在《有理数运算》的“学生运算素养”典型事件中，关于对学生运算素养的理解

在《有理数运算》的“学生运算素养”典型事件中，关于对学生运算素养的理解和培养的问题，存在着现实理解与课程改革中核心素养的要求的矛盾。运算能力常常被视为计算速度快、正确率高，因此，教师会在教学设计和课堂教学中安排大量的运算题目以提高运算能力。然而，在新的课程标准中，运算能力包含了更加重要的方面，例如，“寻求合理简洁的运算途径解决问题” “有效借助运算方法解决实际问题” ，因此，仅仅维学生提供大量的运算问题是远远不够的，需要在教学中增加具有现实背景的运算问题。对运算能力的旧有认识和课程改革的新要求的矛盾，是共同体成员需要共同面对和解决的。

In the typical event of "students' computing literacy" in rational number operation, there is a contradiction between the practical understanding and the requirements of the core literacy in the curriculum reform. Computing ability is often regarded as fast computing speed and high accuracy. Therefore, teachers will arrange a large number of computing problems in teaching design and classroom teaching to improve computing ability. However, in the new curriculum standard, computing ability includes more important aspects, such as "seeking reasonable and concise computing ways to solve problems" and "effectively solving practical problems with the help of computing methods". Therefore, it is far from enough to provide students with a large number of computing problems, and it is necessary to add computing problems with realistic background in teaching. The contradiction between the old understanding of computing ability and the new requirements of curriculum reform needs to be faced and solved by community members.

In the typical event of "Students' Operation Literacy" in Rational Number Operation, regarding the understanding and cultivation of students' operation literacy, there is a contradiction between the actual understanding and the requirements of core literacy in curriculum reform. Computing ability is often regarded as fast computing speed and high accuracy. Therefore, teachers will arrange a large number of computing questions in instructional design and classroom teaching to improve computing ability. However, in the new curriculum standard, the computing ability includes more important aspects, such as "seeking reasonable and concise computing ways to solve problems" and "effectively solving practical problems with computing methods". Therefore, it is far from enough to provide students with a large number of computing problems, and it is necessary to add computing problems with realistic background in teaching. The contradiction between the old understanding of computing ability and the new requirements of curriculum reform is something that community members need to face and solve together.