How to improve primary school students' mathematical ability

On March 23rd, 20 12, China Education News published an educational review in China entitled "Beware that the senior high school entrance examination will become another baton of exam-oriented education", which carefully analyzed the "junior high school" in our primary school, and gradually increased the smoke and competition. In many key junior high schools in urban areas, the entrance threshold for primary school graduates in non-teaching areas is "merit-based admission, merit-based admission". Under the pressure of entering a higher school, several primary schools also put up a big slogan on the electronic screen that "there are only a few days left before Xiaoshengchu graduation exam". This has to make us sigh, what is our education for? Is our evaluation system distorted? After careful analysis of the new curriculum standard (experimental draft) of 200 1 and the revised draft of 20 1 1, we have to reflect on the evaluation system and requirements that the curriculum standard has always emphasized. This paper aims at the actual evaluation requirements and standards under the current teaching situation, and the more scientific evaluation standards require teachers to fully understand the following processes.

First, pay attention to the application of mathematical problems. One of the key abilities to cultivate students is the ability to find and ask questions, which is the premise of applying mathematics and the basic ability to be cultivated in primary school mathematics. In primary school mathematics, we should gradually cultivate students' observation ability, questioning ability, analysis ability, hypothesis ability, design ability, experiment ability and summary ability. For example, in the study of How Long is the Pencil in the second volume of Senior Two, "knowing the length of decimeter 1mm and decimeter 1mm" is our knowledge goal, while "developing the concept of space and hands-on operation ability, and establishing the representation of decimeter and millimeter" is our skill goal. This part of the study is not to let students remember decimeters and millimeters, but to let students know the specific size relationship between them. Personally measure the length of some common objects in life, try to compare their size relations, such as the "length of pencil" mentioned in the title, and then compare the length of toothbrush and the thickness of coins in our life under the guidance of the teacher, creating various scenes and opportunities for them to have more experience and communication. These thinking processes will enable students to evaluate, measure, compare and draw. This kind of learning can stimulate students' interest in finding and solving problems, and can really and effectively promote students' learning ability and achievements.

Second, pay attention to the accumulation of mathematical methods. Judging from the requirements of primary education and the generation of teaching objectives, we don't necessarily require students to cultivate rigorous academic attitudes and habits in the learning process, but we should actively cultivate students to explore more scientific and rigorous mathematical research methods, not only the ability and skills to solve problems, but also the experience of emotion and thinking, which is a competitive process that we strive to explore in order to solve problems. For example, in the study of multiplying multiple digits by one digit, our key point is to ask students to solve practical problems through one-step calculation of multiplication and two-step calculation of multiplication, addition and subtraction. When we break through this link, our teacher can't just use simple examples to repeatedly calculate and practice exercises, but should pay attention to the process of students solving problems, actively guide students to feel this thinking process on the premise of independent thinking and exploration, and then try to summarize learning methods. Only in this way can students' thinking ability of observation, discovery, comparison, analysis and reasoning be cultivated step by step.

Third, pay attention to the cultivation of competitive consciousness. The achievement of technical and skill goals in primary school mathematics depends not only on students' test scores, but also on whether students have a strong sense of cooperation and competition in the whole process of solving mathematical problems. For example, when studying scores and total scores, it is difficult for students to understand factors, common factors, multiples, common multiples, prime numbers, composite numbers and other related concepts. At this time, many confusing concepts can be combined for students to exchange answers, and these concepts can be really clear in the cooperation and competition between students.

Example: (1) Even numbers are composite numbers and odd numbers are prime numbers. ( )

(2) Any natural number is either prime or composite. ( )

(3) A number with only two divisors must be a prime number. ( )

(4) The largest prime number within 20 times of the largest odd number in10, and the product is 17 1. ( )

(5) Multiples of 5 are all composite numbers. ( )

……

The purpose of raising such a topic is to cultivate students' sense of cooperation and instill competition in cooperation. In the process of discussing and solving these problems, students not only deepen their understanding and application of concepts, but also cultivate a sense of teamwork and competition. Once this awareness is fully practiced in students' study life, students' learning ability will be improved quickly.

Pay attention to the improvement of mathematical ability. Many teachers only see the shining scene of outstanding students in the teaching process, but it is difficult to find the progress and development of underachievers. To a great extent, this not only obliterates the learning interest of underachievers, but also undermines their self-esteem and self-confidence. This is a common problem of our teachers, and the negative impact of doing so is enormous, so we should fully affirm the progress of each student, so as to stimulate students' enthusiasm for learning. For example, in the process of learning and understanding within 20 years, we must recognize the differences of students' original foundation, and because preschool education attaches importance to or pays too much attention to the development of the left brain, students' original foundation for this part of knowledge is still relatively solid, but more or less students' mastery of this part of knowledge is really not ideal. So at this time, we should pay more attention to these students instead of ignoring them because they don't know. Find ways to help them find their self-confidence, build up their confidence, and cultivate their interest and enthusiasm for learning. When they make progress or catch up with others, we should give them full affirmation and even praise. Of course, we also need to give full praise and attention to students with good foundation. This can narrow the gap between students and cultivate their interest.

The ultimate goal of learning is to gradually cultivate students' ability to solve practical problems on the basis of cultivating their learning ability. The achievement of this ability requires teachers and students to abandon the shackles of the examination-oriented education system, pay full attention to the achievement of process and method, emotion and attitude, development and innovation, and earnestly implement the achievement of students' learning ability.