课标对不同学段的估算教学都有不同的具体要求:第一学段,能结合具体情境进行估算,并解释估算的过程;第二学段,在解决具体问题的过程中,能选择合适的估算方法,养成估算的习惯。照例,具体要求阐述得如此详尽、细致,估算教学的过程也应该生动、有序并且高效。然而,实际教学中,却总有很多遗憾。现状与分析现状一:教得无可奈何在一次教研活动中,就“你对各学段、各年级教材中安排的估算教学内容有什么想法和教学心得”这一话题展开讨论,一些教师认为估算教学对学生的思维发展作用较大,应该认真对待,但大部分教师的感受是:在小学阶段的各类数学考查中,让学生外显的都是精算的结果,估算这一知识点几乎不出现,但既然 Curriculum standards for different sections of the estimation of teaching have different specific requirements: the first semester, can be combined with specific situations to estimate and explain the estimation process; second semester, in the process of solving specific problems, can choose the right The estimation method, develop the habit of estimation. As usual, the specific requirements described so exhaustive, meticulous, the process of estimating teaching should be vivid, orderly and efficient. However, in actual teaching, there are always many regrets. Status quo and analysis of the status quo: teaching helplessness In a teaching and research activities, “You on each semester, grade teaching material arranged in the estimation of what the content of teaching ideas and teaching experience ” This topic discussed, some teachers think Estimation teaching plays a greater role in the development of students’ thinking and should be taken seriously. However, most teachers feel that in the various types of math tests in primary school, students make explicit the results of actuarial calculations. Does not appear, but since