| Estimation is the “new member” in the new mathematics curriculum.In real life,when the conditions are not sufficient,accurate calculations are pale and weak.Estimation is the best choice.For example,when shopping in a supermarket,traveling,or when a family needs to calculate the amount of income and expenses,they will choose to use it.Estimate.Since 1970,countries with developed Western education have begun to focus on estimating teaching,and mathematics courses in China have also introduced estimates.The question worthy of our attention is: What is the current state of teaching?This study uses literature analysis,questionnaire survey,case analysis and text analysis to analyze the current situation of Q primary school in Q inhuangdao City,and find out the problems and propose countermeasures.Provide practical guidance for promoting mathematics estimation teaching in primary schools.This study uses literature analysis,questionnaire survey,text analysis and case analysis to investigate the current situation of Q primary school in Qinhuangdao City.The results show that the estimation of teaching problems:(1)teachers do not pay attention to estimation teaching,student estimation(2)The teaching goal is not clear,the student's problem solving ability is low;(3)Estimating the teaching “light process”,the student estimation method is single;(4)The teaching evaluation is unreasonable,the teaching effect is not ideal;(5)Teaching material The layout is uneven,and the score of the test paper is small.On this basis,the corresponding improvement strategies are proposed:(1)changing the teacher's concept and enhancing students' estimation consciousness;(2)clarifying the goal and improving students' problem-solving ability;(3)attaching importance to the teaching process and enriching students' estimation methods;(4)constructing Diversified evaluation system to improve the estimation of teaching results;(5)Improve the teaching materials and test papers. |
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