1. Activity topic:How to understand

1. Activity topic:How to understand the meaning of estimation and how to implement it in teaching?2. Explanation of primary school mathematics topic: Themathematics curriculum standard clearly states that "strengthening oral calculation and attaching importance to estimation", and clearly implements the requirements of estimation Point, in the first and second semesters alone, there are 6 goals related to estimation. The importance of estimation can be seen in the compilation of textbooks. In the past, the estimation content in mathematics textbooks was small, scattered, and optional, but in the new textbooks, it was arranged as an important content. Estimation teaching runs through each grade vertically, and horizontally is contained in the specific teaching of number and algebra, space and graphics, statistics and probability, practice and comprehensive application.3. The basis for determining elementary school mathematics topics:estimation is an important mathematical thinking method and mathematical ability. Students have mastered the scientific estimation method, and can use it flexibly, which will play a positive role in improving students' analysis and judgment ability, and cultivating the profoundness, flexibility and originality of students' thinking. However, the current situation of estimating teaching is not satisfactory. It has a long history of not paying attention to, caring about, and not knowing how to teach estimating. The "Mathematics Curriculum Standards" clearly pointed out: "Estimation has a very wide range of applications in daily life and mathematics learning. It cultivates students' awareness of estimation, develops students' estimation ability, and allows students to have a good sense of number, which has important value." It has become a hot spot in elementary school mathematics teaching.4. Preliminary experience and methods for solving related problems in primary school mathematics topics:Combining ordinary teaching practice, through investigation and observation, and communicating with colleagues, I found that the current status of estimation teaching in primary schools is very unsatisfactory, and estimation teaching is rarely used in mathematics teaching. "Appearing on stage", estimation seems to have become a forgotten corner. Even if a teacher realizes the importance of estimation, the teaching implementation is still "thunder and rain". This phenomenon is more obvious in rural elementary schools.1. Teachers do not pay enough attention and guidance. Many teachers believe that it is enough for students to make calculations in pen, and it does not matter whether they can estimate or not. Anyway, there are very few estimates in the test, and pen calculations are still necessary in the test. These teachers obviously did not realize the importance of estimation, and did not realize that estimation can have a profound impact on students' number sense, thinking and calculation ability. It is precisely because of this subjective deviation and psychological misleading in teaching understanding that few teachers spend their minds and energy on estimation teaching, and they are even more unwilling to conduct effective research and practice on estimation teaching.2. The students are weak in consciousness and weak in ability. Most school students have poor estimation awareness and poor estimation ability. This kind of situation is not uncommon in normal teaching. For example, there are obvious errors in the calculation of the question. The calculation result is far from the correct answer, but the student just can't detect it. This can be seen in the student's workbook. Reflect it; another example is in daily life, when it is necessary to estimate, students are helpless and do not know where to start and so on.Countermeasures:1. Change the estimation behavior and increase the awareness of estimation1. Find life examples and experience the practical value of estimation. Teachers should be good at finding topics in daily life that students are familiar with and interested in. When teaching, combine actual creation scenarios to enable students to gradually experience the joy of estimation, let students feel that there is mathematics everywhere in life, and feel the status and role of estimation. Thereby enhancing the awareness of estimation. For example, starting from the first grade, you can often create some learning situations. From the perspective of the height of the body, let them know that they are a little shorter than their elder brothers and sisters, a little taller than their younger siblings, and much shorter than their parents; from the perspective of age, Let them know that 8 is less than 10 and a little bigger than 6; by queuing to report the number, let students know that 17 is between 10 and 20, but closer to 20; guide students to observe how thick 10 math books are approximately; 40 minutes Approximately how long wait. In this way, from the beginning