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别让孩子计算一错再错(Dont let the child make calculation).doc
别让孩子计算一错再错(Dont let the child make calculation)
Dont let the child make calculation
The calculation plays an important role in mathematics teaching, is an important part of primary school mathematics content, is the foundation of mathematics learning, cultivate students ability of calculation is accurate, rapid and flexible is an important task in primary school mathematics teaching. The new curriculum standard gives the calculation new connotation, calculation should not only concern the computing ability, but also pay attention to the students the spirit of innovation, more attention to cooperation with consciousness, the emotional experience of students; at the same time remove some tedious calculation problems, which greatly reduces the computation difficulty, but the students are still plagued by all errors, we often meet many students calculating ability is not strong, some simple questions can not be calculated correctly, we tend to blame for the students careless. In fact, the cause of the error in the calculation of children in many aspects. Some students do not really understand the calculation, the results of calculation error rate is high, many students calculation speed is greatly reduced, which is obviously not the original intention of curriculum reform. So how can we improve the effectiveness of computational teaching in computational teaching?
Reason for error analysis
A psychological cause
We often say that children careless, in fact, carelessness is mostly caused by the childrens perception, attention, thinking, memory, emotion and other factors.
1, the perception is not correct
Because the calculation itself has no explicit plot and simple form, it is more easy to cause the students perception of rough, general and not specific enough, coupled with the students, reading, analyzing and calculation process and thus anxious, perceived image is fuzzy, resulting in the calculation of number, symbols in the wrong. Such as: the - as +, 3 in 8, 76 in 67,
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