Force import
Publish: 2021-04-18 12:14:55
1. From a technical point of view, smart contracts are considered to be network servers, but these servers are not set up on the Internet using IP addresses, but on the blockchain (chain Nova). So that you can run specific contract programs on it. But unlike web servers, smart contracts can be seen by everyone, because the code and state of these smart contracts are on the blockchain (assuming that the blockchain is public). Moreover, unlike web servers, smart contracts do not rely on a specific hardware device. In fact, the code of smart contracts is executed by all devices involved in mining (this also means that the computing power to enter a single contract is limited, although the automatic adjustment of mining difficulty will adjust this effect). Smart contract is an assembly language programmed on blockchain. Usually people don't write stanza code by themselves, but they compile it from a higher-level language, such as solid, a special language similar to JavaScript. These bytecodes do provide guidance for the functionality of the blockchain, so the code can easily interact with it, such as transferring cryptography currency and recording events. The execution of the code is automatic: either it is successfully executed, or all state changes are revoked (including the information that has been sent or received from the current failed contract) This is very important because it avoids partial execution of the contract.
2. In mathematics teaching, the accuracy of students' calculation has always been the main problem affecting students' performance. Many students always think that calculation problems are much easier than analytical application problems, and they have a solid knowledge of some rules and laws, so calculation is easy. Therefore, they are overconfident or unable to concentrate in calculation, and the results are full of mistakes, I pay special attention to the calculation practice. Strengthen the calculation practice, improve the calculation ability, so as to improve the performance of 20% of the students. In junior high school mathematics teaching, the topics related to the calculation content account for more than 55% of a test paper, Effectively improving the accuracy of calculation is a very important aspect of junior high school mathematics teaching.
the significance and importance of calculation.
1. Calculation is the cornerstone of learning mathematics. Mastering calculation opens the door to the kingdom of mathematics. In teaching practice, there is such a phenomenon: although many students master the calculation method, they often make mistakes in calculation, The accuracy rate of calculation is very low. It not only directly affects the learning effect of word problems and application problems, but also seriously hinders the improvement of students' mathematics performance. Therefore, we must improve the accuracy rate of students' calculation. 2. Number and calculation will accompany one's whole life. A person needs to learn all the mathematics knowledge when he is an alt in middle school, Second, the reasons for the low accuracy rate of calculation.
1. When students analyze the causes of wrong questions, they often make mistakes, such as "reading wrong questions and ing wrong ones", "writing scribbled and ambiguous", "not making draft when calculating, adding or subtracting one digit leads to wrong whole questions", It seems that most of the reasons are as follows: & quot; Carelessness & quot; What is the cause of "carelessness"? There are only two aspects: one is that students' psychological quality is not mature enough, the other is that they have not formed good study habits. Therefore, cultivating students' good study habits is not only the requirement of quality ecation, but also the premise of improving the calculation accuracy.
2. At the same time, some students' calculation accuracy is not very high, It also reflects that the computing ability of these students needs to be improved (for example, they are not familiar with multiplication formula, carry addition and so on); It may lack a good habit of calculation, such as the habit of checking calculation. Many students ignore the role of "estimation" in calculation. This may have something to do with our usual teaching practice.
Third, measures to improve the accuracy of calculation, It is very necessary to correct the calculation errors and improve the accuracy of calculation to cultivate students' good learning attitude and calculation habits, and then improve the quality of teaching.
2. Do a good job of demonstration and teaching by words and deeds. The teacher is the example of students. In class, the board performance is in line with the norms, so as to achieve both oral and personal teaching, Teachers who require students to do it must do it first.
3. Encourage and persevere constantly. It takes a long time to form a good habit of calculation. To make the strict requirements persist, students must be encouraged to recognize the strict requirements of teachers and keep a lasting interest in implementing the calculation specifications, Students: 1, in accordance with the general order of calculation. Make clear the meaning of the problem, observe the characteristics of the problem, determine the order of calculation. 2, to develop a good habit of serious calculation. Clear data, draft in accordance with a certain order. 3, can not blindly pursue high speed. Rather slow than wrong, rather less than excessive.
4, specific methods:
1, strict calculation process, Standardizing the calculation of draft is the guarantee to improve the accuracy of calculation. Students are required to have standard calculation format, neat and correct writing, and neat homework and test papers. Draft is a necessary means for correct mathematical calculation, and many calculation errors are caused by Scribble and disorder of draft. In teaching, draft also requires students to write neatly and orderly, and try to do oral calculation as much as possible, Students are required to make a draft according to their usual requirements. The paper can be folded in half, and the draft should correspond to the questions. This is concive to students' self review in an orderly way, and there is no need to spend more time rewriting the draft. It saves time and effort to check directly. It is concive to cultivating students' rigorous, meticulous, honest and serious homework habits, overcoming the bad habit of scribbling and littering drafts, and helping teachers find and analyze the causes of errors, To help students to correct and control the future teaching.
2. To make students form a good habit of calculation, we must be strict, careful and persistent; If there are nonstandard calculation errors in the test, we should give detailed comments and teach methods in class; Students with repeated errors should be given a "small stove". Self check and mutual check should be carried out on the implementation of calculation specifications, so as to cultivate students' rigorous style of study from time to time and everywhere. At the beginning, students should correct drafts in detail as they do homework, and students should correct mistakes in drafts seriously. When students graally develop the habit, they should change detailed ones into simple ones, and simple ones into random ones, To sum up, the formation of good calculation habits of students, first, strict requirements, strict training. Second, to teach students some methods to make calculation correct and effective. Third, to actively ecate and encourage students to establish the confidence that they will be able to calculate correctly in psychology, and strive to calculate correctly in behavior, Will be able to promote students to improve the accuracy of calculation
the significance and importance of calculation.
1. Calculation is the cornerstone of learning mathematics. Mastering calculation opens the door to the kingdom of mathematics. In teaching practice, there is such a phenomenon: although many students master the calculation method, they often make mistakes in calculation, The accuracy rate of calculation is very low. It not only directly affects the learning effect of word problems and application problems, but also seriously hinders the improvement of students' mathematics performance. Therefore, we must improve the accuracy rate of students' calculation. 2. Number and calculation will accompany one's whole life. A person needs to learn all the mathematics knowledge when he is an alt in middle school, Second, the reasons for the low accuracy rate of calculation.
1. When students analyze the causes of wrong questions, they often make mistakes, such as "reading wrong questions and ing wrong ones", "writing scribbled and ambiguous", "not making draft when calculating, adding or subtracting one digit leads to wrong whole questions", It seems that most of the reasons are as follows: & quot; Carelessness & quot; What is the cause of "carelessness"? There are only two aspects: one is that students' psychological quality is not mature enough, the other is that they have not formed good study habits. Therefore, cultivating students' good study habits is not only the requirement of quality ecation, but also the premise of improving the calculation accuracy.
2. At the same time, some students' calculation accuracy is not very high, It also reflects that the computing ability of these students needs to be improved (for example, they are not familiar with multiplication formula, carry addition and so on); It may lack a good habit of calculation, such as the habit of checking calculation. Many students ignore the role of "estimation" in calculation. This may have something to do with our usual teaching practice.
Third, measures to improve the accuracy of calculation, It is very necessary to correct the calculation errors and improve the accuracy of calculation to cultivate students' good learning attitude and calculation habits, and then improve the quality of teaching.
2. Do a good job of demonstration and teaching by words and deeds. The teacher is the example of students. In class, the board performance is in line with the norms, so as to achieve both oral and personal teaching, Teachers who require students to do it must do it first.
3. Encourage and persevere constantly. It takes a long time to form a good habit of calculation. To make the strict requirements persist, students must be encouraged to recognize the strict requirements of teachers and keep a lasting interest in implementing the calculation specifications, Students: 1, in accordance with the general order of calculation. Make clear the meaning of the problem, observe the characteristics of the problem, determine the order of calculation. 2, to develop a good habit of serious calculation. Clear data, draft in accordance with a certain order. 3, can not blindly pursue high speed. Rather slow than wrong, rather less than excessive.
4, specific methods:
1, strict calculation process, Standardizing the calculation of draft is the guarantee to improve the accuracy of calculation. Students are required to have standard calculation format, neat and correct writing, and neat homework and test papers. Draft is a necessary means for correct mathematical calculation, and many calculation errors are caused by Scribble and disorder of draft. In teaching, draft also requires students to write neatly and orderly, and try to do oral calculation as much as possible, Students are required to make a draft according to their usual requirements. The paper can be folded in half, and the draft should correspond to the questions. This is concive to students' self review in an orderly way, and there is no need to spend more time rewriting the draft. It saves time and effort to check directly. It is concive to cultivating students' rigorous, meticulous, honest and serious homework habits, overcoming the bad habit of scribbling and littering drafts, and helping teachers find and analyze the causes of errors, To help students to correct and control the future teaching.
2. To make students form a good habit of calculation, we must be strict, careful and persistent; If there are nonstandard calculation errors in the test, we should give detailed comments and teach methods in class; Students with repeated errors should be given a "small stove". Self check and mutual check should be carried out on the implementation of calculation specifications, so as to cultivate students' rigorous style of study from time to time and everywhere. At the beginning, students should correct drafts in detail as they do homework, and students should correct mistakes in drafts seriously. When students graally develop the habit, they should change detailed ones into simple ones, and simple ones into random ones, To sum up, the formation of good calculation habits of students, first, strict requirements, strict training. Second, to teach students some methods to make calculation correct and effective. Third, to actively ecate and encourage students to establish the confidence that they will be able to calculate correctly in psychology, and strive to calculate correctly in behavior, Will be able to promote students to improve the accuracy of calculation
3.
Many students feel headache for mathematics, because the score of mathematics is not high every time, and many knowledge points are not very clear, so how can junior high school mathematics learn to effectively improve the score
how to learn junior high school mathematics can effectively improve scores
knowledge framework diagram
I believe that as long as the above points are achieved, there will be some changes in the score of this subject. Of course, in learning, planning is essential. No matter review or study, you need to make a professional plan to help yourself learn. In addition to the above points, the score of mathematics will make considerable progress, In learning, if you encounter problems that you can't solve, you need to ask for help from teachers or better students in time, so that you can solve the difficulties and won't have an impact on future learning. The above is how to learn junior high school mathematics. I believe that if you do well in these points, the overall score of each subject will rise
4. Hello, there is no bitcoin futures on domestic regular futures platform, so investment should be cautious.
5. As long as you insert the independent graphics card, the collective display will be automatically shielded, so you mining, is to use the independent graphics card
6. The strategies for the cultivation of mathematical calculation ability of primary school students are as follows:
1. Strengthen the cultivation of oral calculation
oral calculation is the basis of calculation. If we can grasp the skills of oral calculation, then the foundation of calculation will be successfully laid. Therefore, in daily teaching, teachers should often lead students to do oral arithmetic exercises. For example, before each class, teachers can do a few minutes' oral arithmetic test. Because just entered the classroom, students' attention is not in the classroom, in order to fully mobilize students' attention, enthusiasm, short-term mental arithmetic, can effectively pull their attention back, so that they can concentrate on the classroom
2. Master the basic knowledge
when students face some calculation problems, the most important thing is to consider the mathematical concepts, operation laws and calculation formulas. Therefore, whether we can understand these basic knowledge well determines the students' written calculation ability. For example, if students want to have the ability to calculate scores, they need to understand the nature of scores, such as the relationship between general scores, reced scores and false scores, and how to interact. Therefore, only on this basis can teachers teach students the relevant knowledge and let students really master the relevant knowledge, in order to rece the probability of making mistakes in actual combat
learning lies in inspiration and thinking. Only when students' thirst for knowledge is stimulated step by step in learning, can students actively explore and discover in learning. As a qualified teacher, we should be good at using the thinking materials in teaching materials as a tool to guide students, and stimulate students' intellectual factors and thinking ability in a way of thinking, Make full use of questions to serve intelligence training. In learning, teachers should know how to set questions between the old and the new, so that students can have doubts in learning, explore in doubts, and have fun in exploration. Compared with the lower grade students, the middle grade students have more abundant knowledge, so teachers should pay attention to ways and methods in ecation. We can start with the students' existing knowledge and further use the method of knowledge transfer to deepen teaching. For example, when learning the addition and subtraction method of different denominators, the teacher can ask the students to answer the meaning of the addition and subtraction method first, and then further let the students observe the characteristics of different denominators. After the students have sufficient understanding, they can import new knowledge, which is more concive to the students' understanding
3. Encourage students to form the habit of drafting
under the influence of the new teaching concept, teachers' ecational task is no longer just to let students master the relevant content, but to further guide students to learn, and turn the simple knowledge teaching into the indoctrination of learning methods. To some extent, there are some differences in students' understanding ability and cognitive level. Therefore, teachers must be closely combined with teaching objectives to achieve progressive ecation from simple to difficult, so that students can improve themselves step by step in learning, and finally experience the joy of success
in teaching, teachers find that once many students start to work out problems, they either use oral arithmetic or write a formula on the desk or in other places, even if they make a draft, and then get the calculation results. These are incorrect calculation methods. Some students learn to draft as soon as they come into contact with mathematical calculation problems, but as time goes on and mathematics learning deepens, some students feel that it is meaningless to draft, which not only wastes time, but also does superfluous things. No matter what the reason is, it is not a correct habit for students to not draft in mathematics learning. Teachers should correct it and encourage students to draft. It can not only effectively improve the accuracy of students, but also exercise students' rigorous consciousness of doing problems, and further develop good calculation ability and habits.
1. Strengthen the cultivation of oral calculation
oral calculation is the basis of calculation. If we can grasp the skills of oral calculation, then the foundation of calculation will be successfully laid. Therefore, in daily teaching, teachers should often lead students to do oral arithmetic exercises. For example, before each class, teachers can do a few minutes' oral arithmetic test. Because just entered the classroom, students' attention is not in the classroom, in order to fully mobilize students' attention, enthusiasm, short-term mental arithmetic, can effectively pull their attention back, so that they can concentrate on the classroom
2. Master the basic knowledge
when students face some calculation problems, the most important thing is to consider the mathematical concepts, operation laws and calculation formulas. Therefore, whether we can understand these basic knowledge well determines the students' written calculation ability. For example, if students want to have the ability to calculate scores, they need to understand the nature of scores, such as the relationship between general scores, reced scores and false scores, and how to interact. Therefore, only on this basis can teachers teach students the relevant knowledge and let students really master the relevant knowledge, in order to rece the probability of making mistakes in actual combat
learning lies in inspiration and thinking. Only when students' thirst for knowledge is stimulated step by step in learning, can students actively explore and discover in learning. As a qualified teacher, we should be good at using the thinking materials in teaching materials as a tool to guide students, and stimulate students' intellectual factors and thinking ability in a way of thinking, Make full use of questions to serve intelligence training. In learning, teachers should know how to set questions between the old and the new, so that students can have doubts in learning, explore in doubts, and have fun in exploration. Compared with the lower grade students, the middle grade students have more abundant knowledge, so teachers should pay attention to ways and methods in ecation. We can start with the students' existing knowledge and further use the method of knowledge transfer to deepen teaching. For example, when learning the addition and subtraction method of different denominators, the teacher can ask the students to answer the meaning of the addition and subtraction method first, and then further let the students observe the characteristics of different denominators. After the students have sufficient understanding, they can import new knowledge, which is more concive to the students' understanding
3. Encourage students to form the habit of drafting
under the influence of the new teaching concept, teachers' ecational task is no longer just to let students master the relevant content, but to further guide students to learn, and turn the simple knowledge teaching into the indoctrination of learning methods. To some extent, there are some differences in students' understanding ability and cognitive level. Therefore, teachers must be closely combined with teaching objectives to achieve progressive ecation from simple to difficult, so that students can improve themselves step by step in learning, and finally experience the joy of success
in teaching, teachers find that once many students start to work out problems, they either use oral arithmetic or write a formula on the desk or in other places, even if they make a draft, and then get the calculation results. These are incorrect calculation methods. Some students learn to draft as soon as they come into contact with mathematical calculation problems, but as time goes on and mathematics learning deepens, some students feel that it is meaningless to draft, which not only wastes time, but also does superfluous things. No matter what the reason is, it is not a correct habit for students to not draft in mathematics learning. Teachers should correct it and encourage students to draft. It can not only effectively improve the accuracy of students, but also exercise students' rigorous consciousness of doing problems, and further develop good calculation ability and habits.
7. Teaching a good lesson is actually the optimization of all teaching links, such as the optimization of introction, objectives, reading guidance, summary and homework.
1. Optimization of introction: there are many ways to introce a lesson, such as topic introction method
2. Optimization of teaching objectives: according to the characteristics of the text, according to the characteristics of the style, learning the method of analyzing the language, teaching the method, As a teacher, there should be a method goal in mind, the same problem, different grades are not the same. We should consider the seventh grade church, the eighth grade promotion, the ninth grade promotion.
3. The optimization of the learning guidance process: the guiding idea is artistic, the teaching material processing, the guiding method is scientific. Different texts are designed with different ideas
1. Optimization of introction: there are many ways to introce a lesson, such as topic introction method
2. Optimization of teaching objectives: according to the characteristics of the text, according to the characteristics of the style, learning the method of analyzing the language, teaching the method, As a teacher, there should be a method goal in mind, the same problem, different grades are not the same. We should consider the seventh grade church, the eighth grade promotion, the ninth grade promotion.
3. The optimization of the learning guidance process: the guiding idea is artistic, the teaching material processing, the guiding method is scientific. Different texts are designed with different ideas
8. Research on how to improve students' computing ability in primary school mathematics teaching, In many places, there is no chapter on practical problems in the old teaching materials, and the chapter on operation in sequence and summary. In the arrangement of textbook exercises, there are too few basic questions, many of which are application and extension questions. This will lead to the decline of students' basic computing skills. How can we take both into account, not only to ensure the formation of students' computing skills, but also to improve students' ability to solve problems? In the last semester, I have summed up: "conclusion 1 to grasp the meaning of addition, subtraction, multiplication and division and carry out calculation teaching can improve the accuracy of calculation and the ability to solve practical problems. Conclusion 2: strengthening the training of basic oral arithmetic can improve the accuracy and speed of students' calculation. "This semester has both oral arithmetic, estimation and written arithmetic. On the premise of adhering to the viewpoint of last semester, this paper summarizes the following viewpoints for the teaching content of calculation in this semester:
conclusion 1: it is essential to strengthen the training of basic oral arithmetic, so that students can speak clearly and calculate easily
when teaching multiplication and division, it is necessary to master new computing skills, such as 238, on the basis of strengthening the training of basic oral arithmetic ÷ 6 19 × 19. The calculation should be based on the original addition and subtraction within 20 and multiplication and division within the table. And also summed up the following experience, 1, the teacher finished, don't busy let all the students do alone, first named a few on the stage demonstration, other students judge, and then practice, the effect will be better. 2. Talk less and let students practice more. 3. It shows that the written multiplication and division is a kind of programmed labor, which should be done one by one
when teaching oral division, must the algorithm be described in written mathematical language? Students often know how to calculate? In my own words: 600 ÷ 3. Don't look at the two zeros of 600, count 6 first ÷ 3 so 600 ÷ 3=200 two hundred and forty ÷ 3 think 3 × = 24，24 ÷ 3=8，240 ÷ 3 = 80. According to the students' answers, they can already calculate, but they just can't use written terms; I spent a lot of time training students to say: six hundred divided by three equals two hundred, so 600 ÷ 3 = 200, 24 tens divided by 3 equals 8 tens, so 240 ÷ 3=80 From the effect point of view, the students speak very hard
how to deal with this situation? I thought about it for a long time and came up with a method of dismantling. When calculating, I did it according to the students, such as 600 ÷ 3. Don't look at the 0 of 600, count 6 first ÷ 3 so 600 ÷ 3=200 Again, if you don't look at the last 1 0, you will see the number as tens. If you don't look at the last 2 0, you will see the number as hundreds. You can't watch 0 less for no reason. Through this explanation, we can separate calculation from speaking, so that students can speak clearly and calculate easily
conclusion 2: calculation teaching should pay attention to the use of existing knowledge, promote the transfer of knowledge, and also pay attention to the relevant life experience to solve problems
simple decimal addition and subtraction method is based on the previous knowledge of integer and its addition and subtraction method. In the teaching, I first practiced two written calculations of three digit addition and subtraction, and asked: what should I pay attention to when calculating? Then let the students calculate the decimal, summarize the calculation method, and get the result that when the decimal is calculated, the decimal point is aligned, and the digits are aligned. Because of the contrast, transfer, learning effect is good
for example, in multiplication teaching, there are 35 rows with 29 students in each row, and 700 students come into the classroom. Are there enough seats? To solve practical problems, we begin to import, which shows the importance of estimation in life. Through the comparison of three calculation methods, we find the best method of estimation, which is easy to calculate and close to accuracy. Due to the introction of solving practical problems, students have a certain sense of achievement, master the calculation method will have a better motivation
in the teaching of written multiplication, it is also introced from real life situations, such as how many intersections are there in the go board? nineteen × 19. At the beginning, I asked which students knew how many intersection points there were in go, which aroused students' great interest. Then I calculated 19 × 19. Discuss the calculation method and theory, and get the calculation results. Because the calculation results are the answers students especially want to confirm, their mastery of the calculation process and method will be more profound
in multiplication teaching, paying attention to solving practical problems will enable students to have a deeper understanding of the meaning of multiplication and have a better grasp of the calculation process and methods
for example, in the teaching problem solving unit, a calculation problem is also highlighted. Is it necessary to list a comprehensive formula for the application problem of two-step solution“ Is it necessary for students to master the ability of combining comprehensive formula, The focus of problem solving in teaching should be on the analysis of practical problems, and determine what to seek first and then what to seek. As the textbook has the arrangement of merging into a comprehensive formula in example 1, I also spent some time in the teaching of example 1 to talk about how to merge two related step-by-step formulas into a comprehensive formula:
5 × 50 = 250 (person)
250 × 6 = 1500 (people)
the combination method is to use 5 in the first formula × 50 instead of 250 in the second formula. In the process of practice, I also pay attention to training students' ability in this aspect and realize the advantages of listing comprehensive formulas. However, with the increase of comprehensive formulas, some children do not know when to use brackets and when not to use them? What's first? What's the difference? It is necessary to review the operation order of comprehensive formula. However, through the investigation and understanding of the previous mathematics textbooks in this volume, there is no separate arrangement of this content. Due to the class hours, do I teach or not? Is it worth spending too much time teaching practical problems“ Do you have to master the ability to combine into a comprehensive formula? " Through the discussion, we also get the correct treatment, add a class hour to summarize and review the operation order of the comprehensive formula
conclusion 3: it is of great value to develop students' estimation ability and make them have a good sense of number
in the second paragraph of the national mathematics curriculum standard for compulsory ecation (experimental draft) (hereinafter referred to as the standard), it is pointed out that "estimation is widely used in daily life and mathematics learning. It is of great value to cultivate students' estimation consciousness, develop students' estimation ability, and let students have a good sense of number." In the new textbook, a large number of estimation teaching and open teaching concept make me feel confused and pressure. How to cultivate students' estimation consciousness and develop students' estimation ability is what I think and study in teaching. Now I will talk about my understanding and Practice on my own estimation teaching for several years
first, we should pay more attention to the cultivation of estimation awareness, so that students can graally form a good sense of number
"standard" points out in "teaching suggestion" in the first paragraph of "curriculum implementation suggestion" that "estimation is widely used in daily life. In the teaching of lower learning period, teachers should seize the opportunity to cultivate students' estimation consciousness and preliminary estimation skills." In fact, as a kind of ability and consciousness, teachers must infiltrate it in their daily teaching. In normal teaching, we should use the teaching situation, combined with life examples, use students' own life experience and intuition to estimate, strengthen the cognition of data, and graally make students have a good sense of number
before the concept of teaching number in lower grades, I will first ask the students to estimate the quantity of the objects they show and count them again, so that the students can graally establish the concept of number and enhance their estimation ability. After the teaching of "length unit", we can design some examples with estimation value for students to practice. Such as a skipping rope about (), playground about (), a pen 15 (), etc
students' good data sense and quantitative ability are not only reflected in the extraction and processing of data, but also in "being able to estimate the results of operation and explain the rationality of the results". For example, 125 ÷ 2 378 ÷ What do you think the estimate should be? Of course, many students regard 125 as 120 and 375 as 350 ÷ 5 = 70, which is in line with the estimation strategy of "rounding up quickly, and the difference between the accurate results is as small as possible", but many students still regard 125 as 124124 ÷ 2 = 62, regarding 378 as 375375 ÷ 5＝75 So I organized the children to have a debate, let them freely exchange their own estimation methods, compare their estimation results, and give their own reasonable explanations for the estimation results. The teacher's timely evaluation made the students' estimation ability greatly enhanced
Second, according to the needs of teaching situation, flexible and reasonable use of estimation strategy
"standard" emphasizes in the second paragraph: "in the process of solving specific problems, we can choose appropriate estimation methods and develop the habit of estimation." In the actual teaching, there is such a case: the teaching situation is 68 yuan for shirts, 34 yuan for shorts, and 100 yuan for mom. Are these two things enough? The vast majority of students still use the "rounding" method: 68 + 34 ≈ 100, the answer is enough, only a few students put forward different opinions, I asked these students to talk about their own ideas, a student said: I estimated and accurately calculated, found that it would cost 102 yuan to buy these two things, so I think it is not enough; Another student said: when you buy something, if you bring a little more money, you can't buy it if you don't, so I estimate 68 as 70, 34 as 40, which adds up to 110 yuan. In this way, 100 yuan is not enough. From this case, it can be seen that the estimation should be combined with the specific situation, not simply according to the pure "rounding" method, but should be combined with the actual life and adopt flexible estimation strategy
there is another case: a bucket of mineral water is about 58 cups, and Xiao Ming needs to drink at least 5 cups of water a day. How many days is this bucket enough for Xiao Ming? The answer is 11. According to the conventional estimation method, 58 is closer to 60, which should be 12, which is closer to the accurate number. But there is an additional condition in the following question (Xiao Ming should drink at least five glasses of water a day), that is, the minimum divisor is 5. According to the requirements of the actual life situation, we should use the method of ending in the division estimation, and the answer is 11
therefore, in classroom teaching, teachers should seize the opportunity to provide students with estimation situation, reasonably infiltrate estimation, and adopt flexible estimation methods. Let the students consciously use the estimation, improve the interest in estimation, form the estimation consciousness, and flexibly adjust their own estimation strategies
thirdly, give full play to the role of estimation and tap the teaching value of estimation
estimation, as the key content of the new curriculum reform, naturally has a very wide practical value and is widely used in daily life. For example, every family has to plan its own income and expenditure. It needs to estimate the turnover and profit of this shopping mall. In fact, the estimation also provides an important basis for judging whether the calculator is accurate, including whether the children's oral and written results are reasonable. In teaching, teachers should combine with the actual needs of life, infiltrate in the teaching, let students fully understand the role of estimation, and form the form of estimation first, then calculation, and then evaluation
conclusion 1: it is essential to strengthen the training of basic oral arithmetic, so that students can speak clearly and calculate easily
when teaching multiplication and division, it is necessary to master new computing skills, such as 238, on the basis of strengthening the training of basic oral arithmetic ÷ 6 19 × 19. The calculation should be based on the original addition and subtraction within 20 and multiplication and division within the table. And also summed up the following experience, 1, the teacher finished, don't busy let all the students do alone, first named a few on the stage demonstration, other students judge, and then practice, the effect will be better. 2. Talk less and let students practice more. 3. It shows that the written multiplication and division is a kind of programmed labor, which should be done one by one
when teaching oral division, must the algorithm be described in written mathematical language? Students often know how to calculate? In my own words: 600 ÷ 3. Don't look at the two zeros of 600, count 6 first ÷ 3 so 600 ÷ 3=200 two hundred and forty ÷ 3 think 3 × = 24，24 ÷ 3=8，240 ÷ 3 = 80. According to the students' answers, they can already calculate, but they just can't use written terms; I spent a lot of time training students to say: six hundred divided by three equals two hundred, so 600 ÷ 3 = 200, 24 tens divided by 3 equals 8 tens, so 240 ÷ 3=80 From the effect point of view, the students speak very hard
how to deal with this situation? I thought about it for a long time and came up with a method of dismantling. When calculating, I did it according to the students, such as 600 ÷ 3. Don't look at the 0 of 600, count 6 first ÷ 3 so 600 ÷ 3=200 Again, if you don't look at the last 1 0, you will see the number as tens. If you don't look at the last 2 0, you will see the number as hundreds. You can't watch 0 less for no reason. Through this explanation, we can separate calculation from speaking, so that students can speak clearly and calculate easily
conclusion 2: calculation teaching should pay attention to the use of existing knowledge, promote the transfer of knowledge, and also pay attention to the relevant life experience to solve problems
simple decimal addition and subtraction method is based on the previous knowledge of integer and its addition and subtraction method. In the teaching, I first practiced two written calculations of three digit addition and subtraction, and asked: what should I pay attention to when calculating? Then let the students calculate the decimal, summarize the calculation method, and get the result that when the decimal is calculated, the decimal point is aligned, and the digits are aligned. Because of the contrast, transfer, learning effect is good
for example, in multiplication teaching, there are 35 rows with 29 students in each row, and 700 students come into the classroom. Are there enough seats? To solve practical problems, we begin to import, which shows the importance of estimation in life. Through the comparison of three calculation methods, we find the best method of estimation, which is easy to calculate and close to accuracy. Due to the introction of solving practical problems, students have a certain sense of achievement, master the calculation method will have a better motivation
in the teaching of written multiplication, it is also introced from real life situations, such as how many intersections are there in the go board? nineteen × 19. At the beginning, I asked which students knew how many intersection points there were in go, which aroused students' great interest. Then I calculated 19 × 19. Discuss the calculation method and theory, and get the calculation results. Because the calculation results are the answers students especially want to confirm, their mastery of the calculation process and method will be more profound
in multiplication teaching, paying attention to solving practical problems will enable students to have a deeper understanding of the meaning of multiplication and have a better grasp of the calculation process and methods
for example, in the teaching problem solving unit, a calculation problem is also highlighted. Is it necessary to list a comprehensive formula for the application problem of two-step solution“ Is it necessary for students to master the ability of combining comprehensive formula, The focus of problem solving in teaching should be on the analysis of practical problems, and determine what to seek first and then what to seek. As the textbook has the arrangement of merging into a comprehensive formula in example 1, I also spent some time in the teaching of example 1 to talk about how to merge two related step-by-step formulas into a comprehensive formula:
5 × 50 = 250 (person)
250 × 6 = 1500 (people)
the combination method is to use 5 in the first formula × 50 instead of 250 in the second formula. In the process of practice, I also pay attention to training students' ability in this aspect and realize the advantages of listing comprehensive formulas. However, with the increase of comprehensive formulas, some children do not know when to use brackets and when not to use them? What's first? What's the difference? It is necessary to review the operation order of comprehensive formula. However, through the investigation and understanding of the previous mathematics textbooks in this volume, there is no separate arrangement of this content. Due to the class hours, do I teach or not? Is it worth spending too much time teaching practical problems“ Do you have to master the ability to combine into a comprehensive formula? " Through the discussion, we also get the correct treatment, add a class hour to summarize and review the operation order of the comprehensive formula
conclusion 3: it is of great value to develop students' estimation ability and make them have a good sense of number
in the second paragraph of the national mathematics curriculum standard for compulsory ecation (experimental draft) (hereinafter referred to as the standard), it is pointed out that "estimation is widely used in daily life and mathematics learning. It is of great value to cultivate students' estimation consciousness, develop students' estimation ability, and let students have a good sense of number." In the new textbook, a large number of estimation teaching and open teaching concept make me feel confused and pressure. How to cultivate students' estimation consciousness and develop students' estimation ability is what I think and study in teaching. Now I will talk about my understanding and Practice on my own estimation teaching for several years
first, we should pay more attention to the cultivation of estimation awareness, so that students can graally form a good sense of number
"standard" points out in "teaching suggestion" in the first paragraph of "curriculum implementation suggestion" that "estimation is widely used in daily life. In the teaching of lower learning period, teachers should seize the opportunity to cultivate students' estimation consciousness and preliminary estimation skills." In fact, as a kind of ability and consciousness, teachers must infiltrate it in their daily teaching. In normal teaching, we should use the teaching situation, combined with life examples, use students' own life experience and intuition to estimate, strengthen the cognition of data, and graally make students have a good sense of number
before the concept of teaching number in lower grades, I will first ask the students to estimate the quantity of the objects they show and count them again, so that the students can graally establish the concept of number and enhance their estimation ability. After the teaching of "length unit", we can design some examples with estimation value for students to practice. Such as a skipping rope about (), playground about (), a pen 15 (), etc
students' good data sense and quantitative ability are not only reflected in the extraction and processing of data, but also in "being able to estimate the results of operation and explain the rationality of the results". For example, 125 ÷ 2 378 ÷ What do you think the estimate should be? Of course, many students regard 125 as 120 and 375 as 350 ÷ 5 = 70, which is in line with the estimation strategy of "rounding up quickly, and the difference between the accurate results is as small as possible", but many students still regard 125 as 124124 ÷ 2 = 62, regarding 378 as 375375 ÷ 5＝75 So I organized the children to have a debate, let them freely exchange their own estimation methods, compare their estimation results, and give their own reasonable explanations for the estimation results. The teacher's timely evaluation made the students' estimation ability greatly enhanced
Second, according to the needs of teaching situation, flexible and reasonable use of estimation strategy
"standard" emphasizes in the second paragraph: "in the process of solving specific problems, we can choose appropriate estimation methods and develop the habit of estimation." In the actual teaching, there is such a case: the teaching situation is 68 yuan for shirts, 34 yuan for shorts, and 100 yuan for mom. Are these two things enough? The vast majority of students still use the "rounding" method: 68 + 34 ≈ 100, the answer is enough, only a few students put forward different opinions, I asked these students to talk about their own ideas, a student said: I estimated and accurately calculated, found that it would cost 102 yuan to buy these two things, so I think it is not enough; Another student said: when you buy something, if you bring a little more money, you can't buy it if you don't, so I estimate 68 as 70, 34 as 40, which adds up to 110 yuan. In this way, 100 yuan is not enough. From this case, it can be seen that the estimation should be combined with the specific situation, not simply according to the pure "rounding" method, but should be combined with the actual life and adopt flexible estimation strategy
there is another case: a bucket of mineral water is about 58 cups, and Xiao Ming needs to drink at least 5 cups of water a day. How many days is this bucket enough for Xiao Ming? The answer is 11. According to the conventional estimation method, 58 is closer to 60, which should be 12, which is closer to the accurate number. But there is an additional condition in the following question (Xiao Ming should drink at least five glasses of water a day), that is, the minimum divisor is 5. According to the requirements of the actual life situation, we should use the method of ending in the division estimation, and the answer is 11
therefore, in classroom teaching, teachers should seize the opportunity to provide students with estimation situation, reasonably infiltrate estimation, and adopt flexible estimation methods. Let the students consciously use the estimation, improve the interest in estimation, form the estimation consciousness, and flexibly adjust their own estimation strategies
thirdly, give full play to the role of estimation and tap the teaching value of estimation
estimation, as the key content of the new curriculum reform, naturally has a very wide practical value and is widely used in daily life. For example, every family has to plan its own income and expenditure. It needs to estimate the turnover and profit of this shopping mall. In fact, the estimation also provides an important basis for judging whether the calculator is accurate, including whether the children's oral and written results are reasonable. In teaching, teachers should combine with the actual needs of life, infiltrate in the teaching, let students fully understand the role of estimation, and form the form of estimation first, then calculation, and then evaluation
9.
10. Teaching measures to improve the enthusiasm of students with learning difficulties in learning mathematics
1. Respecting and common sense "students with learning difficulties" is the first condition to improve their interest in learning
students are like a huge treasure house, which contains huge energy. Teachers are like a key. If the key can open the treasure house, it is a good key. It is not easy for students with learning difficulties to succeed. When they succeed, teachers should give timely encouragement. With encouragement, students can build up self-confidence and self-esteem
2. It is one of the most effective ways to ecate the students with learning difficulties by indivial counseling, timely adopting successful ecation and stimulating learning motivation. Most of the students with learning difficulties have poor foundation, do not concentrate in class, and sometimes can not understand the class, so they often accumulate more problems. The teacher should spare time to give them indivial detailed guidance, encourage them to ask questions, help them understand thoroughly, and solve their doubts in time. Indivial counseling can also make students with learning difficulties feel the care and love of teachers, which will have unexpected effects on enhancing the confidence of students with learning difficulties
3. Pay attention to the art of teaching, arouse interest in learning
Confucius said well: "those who know are not as good as those who are good, and those who are good are not as happy as those who are happy." The "good" and "happy" here are willing to learn, like to learn, and interest in learning. Einstein, the world-famous great scientist and the founder of the theory of relativity, also said: "in school and life, the most important motivation for work is pleasure in work."
(1) skillfully create situations and introce new lessons. Mathematics knowledge is boring because of its abstraction, which is the biggest obstacle to students' learning. In order to avoid the students' drowsiness and lack of interest caused by the plain explanation, some interesting mathematical problems can be put forward in the teaching. In mathematics teaching, creating situations appropriately and timely can stimulate students' interest in learning, arouse their spiritual resonance, and change "I want to learn" into "I want to learn" driven by emotion. Teachers can create good situations in the form of telling stories, guessing riddles, games and brain twists
(2) adopt a variety of teaching methods. Although some "students with learning difficulties" are interested and willing to work hard, their math scores are always poor. The important reason is that they lack mathematics learning methods. They can't process and store information, and they can't reflect and adjust their own mathematical cognitive process and methods. Teachers should graally let them master the basic learning methods and learning skills of mathematics, cultivate their ability to flexibly apply various methods to learn mathematics, so as to make them graally interested in mathematics learning, drive them to actively adjust their thinking, constantly show themselves, optimize themselves, develop themselves and improve themselves
(3) actively use multimedia in teaching. For example, when it comes to the lesson of mosaic in the second volume of Grade 7, students find it difficult to learn drawing and understand it. The use of multimedia computer can solve the problem well. Whether each regular polygon can be densely laid is clear at a glance through the visual display of computer. Students can easily understand and master it, and the summary behind the teacher can make students understand it easily
(4) pay attention to the application of mathematics in real life, let students feel the fun of mathematics learning. Mathematical problems come from the reality of life, proction and scientific research. There are abundant teaching resources in life. Hua Luogeng, a famous mathematician, said: "people have long had the impression that mathematics is boring and mysterious. One of the causes is that it is divorced from reality." Therefore, in the middle school mathematics teaching, we should grasp the teaching content "from life, to life" concept, pay attention to from the students familiar with the life situation, use mathematical knowledge to solve all kinds of practical problems, make students feel useful, only in this way can students have a strong interest
4. Help students develop good learning habits
first of all, we should do a good job in the connection between primary school and junior high school, organize junior high school teachers to visit primary school and listen to classes, understand the behavior characteristics of primary school students, especially study the teaching materials and teaching methods of grade 5 and grade 6, find out the differences and connections between primary and secondary school teaching materials, teaching methods and learning methods, and seek the most practical teaching methods, Do a good job in the transition teaching of junior high school freshmen, and strive to make them adapt to junior high school textbooks and teaching methods as soon as possible.
1. Respecting and common sense "students with learning difficulties" is the first condition to improve their interest in learning
students are like a huge treasure house, which contains huge energy. Teachers are like a key. If the key can open the treasure house, it is a good key. It is not easy for students with learning difficulties to succeed. When they succeed, teachers should give timely encouragement. With encouragement, students can build up self-confidence and self-esteem
2. It is one of the most effective ways to ecate the students with learning difficulties by indivial counseling, timely adopting successful ecation and stimulating learning motivation. Most of the students with learning difficulties have poor foundation, do not concentrate in class, and sometimes can not understand the class, so they often accumulate more problems. The teacher should spare time to give them indivial detailed guidance, encourage them to ask questions, help them understand thoroughly, and solve their doubts in time. Indivial counseling can also make students with learning difficulties feel the care and love of teachers, which will have unexpected effects on enhancing the confidence of students with learning difficulties
3. Pay attention to the art of teaching, arouse interest in learning
Confucius said well: "those who know are not as good as those who are good, and those who are good are not as happy as those who are happy." The "good" and "happy" here are willing to learn, like to learn, and interest in learning. Einstein, the world-famous great scientist and the founder of the theory of relativity, also said: "in school and life, the most important motivation for work is pleasure in work."
(1) skillfully create situations and introce new lessons. Mathematics knowledge is boring because of its abstraction, which is the biggest obstacle to students' learning. In order to avoid the students' drowsiness and lack of interest caused by the plain explanation, some interesting mathematical problems can be put forward in the teaching. In mathematics teaching, creating situations appropriately and timely can stimulate students' interest in learning, arouse their spiritual resonance, and change "I want to learn" into "I want to learn" driven by emotion. Teachers can create good situations in the form of telling stories, guessing riddles, games and brain twists
(2) adopt a variety of teaching methods. Although some "students with learning difficulties" are interested and willing to work hard, their math scores are always poor. The important reason is that they lack mathematics learning methods. They can't process and store information, and they can't reflect and adjust their own mathematical cognitive process and methods. Teachers should graally let them master the basic learning methods and learning skills of mathematics, cultivate their ability to flexibly apply various methods to learn mathematics, so as to make them graally interested in mathematics learning, drive them to actively adjust their thinking, constantly show themselves, optimize themselves, develop themselves and improve themselves
(3) actively use multimedia in teaching. For example, when it comes to the lesson of mosaic in the second volume of Grade 7, students find it difficult to learn drawing and understand it. The use of multimedia computer can solve the problem well. Whether each regular polygon can be densely laid is clear at a glance through the visual display of computer. Students can easily understand and master it, and the summary behind the teacher can make students understand it easily
(4) pay attention to the application of mathematics in real life, let students feel the fun of mathematics learning. Mathematical problems come from the reality of life, proction and scientific research. There are abundant teaching resources in life. Hua Luogeng, a famous mathematician, said: "people have long had the impression that mathematics is boring and mysterious. One of the causes is that it is divorced from reality." Therefore, in the middle school mathematics teaching, we should grasp the teaching content "from life, to life" concept, pay attention to from the students familiar with the life situation, use mathematical knowledge to solve all kinds of practical problems, make students feel useful, only in this way can students have a strong interest
4. Help students develop good learning habits
first of all, we should do a good job in the connection between primary school and junior high school, organize junior high school teachers to visit primary school and listen to classes, understand the behavior characteristics of primary school students, especially study the teaching materials and teaching methods of grade 5 and grade 6, find out the differences and connections between primary and secondary school teaching materials, teaching methods and learning methods, and seek the most practical teaching methods, Do a good job in the transition teaching of junior high school freshmen, and strive to make them adapt to junior high school textbooks and teaching methods as soon as possible.
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