Research On The Current Situation Of Oral Arithmetic Teaching In The Second Learning Section Of Primary School

The ability to perform arithmetic is one of the ten core concepts and an important part of the core literacy of mathematics.Oral arithmetic is the basis for performing operations such as written arithmetic,estimation and simple arithmetic,and teaching oral arithmetic is a key part of improving students' oral and arithmetic skills.The teaching of oral arithmetic in the second year of primary school is in line with the requirements of the Compulsory Education Curriculum Standards(2011 Edition)and the core literacy requirements,and grasping the current situation of oral arithmetic teaching in the second year is the only way to help students develop their oral and arithmetic skills and core literacy.A review of the relevant literature reveals that little research has been conducted in this area,and it is therefore of great value to conduct research in this area.In this study,based on the analysis of the literature,a survey was conducted on front-line teachers in W District,C City,mainly through questionnaires and interviews,to analyse the current situation of teaching oral arithmetic in the second level,and to propose corresponding countermeasures for the problems that exist in it.The following problems are found in the teaching of oral arithmetic in Key Stage 2: at the level of teaching oral arithmetic: teachers' awareness is limited,implementation lacks continuity and the form is single;at the level of oral arithmetic evaluation: the evaluation subject lacks comprehensiveness,the evaluation content lacks emotional attitude and the evaluation method is single;at the level of oral arithmetic material development: the material development lacks systematization,ignores the standards and students;at the level of curriculum resource development and at the level of development and use of curriculum resources: incomplete understanding of curriculum resources,insufficient use and inadequate development.In response to the above problems,corresponding countermeasures are proposed: the cognition of oral arithmetic teaching is developed in terms of connotation and extension,the implementation is unified in terms of continuity and stage,and the form is diversified in terms of methods and approaches;the assessment mechanism is improved,the content of assessment is broadened and the form of assessment is enriched in terms of oral arithmetic assessment;the preparation of oral arithmetic materials is planned,the theory of writing materials is consolidated and the individual characteristics of students are respected;the development and use of curriculum resources is Through multiple channels of understanding and mastering curriculum resources,integrating textual resources and information technology resources,and attaching importance to environmental resources and generative resources.