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Study on Instruction Experiment of Abacus Mental Arithmetic（第1页）

StudyonInstruentofAbatalArithmetic

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ZhejiayLiuLi

Abstract:Abadabacuscalarethetreasureofeseculture;theinstruodeoftheabatalarithmeticisbasedoiohreearithmeticmethods，andisalsotheeofmoderiohisarticlearguedtheyoftheinstrueyofthecal，thecredibilityoftheouteofthepotentialabilityexploratioof，theyofputtingtheabatalarithmetiathematiationayofit，whichwillbebeiohematiccurriculum.

Keywords:Abatalarithmetistruent;study

Abacusisthetreasureofeseculture;thecalcapacityisthebasipoofindividualmathematicalabilities，whereasthe“abatalarithmetiiquecalskill.Theinstruodeoftheabatalarithmeticisbasedoiohreearithmeticmethods，andisalsotheeofmoderioion.“Abatalarithmetidsoalabadquideffitlycarriesoutthepliumbercalinthemind.Fromthe1980s，anumberofschoolsledbyMinghePrimarySZixiCityofZhejiangProviivelycarriedoutthe“abatalarithmetistruenttoexploreinpradmaderemarkableats，whichwasiquenessin，heatedacademicdissohavebeeforwarddifferentopinionsontheproblemsihispaper，wechoosetherepresentativeideasamoforwardthefadtheoriesofthisexperiment，aicismwithdoiritfordisdreference.

e:Whetherthestartingpthenationalculturetoexplorethemeismof“abatalarithmetic”

roved?

&shaveputforwardthequestioicalthought-wayandbasiismgin“abatalarithmetic”

stillhaveadvantages?Uraihehavegreatpressure?Willthe“childprodigy”

whoesouttop，getsuniqueskillandexabadmentalarithmetietherobot?Thebeof“abatalarithmetiotenough，willthisteabeapproved?Thispaperexplainsthatalargenumberofexamplesshowthatthequeryandcritisuperioritymeismof“abatalarithmetiglacksadequatestificbasis.

Iematicallysummarizeaificallydemoalteadeffeessof“abatalarithmetighePrimarySchool，publicizesuccessfulexperieninghePrimarySchool，popularizetheteagmethodofabatalarithmetiforruraledu，tedleadershipteamoftheionandSg，whichwasledbytheauthortoformaspecialgroup.Sihesedhalfyearof1990，thelongaudiesandresearcheswereMinghePrimarySchool，the“abatalarithmetiterestgroupsaalclassteagactivitiesweremaied.Theiiohodswere:individualvisits，lectures，demonstrationactivities，questionnaires，symposium，forexperimentmaterials，eduentationandpsyeasurement（sudardizedtestsandis）andsoohebainghePrimarySexperimentandspedteagWeidaandthree“childprodigies”

wereiouyaashort-termcollaborativeresearthesuffivestigationandresearchcourse，thesubjectgroupgraduallydevelopedafollowingbasicview.The“abatalarithmetigexperimentledbyMinghePrimarySaterializesthenatioifieraldireoftheureiassimilatesextesedthereformresultsof“threearithmeticmethods”

iion，carriesforwardthenationalculturetolayasolidfoundationforpulsoryeduprovesthereformofthenationalquality，servesforeistrudruraldevelopment，aheedualpolicy.Thefactprovesthatthisreformexperimentisasuccess.Itisnotonlyprovidedwithstifictheories，newreformideas，ueagmethods，butalsohasthestrikingteageffeess.

Furtheranalysisifromthemathematicalwayofthinkingandthebasiism，theadvaeagmeismof“abatalarithmetiimpeachable.TheAWuWenjuinthepreludeof“eseMathematicshistory”

:Theaesetraditioicsledby“TheersoicalArt”

ahematicsledbyEuclid's“Elemewodiffereheirwaysofthinkingshowtheirowheformeroheapplidcal，whereastheresultsareofteheforithms.Thelatterfodratio，whereastheresultsaregenerallydisplayedbythetheorem.Thefwayisstrudmeizatioerlaysparticularstressonnon-strudpurelogig.Asthemeicalwayofthinkingasofalgorithmsform，theformerisfitfortimes'requirementsfromtheideologyaocarryforwardthemeicalmathematikingotethedevelopmentofartifitelligendhumancapacity.TheresearatiiproviedbyMr.WuWeheformer;whereas“abatalarithmetic”

isappliedtomathematicseduresearch，soitbeloer.However，thestudiesoectsallefitfeions.

Astreatpressureon'smind，itisalsototallyuheauthormadeaforcefulrespoheresearchreport“TheoryonTeagExperimeof‘AbatalArithmetic’”

publishedihirdpubliof“EdualResearch”

，1993.Becausethesestudentswhoarecalled“childprodigies”

bothhavebetterphysidmeandgoodmarksforeachsubjetheclasses.Theyareiedinlearningandself-tarongerseveraalhealth，acharacters.Theso-calledthecrition-highefficyisalsounfounded.Somepeoplesaythattheabatalarithmetigaleveloftimeaoaskill.Ifwespeoftimeandenergy，weasterotherskills，suentalarithmetiwecouldreachahigherlevel.Itseemsfullofreason，butisnotthecase.Iflearning“abatalarithmetic”

isjustfaskill，italsomaysayso，nowithasedthroughiionthat“abatalarithmetignotoobtainaskill，butalsoimprovesstudents'iualdevelopmentandpeople'squality，andpreheesthequalityofedu.Forsugmethodwhiducivetostudents'development，whyime?Moreover，weover-burden.Itoraieadingappropriateextra-curricularpracticeforstudents.Ifthesameamouiofmentalarithmetic，itisalmostimpossibletoachievesuchresults.Theentalarithmetieedsheavymemory，itisalsoverydiffiedigitinamulti-digitcal，whileithashighratetomakeerror.However，paredwithit，theabatalarithmeticisprovidedwithfewerburdensofmemoryanderrors.

ChapterTworithmof“abatalarithmetiystificbasis?

&salsoquestiohereaificbasisfortheaoftheeffeessfromthe“abatalarithmetic”

?Whichfactorsdecidethemasterofalgorithmandaofskills?Thesequestiobeenfullyexplaiically.However，webelievethat，iyears，therelatedresearchresultshaveprovidedstificbasisforabatalarithmetic.Especially，thepsydneurosceresearchresultshaveprovidedmoresolidstificbasisforabatalarithmetic.

&differenceof“abatalarithmetientalarithmeticistheexistenceof“aba“abatalarithmetic”

.Psyditiveudieshaveshownthatavarietyofsensoryelsmakeforthememoryandmaintenanceresults.“Abatalarithmetianvisi，feelingandothersensansaheabstraumbersintoavisualimageofabapeople'smind，peoplecouldcalculateagtotheformedabacus.Itisdifferentfromgehmetic;thecalprocessesofthelatteraremaialainlyArabiumerals），whiedisbasisiswrittencal;weseeitisalackofvisualimagestosuppofsymbols，ahemobeapahsomeformofskeletalmusentasa“strongpoint”

topletethecalinthemind，soits“iion”

proplete，whichwillaffectthespeedandaccuracyofcal.“Abatalarithmetic”