Research On The Problems And Countermeasures Of The Second Grade Students' Operation Ability In Primary School

Under the concept of core literacy in mathematics,mathematical operation ability is officially designated as one of the ten core words in mathematics by the new curriculum standards.As the second grade of elementary school is a special period when the knowledge of mathematical operations is becoming more and more complex,the cultivation of students' mathematical operation ability needs more attention.Based on the above background,this article has carried out research on the problems and countermeasures of the second-grade students' mathematical operation ability based on the status quo investigation.The full text is written according to the logical sequence of finding and solving problems.First,based on the connotation of core mathematics literacy,the requirements of the new curriculum standards and the needs of teaching practice,research questions are put forward;after combing the relevant literature,interpreting the training standards,content requirements and theoretical basis of the second grade computing ability in elementary school.Second,combine the survey results of tests,classroom observations and teacher interviews to find out the problems with the mathematical operation ability of the students in the second grade of elementary school.Finally,focusing on the existing problems,attribution analysis is carried out from the two levels of teachers and students,and on the basis of attribution analysis,countermeasures to improve the teaching of second grade primary school are proposed,which can provide the basis for educators to train the mathematical operation ability of second grade primary school students..The study found that the problems of the second-grade students' mathematical operation ability are mainly manifested as:(1)The students have a weak understanding of numbers and do not have a comprehensive grasp of the arithmetic skills.(2)The students often think confused when doing mathematical operations,and are concerned with the arithmetic process.In particular,the description of the process involving digital retreat is vague.(3)Students often review the questions one-sidedly when solving the computational application questions,and the thinking of answering the questions is relatively fixed and lacks flexibility.Analyzing the attribution of the above problems,the teacher-level reasons mainly come from:(1)Incomplete interpretation of mathematical operation ability.(2)Lack of creativity in practice design.(3)Limitations in student guidance.(4)Improper feedback on student evaluation.The student-level attribution mainly comes from:(1)The formation of early number sense is unstable.(2)Symbol consciousness is weak.(3)It is difficult to establish the connection between new knowledge and old knowledge.(4)It is difficult to maintain a stable state of attention.Combining the above attribution analysis,the research focuses on the characteristics of teacher-dominated,and proposes specific countermeasures in four aspects,namely,formulating teaching and research plans,opening up the knowledge space,promoting multiple guidance,and innovative evaluation feedback.Focusing on the characteristics of the student body,the study puts forward specific countermeasures in four aspects,namely strengthening the consolidation of number sense,introducing common induction,increasing knowledge connections,and setting up reflection tasks.