Investigation And Research On Estimation Teaching In Primary School

The estimation is the people in the daily life,learning and various production activities in practice,a method of some unnecessary or difficult to accurate calculation of the number of rough estimate,is relative to the accurate calculation of the mathematical calculations in a very important application,more frequent and extensive operation mode.As a kind of calculation method of estimation,not only can be relatively simple and quick to complete a preliminary estimate of the number of things and roughly calculate,save the computing resources,improve the computational efficiency,make some hard to accurately express data can also be quantified accurate estimation;and as a kind of mathematical ability,reflected in the a flexible mathematical thinking for not sticking to formalities to improve students’ ability of analysis,judgment,cultivate the students’ thinking flexibility,originality and profundity have a positive role,these are difficult to reach accurate calculation.But for a long time,due to the traditional mathematical accuracy of understanding and pursuit of teaching ideas in the field of basic teaching,we lack of estimation of teaching value,the lack of investment,making the estimation of the status of teaching is unsatisfactory,estimating the capacity of students should be further improved,these are our current estimate of basic situation of primary school teaching faces.With the reform of basic education in China in recent years,the deepening,and the influence of foreign mathematics teaching concept development,China’s education sector to estimate understanding continues to deepen,estimates in the cultivation of students’ number sense,developing the students’ thinking and mobilize students’ learning initiative and other aspects of the importance of a newer,more comprehensive and deep understanding.Paying attention to and strengthening the training of primary school students’ estimation ability has also become the focus of attention in the primary school mathematics teaching and even the whole basic education reform.The purpose of this paper is to comprehensively and objectively understand the real situation of China’s current primary school teaching and students ability to estimate estimation,a careful analysis of the existing problems and their causes,and on this basis,so as to provide scientific basis for the improvement of our primary school mathematics teaching reform and teaching evaluation work.In this paper,based on the estimation of teaching theory research at home and abroad,through interviews,questionnaires and in-depth observation of classroom teaching,to summarize and analyze the current estimate of the primary school teachers and students in teaching and classroom teaching process in the problems,through investigation and study we draw the following conclusions:(1)teachers do not pay enough attention to the evaluation of teaching,and do not pay attention to the research of the estimation strategy and the teaching method at ordinary times.In the teaching process,the introduction of the estimation is not enough.(2)teachers lack the understanding of the estimation strategy,and the methods are relatively simple.At the same time,the teaching of estimation is obviously lack of experience,and the estimation teaching is lack of pertinence and systematicness.(3)to estimate the teachers’ understanding of teaching objectives,teaching thinking or curing in the exam oriented education,many teachers think that teaching is to teach students how to estimate the estimate,and not pay attention to the cultivation of students by estimating the ability to solve practical problems.(4)teachers lack scientific criteria for estimating.Most teachers think that as long as the estimated result is close to the correct value,that is correct,and there is a lack of criteria for proximity.(5)students lack the awareness of calculation and lack of estimation habits,and are accustomed to accurate calculation most of the time.(6)the students calculating ability is not strong,grasp the estimation strategy is very limited,most will only "four to five homes" and "to several methods commonly used simple tail method";but from the survey results,the students with the estimation of the ability to solve practical problems is not strong.(7)students have a certain sense of estimating and estimating ability,and can estimate according to requirements,but there is some difference between students’ estimation ability.In view of the existing situation and the ability to estimate the problems in the teaching evaluation of students,this paper on how to develop the estimate of teaching strategies,how to improve the students’ ability to estimate,cultivate and enhance the students estimate habit,estimation and put forward some ideas of consciousness.First,in the setting of teaching materials and curriculum,should further clarify the estimation of teaching requirements,establish a clear estimation standard for evaluation and evaluation system,improve the estimation of teaching content;strengthen teacher training,improve the teachers’ understanding,through strengthening the training to improve teachers’ teaching level evaluation;in the teaching practice,should provide estimates of practice for students to estimate students habits,and strengthen the cultivation of students’ strategy,combining with the actual situation of the estimation,estimation of enhanced awareness of students,so that students can estimate,good estimates,enhance students’ ability to solve practical problems by using estimation.