How to strengthen children's mathematical calculation ability

Students' computing ability is an important task in primary school mathematics teaching and an important foundation for students to learn mathematics in the future. Then, as a junior high school math teacher, how to cultivate the calculation ability of primary school students? I start from the following aspects: First, stimulate the interest in learning calculation. Interest is the best teacher. Interesting computing ability is a basic ability that everyone must have. Cultivating dramatic and vivid stories will make relatively simple and boring computational learning lively and interesting, and make students interested in learning, thus getting twice the result with half the effort. This game is exciting. For example, you can use the math game "Clap your hands" to demonstrate the division and combination of teaching numbers and 10. The teacher clapped his hands and asked, Liao Xiaohe, let me ask you, what is my four beats? The student clapped his hands and answered, Teacher Deng, I'll tell you your four beats. 6. This game can adjust the result of mutual beat at any time according to the change of learning content, and adjust the rhythm at any time according to the proficiency of students; The form can be changed at any time, such as collective answer, group answer, individual students answer alone, teachers let students answer, students let students answer and so on. This story is exciting. Use typical examples of Chinese and foreign mathematicians or short stories related to classroom content to stimulate interest. In teaching, the typical examples of mathematicians at home and abroad are listed in time. For example, in order to conquer Goldbach's conjecture, Chen Jingrun, a famous mathematician in China, kept calculating and counted several sacks on the draft paper. Through such vivid and typical examples, students' will can be stimulated and their interest in calculation can be aroused; Or use short stories that students like to hear to enliven the classroom atmosphere and attract students' attention. For example, the carry addition of two digits plus one digit often makes mistakes when doing problems on purpose. Let students point out their mistakes first, and then look at their own mistakes, which can not only attract students' attention, but also stimulate students' interest in learning mathematics, so that students can concentrate on calculation in class and improve their learning effect. Second, cultivate good computing habits. Good computing habits are the catalyst for success, which will benefit people for life. The quality of students' computing habits directly affects the formation and improvement of computing ability. Therefore, to improve students' computing ability, we must first cultivate students' good habits of examining questions, writing and checking. The habit of examining questions. Good habit of examining questions is the key factor to improve the calculation ability, and the accuracy of operation depends largely on the correctness of examining questions. Examining questions is the key first step in the calculation process. Examination of questions can overcome the influence of fixed thinking and eliminate the interference of thinking caused by strong information concentration. For example, when calculating 18-7+3, many students calculate it as 18-7+3= 18 because of the strong rounding information. Students do it as soon as they see the topic, without careful examination and thinking. As a result, such simple calculation questions are all wrong, and it is urgent to strengthen the cultivation of good habits of reviewing questions. Writing habits. Good writing habits can help students reduce unnecessary mistakes. Irregular writing is also a common cause of calculation errors. Students sometimes misread when calculating because of scrawl, such as: 6 and 0, 3 and 8; Some wipe and write, write and wipe, vague; Some irregular vertical writing, misplaced numbers, etc. , there may be a calculation error. Therefore, in teaching, students should be required to write neatly and in a standardized format, and urged to write numbers correctly and clearly. The habit of checking and calculating. Checking is not only an effective measure to ensure the correctness of calculation, but also a means to promote students' understanding of calculation process and skills. Through the examination, students can further understand the inverse operation relationship of addition and subtraction. Primary school students are often unable to consciously check because of their weak willpower. Therefore, in the teaching of calculation, we should pay attention to teaching students the methods of checking calculation, such as: asking students to do "four checks" in calculation: first, check whether the figures are copied correctly; Second, check whether the symbols are accurate; Third, check whether the operation sequence is correct; Check whether the result is correct and write it down. The cultivation of students' good habits is not a day's work, and it needs our persistent efforts. This is a good thing that is beneficial to students for life. We must do it well. Third, understand the algorithm and optimize the algorithm in the hands-on operation. Arithmetic is the premise and foundation of correct operation. If the examples in students' minds are clear, the calculation will be orderly. It is difficult to explore the algorithm of carry addition within 20. When learning carry addition within 20, students can start to put it on the table, experience the process of "going up to ten" and understand the method of "going up to ten". For example: At the beginning of the class, students list the corresponding formulas through situations and questions: 8+5. Some students immediately reported the answer: teacher, 8+5= 13. I said: you are so smart! How many children also know the result? Understand your child's thoughts to verify whether your results are correct; Children who don't understand can use school tools to help us calculate. Under my guidance, students use learning tools to represent 8 and 5 respectively, operate according to their own different ideas, and feel the arithmetic of addition and carry in the process of operation. When reporting, I try to let students describe and supplement, collect all kinds of information and show all kinds of algorithms. On this basis, I guide students to find the similarities of these algorithms, all of which are achieved by adding 10, so that students can understand this topic by "looking at large numbers, dividing decimals, adding ten first, then adding a few" and "optimizing" diversification in time for simplicity. Fourthly, pay attention to verbal arithmetic training in computing teaching. In order to make students have high computing ability in primary school, we must attach importance to oral arithmetic and strengthen oral arithmetic training. Because oral calculation is an important part of computing ability, it is also the basis of written calculation, abacus calculation and estimation, so it is widely used in daily life and study. Therefore, in mathematics teaching, I attach great importance to strengthening students' oral arithmetic training. Before each math class, I will use 3 to 5 minutes to train students in various forms. For example, in the (1) oral arithmetic contest, students can write the numbers directly behind the oral arithmetic exercises in the book, and organize proofreading and marking after the contest. And let the students who calculate correctly and quickly talk about their own tips. (2) Look at the numbers written directly on the dictation card. You can write the oral math problems or some key oral math formulas in the book on the card, and the students write the numbers in turn. Finally, they will show oral math problems and organize students to proofread and evaluate them. (3) Look at the oral calculation questions and answer them directly, so that students can do oral calculation first and then call the roll. (4) Listening and calculating. Teachers read aloud the oral calculation questions, let students write the derived oral calculation questions directly, show the oral calculation questions after listening to them, and organize students to proofread and evaluate the results after listening to them. (5) Find friends: Ask students to find numbers with dictation cards. This tense and orderly training form can not only pay attention to every student, but also arouse students' great interest, which greatly improves the quality of group students' oral arithmetic practice. Fifth, carefully design calculation exercises. Practice is an important way for students to consolidate knowledge and form skills. Attention should be paid to the following points when designing exercises: 1, highlighting methods and focusing on training. We can design some exercises that can reflect the formation of arithmetic foundation and algorithm for students to practice, such as the calculation process of 9+5=□, so that students can not only understand arithmetic, but also master the calculation method, which plays a multiplier role. 2. Use confusing contrast exercises. Put the confusing problems together, let students distinguish and compare them, and improve students' recognition ability and calculation accuracy. 3. Make mistakes frequently and practice repeatedly. Writing some typical mistakes in students' calculation by using the new algorithm on the blackboard, so that students can find out the mistakes and correct them themselves can clear the obstacles for students' algorithm. 4. Practice should teach students in accordance with their aptitude, and put forward practice objectives at different levels. For students with strong computing ability, the requirements can be improved; For students with slow thinking, the requirements are lower; For poor students, let them do the most basic exercises, give help and encouragement in practice, let them overcome their inferiority complex, build up their confidence and really mobilize their learning enthusiasm. Sixth, strengthen the collation and analysis of wrong questions. We should pay attention to the collection and arrangement of students' wrong questions and analyze the ideological roots of students' mistakes. When correcting homework at ordinary times, I prepare a notebook to record the mistakes in students' calculation and find out typical mistakes, so as to "suit the remedy to the case" in teaching, especially to find out the typical mistakes with unclear calculation and incorrect methods, organize students to analyze the root causes and find out the "reasons", and then design a certain number of exercises in a targeted manner and carry out "live therapy" purposefully. At the same time, students are also required to prepare a wrong question book and "sort out" the wrong questions, record the mistakes in their exercise books, exercise books and test papers in time, find out the reasons for the mistakes, and correct and sort them out in time. It is a long and arduous process to cultivate students' computing ability. Let all our math teachers join hands and make unremitting efforts to improve students' computing ability.