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当我们尚未踏入校园,仍兴趣盎然、天马行空地用泥沙堆砌心中美丽而神奇的城堡时,爸爸妈妈却在一旁看似无心却有心地问:1+1=?2+3=?……现在回想起来,这应该是与口算最早的“亲密接触”吧!小学数学教学中,计算教学所占的课时居于首位,这足以说明计算教学的重要性。培养学生的计算能力,是小学数学教学的一项重要任务,而口算贯穿于所有计算的始终,是有效提高学生计算能力的基础和前提。对于大多数学生而言,他们认为口算是很简单的题目,三下五除二,不费吹灰之力。情况真如学生所想的那么乐观吗?相信许多数学教师都会摇头叹息,感慨万分。通过我们的自测调查发现,学生在计算中反映出来的情况令人担忧,由于计算失误,很多学生的数学成绩较差,并且直接阻碍了进入高一级学校的学习。因此,怎样提高小学生的计算能力,已经成为当前小学数学教学的一个突出问题。
When we have not yet entered the campus, still very interested in, abstractly using the mud to build the beautiful and magical castle heart, the father and mother are on the side of seemingly inadvertently but deliberately asked: 1 + 1 =? 2 +3 = ... Now, in retrospect, this should be the earliest “intimate contact ” in elementary mathematics teaching, computing teaching occupies the first class hours, which is enough to illustrate the importance of computational teaching. Training students ’computing ability is an important task in primary school mathematics teaching. However, the calculation of words and sentences runs through all calculations and is the basis and premise for effectively improving students’ computing abilities. For the majority of students, they think that the word count is a very simple subject, three to five divided by two, effortlessly. The situation is as optimistic as the students think? Many math teachers believe that they will shake their heads and sigh with emotion. Through our self-monitoring survey, we found that students’ situations reflected in the calculations are worrisome. Many students fail in their maths due to miscalculation and directly impede their entry to higher-level schools. Therefore, how to improve the computational ability of pupils has become a prominent issue in current mathematics teaching in primary schools.