小学低年级数学口算能力的培养策略 -小学教育专业

摘要

随着教育改革的深入推进，小学低年级数学教学中口算能力的培养日益受到关注，作为数学学习的基础技能，口算能力直接影响学生的数学思维发展与后续学习效果。本研究旨在探讨小学低年级学生数学口算能力的有效培养策略，通过分析当前教学中存在的问题，提出针对性解决方案。研究采用文献分析法、问卷调查法和实验研究法相结合的方式，选取某地区三所小学共计300名一年级和二年级学生为研究对象，对其口算能力现状进行系统评估，并设计为期一个学期的干预实验。结果表明，当前小学低年级学生在口算速度、准确性和灵活性方面存在显著差异，部分学生因缺乏有效的训练方法而表现出明显的薄弱环节。通过实施分层教学、游戏化练习以及家校合作等创新策略，实验组学生的口算能力显著提升，且其数学学习兴趣和自信心也得到增强。研究表明，将传统教学与现代教育技术相结合，注重个性化指导和趣味性活动设计，能够有效促进学生口算能力的发展。本研究的主要贡献在于提出了基于学生认知特点的多元化培养模式，强调了口算教学中情境创设与实践应用的重要性，为小学数学教育提供了理论支持与实践参考。

关键词：口算能力，小学低年级，培养策略，分层教学，游戏化练习

Abstract

With the deepening of educational reform, the cultivation of mental arithmetic skills in mathematics teaching for lower primary school grades has received increasing attention. As a foundational skill in mathematics learning, mental arithmetic directly influences the development of mathematical thinking and subsequent learning outcomes. This study aims to explore effective strategies for fostering mental arithmetic skills among lower primary school students by analyzing existing problems in current teaching practices and proposing targeted solutions. The research employs a combination of literature analysis, questionnaire surveys, and experimental studies, selecting 300 first- and second-grade students from three primary schools in a specific region as research subjects. Their current status of mental arithmetic skills was systematically evaluated, followed by the design of an intervention experiment conducted over one semester. The results indicate significant variations among students in terms of speed, accuracy, and flexibility in mental arithmetic, with some students exhibiting noticeable weaknesses due to the lack of effective training methods. Through the implementation of differentiated instruction, gamified practice, and home-school collaboration, the mental arithmetic abilities of students in the experimental group were significantly improved, along with enhanced interest and confidence in mathematics learning. The study demonstrates that integrating traditional teaching with modern educational technology, emphasizing personalized guidance and engaging activity design, can effectively promote the development of students' mental arithmetic skills. The main contribution of this research lies in proposing a diversified cultivation model based on students' cognitive characteristics, highlighting the importance of context creation and practical application in mental arithmetic teaching, thereby providing theoretical support and practical references for primary mathematics education.

Key Words：Mental Arithmetic Ability, Lower Grades Of Primary School, Cultivation Strategies, Layered Teaching, Gamified Practice

一、绪论 1

（一）小学低年级数学口算能力培养的研究背景 1

（二）小学低年级数学口算能力培养的研究意义 2

（三）国内外小学数学口算能力研究现状综述 2

（四）本文研究方法与技术路线 3

二、小学低年级数学口算能力的理论基础 4

（一）数学口算能力的概念界定 4

（二）口算能力发展的心理学依据 5

（三）口算能力培养的教育学原理 6

（四）口算能力与数学核心素养的关系 7

（五）理论框架对培养策略的指导作用 8