Research On The Present Situation Analysis And Teaching Strategy About The Rational Arithmetic Ability Of Students In Grade Seven

As the initial chapter of middle school mathematics textbooks,rational arithmetic plays a crucial role as a connecting link between the preceding and the following.It is the vital foundation for real arithmetic,complex arithmetic transformation of formula,solution of equation and so on.Mathematical arithmetic is also one of the core qualities of mathematics.However,students do not perform well in the process of rational arithmetic.Thus,by using the test analysis method,this paper studies the status quo of the rational mathematics competence of the seventh grade students which is based on the evaluation criteria of rational arithmetic ability,and puts forward some teaching counter measures.Firstly,on the basis of determining problems and ideas of the research,this paper reviews the related literature on rational arithmetic,arithmetic capability,and arithmetic capability test.Then,this paper designs a research tool—the rational number arithmetic capability test paper,and develops the evaluation criteria of rational arithmetic ability.Furthermore,in this paper,a total of 156 students from three classes of the 7th grade in X Rural Middle School,H City,L Province were tested.Combining qualitative and quantitative methods,the present situation of rational arithmetic ability is determined.(1)In rural middle school,students' rational arithmetic ability is general,and the average score is 25.60(out of 56).The scores are mainly concentrated in the middle and low sections,and the number of students in the high section is relatively small.(2)There are significant differences in students' rational number arithmetic capability between classes at different levels.Students with better grades have higher ability to use knowledge and methods to solve unconventional operations problemflexibly.Students in the middle class have lower ability to solve unconventional computing,while they are interested in it.Students with lower-scoring have the lowest ability to solve unconventional operations,and the process of routine operations is not standardized enough.(3)At different levels of knowledge,the specific performance of students' knowledge is different.At the first level of knowledge,students' calculation on rational numbers mostly stays at the stage of "calculation",but does not rise to the stage of understanding.At the secondary knowledge level,students' proficiency of the arithmetic law in rational arithmetic are relatively high,but the computational process is excessively reduced and there is a phenomenon of writing irregularity.At the third level of knowledge,the students' ability of flexible arithmetic is general,and most of them are failed to identify the type of failure and choose solution strategies.In addition,their interests in inquiry need to be enhanced.Based on the above conclusions,combined with the specific performance of the students under tested,this paper proposes teaching strategies from the following five aspects:creation of teaching circumstances,focus on evaluation feedback,making good use of heuristic teaching,making good use of classroom questioning and cultivating students' thinking originality.