Research On The Teaching Strategy Of Oral Calculation In The Lower Grades Of Primary School

Mental arithmetic ability is a key skill for pupils in mathematics learning master,improve low grade pupils mental arithmetic ability, has the important practical significance for the long-term development of students, is one of the important objectives of mathematics teaching in primary school.The main content of this paper is on the basis of research results at home and abroad with the existing, with low grade students as the main objects of investigation and research, through the questionnaire survey method to collect data, comprehensive analysis of the status of primary school lower grade mental arithmetic teaching, in the analysis of the data shows that after summed up there low grade primary school teaching of mental problems, and in-depth analysis of the causes of these problems,and puts forward some feasible teaching strategies of mental arithmetic. The case analysis in the city of C Q School lower grade mental arithmetic teaching as a case study to obtain a more effective practical teaching experience of mental arithmetic.In this paper, the research methods, in the process of research and exploration,mainly adopts the literature research method, induction method, questionnaire survey method, case analysis method and observation interview method.Based on the analysis and analysis of the survey data, this paper summarizes the current situation of the teaching of the lower grades in primary schools, finds out the problems existing in the teaching of the lower grades of primary schools, and further analyzes the causes of the problems. The concrete results are as follows: Teaching experience in the performance: First, the teaching consciousness gradually increased,the concept of higher frequency of renewal; Second, the teaching process has become a system, the mouth of the skills constantly new; Third, the teacher's role is constantly changing, "Professor - change. The problems in the teaching of the lower grades of primary schools are as follows: the results of the long-term problems are prominent,the classroom teaching methods need to be improved urgently; the training methods are not rich, the students' ability to improve the communication capacity is slow; the habit of learning is difficult to develop. ; Oral arithmetic teaching evaluation method is too single, affecting the teaching effect to enhance. The reasons for these problems include: psychological reasons, non-intellectual reasons and teachers themselves.This paper also puts forward some feasible strategies such as: emphasis on arithmetic, mastering skills; scientific training, consolidating and improving; correct attitude, cultivating habits; paying attention to estimation, improving ability; timely evaluation and keeping interest. On the basis of this, the author also analyzes and discusses the actual situation of the city of C Q School as a specific case, analyzes in detail the problems and causes of Q school teaching, puts forward solutions, enrich and perfect relevant contents And provide some reference or inspiration for the mathematics teacher teaching in the junior grade.