A Practical Study On The Training Of Primary Sixth Grade Students' Computing Ability

Mathematical ability is a key ability that primary school students need to possess.It not only occupies the pivotal position of students 'mathematics learning,but also plays a fundamental role in students' learning in other disciplines.According to the teaching concept of "Compulsory Education Mathematics Curriculum Standards(2011 Edition)",computing ability is a comprehensive ability composed of "arithmetic skills" and "logical thinking".The teaching process should focus not only on the strengthening of students' arithmetic skills,but also on Training of students' thinking ability.According to the characteristics of children's cognitive development,the primary school stage is undoubtedly a critical period for the development of children's thinking.Therefore,teachers should constantly optimize teaching methods,organize and carry out targeted thinking training in classroom teaching,and promote the development of pupils' computing abilities.This study takes the test method and interview method as the main research methods,and takes 212 sixth grade students and 6 elementary mathematics teachers as the research objects.First of all,the status quo investigation and problem analysis of the pupils 'computing ability,on the premise of clarifying the status quo problems and their causes,use the thinking classroom teaching theory to build a bridge between classroom teaching and the development of pupils' computing ability;second,based on The basic principle of thinking classroom teaching theory constructs the implementation path of elementary school mathematics thinking classroom teaching,which is intended to solve the current problems of pupils' computing ability through effective thinking training,and optimize classroom teaching to cultivate pupils' computing ability;finally,design and Implement elementary school mathematics thinking-type classroom teaching,using the "same class heterogeneity" class of"Finding a number more(less)a few percent than another" as an analysis material,using"teacher evaluation,student surveys,teachers The evaluation mechanism of "teaching reflection" evaluates the teaching effects differently,with a view to providing some experience and help for front-line teachers' teaching research.The thinking classroom teaching theory led and practiced by Lin Chongde and Hu Weiping,based on the intelligence theory focusing on the thinking structure,focuses on the thinking activities in classroom teaching,and is intended to improve the quality of classroom teaching.Classroom teaching has a positive significance for cultivating pupils' computing abilities.There are four basic links in teaching design and implementation.First,create contradictions and intrigues,and intend to use the "cognitive conflict" classroom introduction;second,combine problem-driven,carry out the "independent construction" teaching process;third,Construct a two-way reflection and implement a "self-monitoring" teaching summary;fourth,carry out thinking training,select and use "application migration" consolidation exercises.The thinking-type classroom teaching theory created by Lin Chongde and Hu Weiping is based on the intellectual theory focusing on the structure of thinking.It focuses on the thinking activities in classroom teaching and aims to improve the quality of classroom teaching.The classroom teaching created under this theory has a positive meaning for cultivating elementary school students' computing ability.There are four links in the teaching design and implementation process.First,create contradictions and excitement,and propose to use "cognitive conflict" in classroom introduction.Second,combine problem-driven and carry out "autonomous construction" teaching process.Third,construct two-way reflection and implement "self-monitoring" teaching summary.Finally,Develop thinking training,select and use consolidation exercises of "application migration".In addition,in order for the follow-up teachers to carry out the teaching practice smoothly and show the best teaching effect,we should pay attention to the following teaching requirements: first,we must design the teaching according to the students 'academic conditions,and accurately grasp the students' "recent development areas";second,we must flexibly grasp the classroom The teaching progress should be appropriately set aside for teaching maneuvering time;finally,we should closely follow the teaching points and carry out variant training to break through the existing thinking and cognition.