Study On The Teaching Status And Improvement Strategy Of Decimals Calculation In Senior Primary School ——Taking S Primary School Of Lianyungang City As An Example

Mathematics Curriculum Standard for Compulsory Education(2011 Edition)(hereinafter ref erred to as "Curriculum Standard")requires that students should understand and master basic mathematical knowledge and skills;To understand and use mathematical ideas and methods,so as to obtain basic mathematical activity experience.Decimal calculation teaching is an in dispensable part of primary school mathematics teaching field,both in theory and practice ha s an important position.In practical teaching,although decimals,whole numbers and fractio ns are closely related,there are great differences.Although the decimal teaching is relatively simple compared with the fraction teaching,the problem of decimal teaching is highlighted b ecause of the deviation of teachers' teaching concepts and methods,so the implementation of decimal teaching is restricted.Based on piaget's cognitive development psychology and information processing theory and scientific education theory as the theoretical support of Dewey,"Sue textbooks",for example the decimal teaching content analysis,selection of lianyungang city S elementary school as an example,indepth decimal calculation teaching present situation investigation,through int erviews,questionnaire and observation method to understand the lianyungang city S element ary school decimal calculation teaching present situation,The obtained materials and data ar e analyzed scientifically to find out the causes of calculation errors.Finally,some constructiv e strategies are put forward to solve the problems.Finally reflect on the shortcomings of this paper and the future prospects.The conclusions of this study are as follows:1.The problems existing in the teaching of decimal calculation are single teaching mode and lack of situation creation;Teachers mainly teach algorithms,not enough inspiration of calcu lation thinking;Quantitative evaluation is dominant,qualitative evaluation is absent.After in depth analysis of the reasons,we get the following conclusions:teachers and students have a single problem solving strategy and lack of teaching practice;Students' learning habits are n ot good,learning motivation is not strong and number sense,lack of thinking;Schools are no t teaching enough.2.The solution to the above problems is that teachers should change their ideas and pay atten tion to the development of scientific thinking;Introducing multiple evaluation to enhance lea rning interest;Promote the construction of mathematics teachers' groups.