How to practice oral arithmetic in senior one
First, strengthen intuitive operation to help students establish appearances. The thinking activity of first-year students is mainly in the form of figurative thinking, which is a thinking process from direct perception of physical objects to representation. Therefore, from the beginning of knowing the number within 10, I attach great importance to intuitive teaching: prepare the items and pictures that students usually like before class, let students count the items in the classroom and the number of people in each group, and help students strengthen their sense of numbers. Then, do one-point training, such as: 1- 10 division, so that students can practice before each class to help students establish their image. Make students master numbers within 10, and lay a solid foundation for the composition and decomposition of numbers within 10. Then, through the intuitive operation activities of dividing by one point and merging into one, the representation is established, the composition and decomposition of numbers within 10 are mastered, and the addition and subtraction within 10 are skillfully calculated, which lays a solid foundation for learning addition and subtraction within 20.
Second, increase practice and form skills. The improvement of oral arithmetic ability is not achieved overnight, which requires a certain number of oral arithmetic exercises and a process. Therefore, practice oral calculation for 2-3 minutes every day, so that students can constantly experience oral calculation skills in practice, so that the oral calculation process is gradually simplified, the reasoning process is gradually simplified, and some oral calculation skills are gradually formed, thus improving the accuracy and speed of calculation.
Third, pay attention to arithmetic teaching and speed up oral calculation. In the teaching of oral arithmetic, the main way for students to effectively master the basic methods of oral arithmetic is to teach students to understand arithmetic. Therefore, I attach great importance to the teaching of arithmetic. For example, when teaching abdication subtraction within 20 years, show 16-7. Don't rush to instill ready-made "subtraction by breaking ten" into students' eyes. Let the students explore the solution to the problem in their favorite way. Some students will put their learning tools aside to find out the answer, "I think so, first calculate 10-7 = 3, and then calculate 3+6 = 9. ; ""I think so. Let's calculate 16-6 = 10, and then 10- 1 = 9. " Some students count numbers with wrenches. "I think so. I put 16 in my head and stretched out seven fingers, starting from 16, one finger and one hand index. The result is 9. " Some use "do less and want to add" to calculate, "because 9+7 = 16, so16-7 = 9"; Through reasoning training, the method comes alive and the speed of oral calculation is accelerated.
Fourth, pay attention to the diversity of algorithms and realize students' independent optimization of algorithms. Because students have different life backgrounds and thinking angles, the methods used must be diverse. When teaching abdication subtraction within 20 years, some students like to use "break ten MINUS", while others like to use "do MINUS and want to add". At this time, on the basis of understanding the algorithm, let the students choose what they like, and realize the "independent optimization" of the algorithm. Teachers must not be "one size fits all", otherwise it will be counterproductive. For example, there is a student in my class who always likes to use a wrench to do subtraction every time he abdicates. I want to get rid of this "problem" of him, so I use my rest time to guide him to "break ten points and subtract ten points" individually, and the result is getting worse and worse. Not only is the calculation slower, the error rate is higher, but it is not as fast as a wrench. Therefore, teachers should fully respect students' ideas, encourage students to think independently, advocate the diversification of calculation methods, and guide students to choose the most suitable method among many algorithms, so as to better promote students' development.
Fifth, fine water often flows and steadily improves. First, grasp the foundation. On the basis of mastering addition and subtraction within 1- 10, practice carry addition and subtraction. After practicing for a stage, we should screen out the difficult or frequently wrong topics, such as 17-9, 15-8, 14-6, etc. Make cards, practice repeatedly, and steadily improve your verbal ability.
Six, the right medicine, one by one. In oral arithmetic training, teachers should make more use of encouraging evaluation according to children's age characteristics and personality differences. Especially those children who are slow in oral calculation or have difficulty in calculation, we should first find out whether their problems are unclear in arithmetic or slow in reaction, and then try to solve them. We also need to be patient with them, give them more care and encouragement, educate our classmates to respect them, see their little progress, praise them in time and make them.
Seven, strive for parents, * * * cooperation, a class is only 40 minutes, it is not enough to rely on the efforts of teachers, to strive for parents' cooperation, make full use of their strength to improve students' oral expression ability. At the beginning of school, I made it clear to my parents that one of the key points of this semester is to make every student pass in oral arithmetic. Therefore, I hope that parents can insist on squeezing out a certain amount of time every day to practice oral arithmetic and listening with their children. The strength of parents is a valuable resource for teachers. As long as we are good at developing it, we can use it.
Eight, cooperate with each other, * * * improve some children in our class are brought up by grandparents, and they have no ability and energy to tutor students; There are still some children with poor acceptance. What if I forget what I said and make a mistake? Teachers don't have that much time to catch them one by one. Therefore, good young people are constantly found in the training, so I let these children be small teachers, that is, each group chooses a team leader, so that they can help these students improve slowly in their spare time and gradually narrow the gap.
In short, improving children's language ability will not happen overnight, and we need constant efforts. As long as you have confidence in your students, you will succeed.