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培养学生的计算能力是小学数学教学的一项重要任务,计算教学直接关系学生对数学基础知识与基本技能的掌握,关系学生观察、记忆、思维等能力的发展,关系学生学习习惯、情感、意志等非智力因素的培养。然而在现行的计算教学中,相当多的农村小学教师未能确立正确的教学理念,未能把握计算教学的本质,忽视了计算教学的实效性。一、计算教学的误区1.形式化的情境教学。现在的计算课,都是将解决问题作为计算的组
To develop students ’computing ability is an important task in elementary mathematics teaching. Computational teaching has a direct bearing on students’ mastery of basic knowledge and basic skills in mathematics, development of students ’abilities of observation, memory and thinking, and their relationship with students’ learning habits, emotions and will And other non-intelligence training. However, in the current computing teaching, a considerable number of rural primary school teachers failed to establish the correct teaching philosophy, failed to grasp the nature of computational teaching, neglected the effectiveness of computational teaching. First, calculate the misunderstanding of teaching 1. Formal situational teaching. Current computational classes are groups that solve problems as calculations