Mathematics curriculum in China has always used the arithmetic of numbers as the main content of primary mathematics. It attaches great importance to training students' computing power and has made many excellent achievements and valuable experience. But for a long time, some people do not understand the operation ability comprehensively. They are only equivalent to computing skills, that is, fast and fast. And because of examinations and other reasons, the demand for computing difficulty and speed is higher and higher. On the other hand, in today's so developed information technology, whether students need to calculate such a difficult topic and be so fast. Of course, basic computing skills are necessary, but “ basic ” what is the standard? Should students put their energy on other valuable content? What else has the “ the value ” the content? All these problems are worth thinking and exploring.

In a few years of education and teaching work, I deeply appreciate the importance of the teaching, it is an important part of primary school mathematics content, is the foundation of learning mathematics, especially to the third grade, to recognize the number and calculation of the large proportion of teaching hours, this is sufficient to explain the calculation in primary school mathematics the status of. Student's computing power will directly affect the learning of mathematics, affect the learning of related disciplines, and even affect the development of students' thinking. Therefore, we must pay attention to the cultivation of students' computing power.That can be divided into two parts and basic calculating simple calculation. As the basic calculating Bisuan basis, such as addition and subtraction within 20 multiplication table and the corresponding division, require students to do accurate skilled, blurted out. Simple and quick operation is the main content of application of law, nature and some special rules or methods of calculation, calculation.

In order to improve the students' ability in mental arithmetic, certain skills, the key is to persevere in training. The teachers of each class according to the specific circumstances of the teaching contents, basic training of mental arithmetic in 3~5 minutes, and timely teach some special calculation method. Through unremittingly to enable students to form mental arithmetic training, skilled mental skills, accurate, rapid and flexible development of the objective.

Three, understand the theory of computation, improve the computational ability of the algorithm is the master key: To make the students count, the first thing to do is to make clear how to calculate, that is, to strengthen the understanding of the law and the reasoning. The mathematics curriculum standard clearly points out: “ in teaching, we should further cultivate students' sense of numbers and enhance the understanding of arithmetic meaning by solving practical problems. ” therefore, in teaching, teachers should guide students to grasp the calculation method with clear theory, understand and master the calculation rules, operation nature, operation law and the derivation of calculation formula, and cultivate students' sense of simplicity. Such as:

When teaching &ldquo, fraction division &rdquo, first, it is clear that this is the basis of students' learning &ldquo and fractional multiplication &rdquo. The key is to transform fractional division into fractional multiplication according to the meaning of fractions. This transformation process is the turning point of students' understanding. Psychology points out: “ when we first perceive new knowledge, the information entering the brain can not be disturbed by proactive inhibition, and can leave a deep impression on the student's cerebral cortex. But if the first perception is inaccurate, the adverse consequences are difficult to clear in the short term. ” therefore, our understanding of algorithms and computations must be thorough and correct in the new lesson of teaching. On the basis of understanding and mastering the law of calculation, the students do some typical wrong examples to further consolidate the reason. This requires every teacher to familiarize himself with the requirements of new textbooks, and design teaching plans according to their age characteristics, cognitive laws and foundations, and choose the best teaching methods to achieve the best teaching results.

Four, strengthen the training of thinking is to improve the computing ability of the core

“ mathematics is the thought of gymnastics ” To let the students learn and promote the learning, it is necessary to “ to pay attention to the students' thinking process of acquiring knowledge. ” calculation teaching should also focus on cultivating students' thinking ability and attach importance to and strengthen the training of thinking.

1. provide ideas and teach the way of thinking.

In the past, the teaching was “ ” the students had no “ the opportunity to say ” A little attention is now paid to “ the training of ” but the lack of guidance. Therefore, it is necessary to provide ideas for learning and to teach the way of thinking. Such as:

In the calculation of “ 100÷ 5× 3”, students can review the hybrid operation order, then ask the students with examples and thinking, with “ — — ” outline the sequence of operation, let the students say: there are several operation methods of this problem, what is the first, then calculate what. The idea of guiding students along the diagram, in order, in a orderly manner and in answering questions. We can guide the students to say that there are two operations of division and multiplication, which are divided into 100 by 5 of the quotient, and then by the product of 3. This is an effective way to cultivate the students' rational thinking and promote the development of the thinking ability.

2. explore a reasonable and flexible algorithm to cultivate the flexibility of thinking.

On the basis of students' mastery of the basic algorithm, we guide students to explore reasonable and flexible algorithms, find shortcuts and create flexible computing skills as soon as possible by observing and thinking. Such as:

According to “ 0” and “ 1” feature in the calculation, based on the simple algorithm on mental arithmetic. Such as “ 240× 300” “ 110× 60”. And it's like “ what's the product of 102 and 78? ” can guide the students to explore: 78 = 102× × 78=7800156=7956 (1002). 這樣有助于培養(yǎng)學生思維的靈活性

Five, effective practice is an important means to improve the computing ability of

In order to make students master the calculation skills, form a good calculation ability, strengthen practice is necessary, but practice should pay attention to scientific, practical, practice design should pay attention to the following points:

1, highlight the key practice. A trial practice usually used after class. If the decimal multiplication rule, the key is how to determine the location of the decimal point of the product design, this practice:

According to “ 38× 12=456” calculation: 38× 1.2, 3.8× 1.2, 0.38× 1.2, 0.38× 0.12, etc.

2. Contrastive practice that is easy to confuse. The mixing error prone subject distinction, by contrastIt not only consolidates the basic knowledge that the students have learned, but also effectively trains the students' ability to observe and identify them. Such as:

What is the difference in the order of operation in each of the following questions and then the calculation.

120× 10÷ 5;       120×   (10÷ 5);             80+60-12;             80+60÷ 12

The 7525÷ 5;         7525× 2                  120÷ 555÷ 11;     120× 11
3, often error repeated practice. According to the students' mistakes in the calculation at any time, they can register, analyze and categorize and practice repeatedly, which can play a role of half the effort. Calculated as the following error:

3.9+1=4; 7.5+2.5× 3=30; 18-9.6+0.4=8; 4.8+0.2-4.8+0.2=0; 2 × 5÷ 2 × 5=1 and so on.

4, a variety of types of comprehensive practice. In order to enable students to grasp the calculation method firmly, we can integrate similar basic questions into a mixed problem, so that the algorithm and method can be consolidated in resolution. In the design of calculating question, may some resolution strong word problems, such as:        

(1) 72 minus the product of 4 multiplied by 6, and then divided by 3. What is the difference?

(2) the difference between 72 minus 4 multiplied by 6, and then divided by 3. What is the quotient?

(3) how much is the product of 72 minus 4, multiplied by 6 and 3 of the quotient?

Students in these seemingly identical and different exercises will naturally increase the &ldquo of exercises. Be vigilant against ” think critically in some key places, and then make a detailed solution after careful resolution.

5, enlighten thinking and create practice. Design a number of topics to inspire students to choose the best algorithm, how easy it is. Some calculation problems, according to the law of direct calculation, comparison difficult, if careful observation and thinking, once found the secret, it can be easier, but also can develop students' creativity. Such as:

998999+10001001+1002 =
?
6, stimulate interest and practice. In the design practice, the form should be diversified. In addition to the general calculation questions, we can also design the choice questions, the judgment questions and the matching questions. For example, in order to improve the interest of students' practice, we can design &ldquo in the teaching; add the brackets to the following calculation and then calculate the ” the exercises.

(1) 72+360÷ 9-5                                            72-4× 6÷ (2): 3The first is subtraction, then calculate the last division, plus;     the first is the subtraction, multiplication and division, the last
;
The first is subtraction, then calculate division;     the first subtraction and division, and multiplication;

Thirdly, we calculate the division method first, then calculate the subtraction, and finally calculate the addition method. Thirdly, we calculate the multiplication first, then calculate the subtraction, and finally calculate the division.

This exercise, students will fall over each other rush answer, change the past when students see math, not sad phenomenon is heave great sighs. With the interest of the calculation as the basis, the students' enthusiasm for practice has also improved, and the correct rate of practice has also been effectively guaranteed.

In a word, it is a long and complex process to cultivate and improve the students' computing power. In the teaching of computingWe should continue to think and explore continuously, not just calculate for calculation, but combine it with the life practice and emotional attitude advocated by the new curriculum standard, so as to avoid the monotonous and boring calculation. As a teacher, first of all to its calculation rules, law of nature has to be handy guide, to improve the effectiveness of. Secondly, we should sum up our experience in traditional teaching and curriculum reform, and constantly improve teaching methods, so that we can make harmonious development and improvement of computational teaching in three aspects of computation, algorithm and skills. We really admire the teaching of rational computing that is solid, effective and respecting the development of students' personality.