Practice and research on improving primary school students' computing ability

Practice and research on improving primary school students' computing ability

First, the background and significance of the study.

Number sum calculation is the most widely used mathematical knowledge in daily life, which has always been the basic content of primary school mathematics teaching, and cultivating primary school students' computing ability has always been one of the main goals of primary school mathematics teaching. However, for a long time, the so-called primary school calculation teaching often pays attention to the calculation results and ignores the calculation process through mechanical repetition and training of a large number of topics. Students don't like classes about computing teaching. For them, calculation is often an endless exercise. Even teachers don't like computing teaching. In the teaching of open classes, computing teaching is rarely seen.

Computer teaching has been greatly improved since the implementation of the new curriculum. However, in computing teaching, some teachers overemphasize the diversity of computing methods, and teachers do not play a good leading role. The classroom is full of "What do you think", "Are there any other different algorithms" and "Do whatever you like". You often talk to me in the 40-minute classroom teaching. Obviously, we find that although students' thinking is active and the scene is lively, students' discussion and communication occupy most of the time in the classroom, and there is a lack of necessary exercises in the classroom. Later, we found that students' computing ability has declined: many students don't know arithmetic, and as a result, the calculation error rate is high, and the calculation speed of many students is greatly reduced. For everyone, it is a lifelong benefit to form a certain computing ability in primary school, and the process of learning numbers and computing is a process of cultivating and developing students' logical thinking ability. Throughout the whole primary school mathematics teaching, calculation teaching occupies a considerable proportion, which can be understood by reading the catalogue of textbooks; Moreover, in teaching evaluation, the proportion of calculation is also obvious. Judging from the simple score of a math test paper, the calculation in a test paper with a score of 100 accounts for 40 points, excluding the calculation in comprehensive application. In this regard, we put forward the topic of "how to improve the calculation ability of primary school students". We want to overcome some disadvantages of calculation teaching through the practical research of this topic, so that our calculation teaching is full of vigor and vitality, which can obviously improve students' calculation ability and make students like to take calculation classes and do calculation problems.

Second, the theoretical basis of the research.

1, pedagogy tells us that teachers play a leading role in teaching activities and students are the main body of learning. Ye Shengtao, a famous educator in China, also clearly pointed out: "Teachers must stimulate students' initiative and guide them to explore as much as possible. "Teachers' teaching and students' learning are the same activity process, and the teaching effect depends on whether students are willing to learn. It is impossible for students to learn without initiative and only rely on teachers' hard irrigation. Therefore, "teaching" must combine teachers' careful explanation with students' active input in order to receive good teaching results.

2. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Primary school students are in the stage of thinking mainly in images. They are lively and easy to accept lively, infectious and interesting things. Therefore, only by truly stimulating students' interest in learning can any education achieve the greatest benefit and make interest the best teacher for students.

Third, the research status at home and abroad

According to the requirements of China's Mathematics Curriculum Standard, students' thinking ability, calculation ability, spatial imagination ability, practical problem solving ability and innovative consciousness are cultivated. Among them, it is extremely important to cultivate students' computing ability. In the process of deepening the new curriculum reform, as a front-line math teacher, students' computing ability is declining more and more, and many schools have also conducted some research in this regard, such as: situational teaching method to improve students' interest; The psychological level distribution of caring for students; Competitive incentives that make students confident and so on.

Throughout the world, most countries have higher requirements for the cultivation of students' computing ability. For example, although Britain does not approve of tedious written calculations, it attaches great importance to the cultivation of mental arithmetic and estimation ability; In the newly revised curriculum, Japan explicitly proposed to increase the teaching time of mathematics for "repeated training of calculation".

This topic will make full use of the existing experience and theory of computing teaching at home and abroad, on the basis of the existing investigation, research and analysis results at home and abroad, and fully combine the reality of students' computing ability in our school, and further explore and strive to build teaching methods and teaching strategies that are in line with the actual situation of our school.

Fourth, the main objectives of the study

1, overall goal:

Through the research of this topic, while effectively reducing students' burden, we should strive to improve students' computing ability, cultivate students' abilities of oral calculation, mental calculation, estimation and written calculation, realize the organic combination of algorithm diversification and optimization, and urge students to slowly like mathematics and become interested in calculation in a lively and relaxed learning atmosphere. So as to improve students' academic performance and lay a solid foundation for future study.

2, student goals

(1) Set correct learning goals and hard goals, study consciously, and develop good calculation habits.

② Students learn to allocate their own time, organically combine in and out of class, penetrate each other and promote each other. The overall computing power has been comprehensively improved.

③ Let students improve their computing ability in a relaxed and pleasant learning atmosphere.

3. Teachers' goals

Facing the confusion in the new curriculum reform, teachers should be good at discovering, diligent in learning and brave in innovation. Constantly improve their abilities in all aspects, and have the courage and ability to solve new problems.

(2) Try to find teaching methods and teaching models that can effectively reduce students' burden, effectively cultivate students' computing ability and innovation ability, and promote students' lively and active learning, and gradually form their own teaching style and school-running characteristics.

Five, the content of the subject research

Traditional calculation teaching often adopts such a mode: basic training (bedding practice)-example teaching (summarizing the law)-repeated practice (forming skills). In this "pure calculation" classroom, the teaching goal is always to remember the calculation rules and form calculation skills, so the classroom of calculation teaching has become synonymous with monotony, boredom and boredom. In order to deepen the teaching reform, practical and effective computing teaching should be implemented in classroom teaching. We divide the research content into four parts:

1, to promote students' good computing habits.

Some students have low computing ability, although there are some reasons, such as unclear concepts, not really understanding arithmetic, not mastering algorithms and so on. However, not developing good computing habits is also one of the important reasons. Some people have poor habits of reviewing questions, and often do it only after reading half; Some handwriting is not standardized, numbers and operation symbols are scribbled, and numbers and symbols are copied incorrectly; Some people don't have the habit of checking, just do it after calculating the problem. In view of these phenomena, we believe that to improve students' computing ability, we must first cultivate students' good computing habits and let them master some computing methods. We will study how to promote students' good computer habits in classroom teaching, student exercises and school activities.

2. How to use classroom teaching to improve computing ability?

Dominated by the traditional teaching concept, many teachers adhere to the principle of "practice makes perfect" and implement "sea tactics" in computing teaching, which makes more and more students hate and fear computing. Reading the new curriculum standard carefully, it is not difficult to find that the requirement of calculation mentions "paying attention to cultivating students' innovative consciousness and practical ability". This requires us to actively change our teaching concepts, focus our teaching objectives more on the thinking process of computing itself, and how to carry out the teaching and learning activities of computing class, so that students can actively and happily participate in computing, feel the charm of computing, taste the fun of computing and improve their computing ability. Therefore, we will study how to use teaching strategies and methods in the classroom of computing teaching to make students really like and understand computing.

3. Research on diversification and optimization of algorithms.

"Encouraging algorithm diversification" is an important concept in the new curriculum standard. The essence of algorithm diversification is to let students learn new knowledge from existing knowledge and experience, and encourage students to explore solutions to problems through independent thinking, which has attracted great attention and active practice from teachers. We will study how to grasp the essence of algorithm diversification in mathematics teaching, handle the relationship between algorithm diversification and algorithm optimization, and pursue the rationality and flexibility of the algorithm.

4. Strengthen the teaching research of oral arithmetic estimation.

The verbal calculation is also satisfactory. It is a calculation method that directly calculates numbers without using calculation tools, mainly relying on thinking and memory. The new curriculum standard points out that oral calculation is not only the basis of written calculation, estimation and simple calculation, but also an important part of calculation ability. It can be seen that to cultivate students' computing ability, we must first start with oral computing ability.

Mathematics curriculum standards clearly point out that students can estimate the results of operations and explain the rationality of the results in the process of developing their sense of numbers. Estimation is one of the effective ways to develop students' sense of number, and it is also an important link to ensure the correctness of calculation, which is very beneficial to improve students' computing ability. Through the estimation before calculation, approximate results can be estimated, creating conditions for the accuracy of calculation; The calculated estimate can judge whether there is any error in the calculation, find out the cause of the error and correct it in time. In students' daily oral and written calculations, the estimation before and after calculation has certain value.

Through research, we can improve the implementation quality of primary school mathematics textbooks, improve teachers' teaching ability, help teachers consciously and purposefully control and improve their teaching behavior, optimize classroom teaching, improve the efficiency and quality of mathematics teaching, change students' learning methods, and comprehensively improve students' learning literacy, thus initially forming a set of teaching strategies and teaching methods supported by certain modern educational theories.

VI. Research process and methods

(A) the research process

(1) Pre-exploration stage (20 1 month in 2003—201month in 2004)

Strengthen theoretical study, carry out investigation and research, conduct preliminary exploration, formulate implementation plans, and carry out project demonstration and project declaration. Mainly around the new curriculum concept and mathematical calculation theory teaching, organize learning and enrich the knowledge reserve of experimental teachers; Train teachers of subject research and master the methods and processes of subject research. Investigate the current situation of students' computing ability, analyze the reasons, study the countermeasures, formulate the project implementation plan, and make good preparations for research.

(2) Research stage (February 20 14—April 2065438+04).

Select appropriate research object samples, formulate specific and feasible phased research plans, carry out activities in an orderly manner, and conduct in-depth research. Teachers of the research group carry out teaching, test evaluation and competition activities according to the implementation plan, and explore effective strategies to improve students' computing ability. At the same time, carry out targeted teaching and research activities, explore classroom teaching models and collect process data. On this basis, I write a special paper around the experience of the research summary stage.

(3) Summary stage (April 20 14-July 2065438+04)

Research summary and achievement display stage. The class teacher summarizes the research of the subject and sublimates the practice and exploration theoretically. The person in charge of the research group makes a comprehensive summary of the research, sorts out the research data, writes a conclusion report, and displays and promotes the research results of the research project in a certain range.

research method

1, action research method. Adhere to the combination of theory and practice, experiment, reflection and improvement. Organize teachers to actively implement the research content established in this topic in education and teaching.

2. Investigation and research method. Through the combination of usual observation and questionnaire survey, we can understand the actual situation of students' attitude and thinking in the calculation class, understand the accuracy of students' calculation, analyze the reasons and study the strategies.

3. Experience summary method. Based on research topics and practice, experimental teachers actively sum up experience, promote teaching practice to empirical theory in time, and initially form an empirical system with certain practical value.