthened in teaching, and comparative exercises can also be carried out to attract students' attention to the order of operation.

Third, strengthen oral arithmetic training.

It is the basis of learning written calculation, simple calculation and elementary arithmetic, and it is also an important link to cultivate students' computing ability.

Persisting in oral arithmetic training can not only improve the calculation speed and correct rate, but also effectively cultivate students' attention, memory and thinking ability.

With the different teaching requirements and teaching contents in different stages of primary schools, oral arithmetic training should be targeted. The middle and lower grades mainly practice the addition and subtraction of one or two digits, and the senior grades take the oral calculation of one digit multiplied by two digits as the basic training effect.

The difficulty of oral calculation should be from easy to difficult, and there should be a slope. In oral arithmetic training, first of all, it is required to be able to calculate and strive for accuracy, and then the method is required to be simple and convenient to speed up the calculation. Practice rounding calculation and common data operation during training.

Such as: 45+55, 20×5, 25×4,125× 8; /kloc-the square of each natural number from 0/to 20; The decimal values of the simplest fractions with denominators of 2, 4, 5, 8, 10, 20, 25, that is, the reciprocity between these fractions and decimals; 3. The product of14 and each single digit. The training of these types of questions can greatly improve the speed of students' oral calculation.

When doing oral arithmetic training, we should pay attention to flexible and diverse forms of practice, such as winning red flags, competitions, relay races, oral arithmetic games and so on.

Fourth, pay attention to simple operation.

The teaching of simple algorithm is an important part of primary school mathematics teaching.

It is an important way to improve students' calculation speed to let them master simple calculation methods. The basis of simple operation is some mathematical operation properties and laws.

In calculation teaching, students should be allowed to flexibly use the exchange law and association law of addition and multiplication, the distribution law of multiplication, the nature of subtraction, the nature of division, the nature of quotient invariance and so on. For example:

182+37+ 18+263=( 182+ 18)+(37+263)

29×75+29×25=29×(75+25)

15-7.8-2.2= 15-(7.8+2.2)、9÷ 12.5=(9×8)÷( 12.5×8)

……

There are many simple calculation methods in primary school mathematics. Some calculations can use the changing law of "sum, difference, product and quotient" to convert known numbers into integers such as ten, hundred and thousand, which is what we call "rounding method".

The purpose of rounding method is to achieve the purpose of simple operation by changing the operation order or changing the operation data. For example:

327+ 10 1=327+( 100+ 1)

9+99+999= 10+ 100+ 1000-32 1×9.9=2 1×( 10-0. 1)

9999×2222+3333×2222=3×3333×2222+3333×3334=3333×(6666+3334)

……

Students can greatly improve the calculation speed and correct rate through simple operations, and make complex calculations simple, so as to make it easy, simple, and slow.

Fifth, error-prone comparative exercises.

In the process of learning and strengthening old knowledge, students have mastered the calculation method and formed a mindset. The fixed mode of thinking has a positive side in operation, but it also has a negative impact.

In the process of calculation, students often unreasonably transplant the methods used in the past to the new calculation. For example, when students learn decimal multiplication, they often align the decimal points of two factors in the process of vertical columns.

After learning multiplication assignment, it often interferes with the calculation method of multiplication association law. When calculating 8×4× 125, they mistakenly calculated it as (8× 125)×(4× 125).

Through purposeful practice, students can correct their mistakes to improve their discrimination ability, and evaluate their homework in time to correct them. Such as: 38.4 1+5.7 and 38.41× 5.7; (25×40)÷(50×2) and 25× 40 ÷ 50× 2; 16.9-(8.5- 1.5) and16.9-(8.5+1.5); 25× (4+8) and 25×(4×8).

In the process of practice, help students analyze the causes of errors in detail, and make clear the connections and differences between them to avoid confusion, consolidate correct knowledge, improve students' computing ability and ensure the quality and speed of calculation.

Sixth, cultivate good study habits.

Students' common mistakes are as follows: (1) misreading the topic; When the columns are vertical, the numbers are not aligned, and so on. Do not make a draft when calculating; The calculation error of one-digit addition and subtraction leads to the whole problem error; I can't concentrate when I do my homework.

Judging from the phenomenon, students' calculation errors seem to be mostly caused by "carelessness", and the reasons for "carelessness" are nothing more than two aspects: one is that children's physical and mental development is not mature enough, and the other is that they have not developed good study habits.

Cultivating students' good study habits is the requirement of quality education and the premise of improving calculation accuracy.

1, form a good habit of reviewing questions

In teaching, strict requirements are put forward for students, who are required to be careful in calculation.

In addition, give students some methods. For example, the checking method of calculation: one pair of copying questions, two pairs of vertical, three pairs of calculation, four logarithms.

The way to examine the questions is to read more and think more. That is: first look at the whole formula, which is composed of several parts, and think about how to calculate it according to the general law; Let's see if there are any special circumstances and see if we can use a simple method to calculate.

If students follow these methods, they can make the calculation have a preliminary guarantee.

2. Develop good writing habits

There are obvious differences in the attitudes of students in the class. Some students even write irregularly, often writing "3" as "5" and "1" as "7".

By letting them practice their handwriting, make their handwriting "understandable" as much as possible, so as to copy fewer wrong questions and not copy wrong questions.

3. Develop good inspection habits.

Checking calculation is a kind of ability and a habit. I think checking calculation should be strictly required as an important part of the calculation process.

After calculating the problem, or check it by hand, at least once check it by mouth and estimate; You can also use some test methods flexibly, such as substitution method of equation test.

Summary:

The cultivation of students' computing ability is a meticulous long-term teaching work, and improving students' computing ability will not happen overnight. To make it regular, planned and step by step, teachers and students should work together to see results. Teachers should pay attention to making computing teaching interesting, combining arithmetic with algorithms, diversifying and optimizing algorithms, emphasizing the importance of checking calculation, doing a good demonstration of checking calculation, exploring new teaching methods while enriching students' knowledge, and effectively improving primary school students' computing ability.