Mr. Tao Xingzhi, an educator, once said: "Only by keeping pace with the times can we be long-term modern people." In other words, our people should keep pace with the times and keep innovating. Our education should be more like this in order to meet the requirements of the times. Now, we have ushered in the new curriculum reform and advocated the integration of information technology and subject teaching. The so-called integration of information technology and curriculum is to integrate information technology with subject teaching, change the traditional teaching mode and improve teaching efficiency with information technology as a tool. How to integrate information technology into mathematics teaching and make mathematics classroom more vivid, interesting and effective is a hot topic in curriculum reform. Let's talk about my own rough views on the integration of mathematics class and information technology.
First, transposition teaching
We know that the core of the so-called organic "integration" of subjects is to integrate modern educational technology into the teaching of primary school mathematics, rationally use information technology in teaching practice, and obtain more information such as words, images, sounds, animations, videos and even three-dimensional virtual reality to make courseware, thus enriching teaching capacity, enriching teaching content and using more diversified and flexible teaching methods. The so-called subject integration is not only the simple superposition of information technology as a teaching method and traditional teaching methods, but the real information technology serves teaching, not just using a few slides and projecting with one thing. Realize the interaction of students' learning process; Modernization and globalization of learning environment.
In the classroom, students face the computer, which not only strengthens the demonstration function, but also enhances the interactive function, thus effectively promoting the bilateral activities between teachers and students in teaching and learning. In this interaction, it covers the following three aspects of interaction:
1. teacher-student interaction
With the support of information technology platform, the interaction between teachers and students becomes concise and vivid. For example, teachers hope to guide students to discover the derivation process of the triangle area formula. When teachers demonstrate with learning tools, they emphasize that students should not talk and watch the teacher's hands-on demonstration carefully, but some students are still inattentive and absent-minded in class. But when the teacher said to watch the computer, all the students paid attention to the computer screen and watched the demonstration of the courseware carefully, so as to understand that half of the parallelogram area is the triangle area. Combined with the teacher's explanation, students can quickly find their own feelings and express their happy emotions naturally.
2. Interaction between teachers and computers
When operating a computer, teachers are familiar with it because they are fully prepared, and the design of computer teaching programs is more conducive to students' learning activities and teachers' teaching guidance. Teachers' self-confidence and freedom in the process of operation have effectively promoted the development of teaching activities.
3. It is the interaction between students and computers.
The information technology skills that students learn from computer classes can be used and displayed in such classroom learning, which promotes the interaction between students and teachers. In class, the teacher designed a set of exercises for students to choose their own exercises. After answering the questions, they can look at their grades. When the report card pops up, you can see relevant information: right, wrong, wrong reasons, high praise and low encouragement. This effectively promotes students' enthusiasm for thinking in the process of practice.
Second, make efficient use of information technology to understand mathematics in life.
We know that mathematics teaching must focus on students' familiar life situations and interesting things, provide them with opportunities for observation and operation, and make them interested. For example, in the teaching of year, month and day, we should first grasp the age characteristics of students, use the time wizard in the courseware to draw out the importance of time, arouse the strong excitement and intimacy of primary school students, create a positive learning atmosphere and create a good situation for learning new knowledge.
In order to break through the teaching limitations caused by geographical, time, space and other factors, we use courseware to skillfully combine relevant video materials, animations and images and play them in teaching, which is beneficial for students to jump out of the limitations of books and broaden their knowledge. For example, "the understanding of yuan, jiao and fen" and "the understanding of kilogram and gram" are all difficult for students to master in primary school mathematics textbooks. Creating "virtual reality"-supermarket situation in teaching. "Supermarket" has a wide variety of goods, which are divided into school supplies area, daily necessities area, children's toys area, food area and so on. All these make students excited, which greatly stimulates their strong desire to participate and can't wait to become "customers" in the network. According to the computer display, students can act as salespeople themselves, click on the food and weigh it on the scale, and then calculate the amount according to the unit price. It can also be a "customer", who is free to spend money on shopping, intends to use the money in his hand, and has an unprecedented enthusiasm for learning. During this period, students actively participate in the interaction, which can be fully reflected. Each student naturally integrates what he has learned with real life through information technology, which shortens the distance between the content of teaching materials and life experience, not only improves students' ability to solve practical problems, but also improves the efficiency of classroom teaching.
Third, use multimedia to stimulate students' interest.
I use multimedia technology to introduce new lessons, which can stimulate the curiosity and thirst for knowledge of primary school students in all directions and angles, and is their motivation for learning. My activity class "Numbers and Coding" makes the pictures about coding collected from the Internet into videos, and presents the effects and music to the students. This stimulates the curiosity of primary school students and makes them curious about the connection between numbers and codes. This introduction aroused students' interest, made them have the motivation to learn, and made clear their learning goals.
1, making information technology the golden key to stimulate students' interest in mathematics learning.
Some students think that learning mathematics is a very boring thing, and their understanding of mathematics only stays in boring calculations, and they are not interested in learning mathematics. Mathematics curriculum standards emphasize the close relationship between mathematics, nature and human society, so that students can understand the value of mathematics and enhance their understanding of mathematics and confidence in learning mathematics well. Have a preliminary spirit of innovation and practical ability, and can be fully developed in emotional attitude and general ability. With the help of information technology and network media, students can learn mathematics knowledge from books and get relevant information from life. Network resources are illustrated and informative, and are very popular with students. If we can make effective use of information technology such as the Internet, we will improve students' interest in learning, and students will be willing to understand and learn mathematics.
For example, when I was teaching Axisymmetric Graphics, I led my students into the special teaching website of Axisymmetric Graphics, which is rich in resources, including axisymmetric buildings, plants, animals, tools, and all kinds of beautiful axisymmetric paper-cuts and window grilles. Attracted by this information, students not only have a perceptual knowledge of axisymmetric graphics, but also have a desire to further explore axisymmetric graphics. Physical graphics are abstracted into mathematical graphics in web pages, accompanied by some animation demonstrations that reveal the essence of axisymmetric graphics, so as to promote students' learning from perceptual knowledge to rational knowledge, thus understanding the related concepts of axisymmetric and improving their mathematical thinking ability. In the whole learning process, students learn and explore independently, not only learning mathematics knowledge, but also broadening their horizons, understanding society and nature, enhancing their interest in learning and cultivating their autonomous learning ability. In the teaching process, students search by themselves, discover the wonderful role of axisymmetric graphics in people's lives, understand the ubiquity of mathematics in life, realize the application value of mathematics, know the importance and practical significance of learning mathematics well, and improve students' practical ability and ability to observe and analyze data through search.
In teaching, we should pay attention to the proper selection of content suitable for the integration of information technology and mathematics teaching. You can't use information technology such as the Internet in everything, but also pay attention to the effectiveness of information technology in mathematics teaching. Sometimes teachers can search for good content properly, so that students can study better in a limited time and avoid collecting information ineffectively and being disturbed by meaningless information.
2. Make information technology a catalyst to improve students' mathematical thinking ability.
"Mathematics Curriculum Standard" clearly points out that mathematics teaching should enable students to master some basic problem-solving strategies, experience the diversity of problem-solving strategies, and cultivate practical ability and innovative spirit. Learn to cooperate with others and be able to communicate the process and results of thinking with others; Initially form a sense of evaluation and reflection. Using information technology to create a novel teaching environment, changing classroom teaching from teacher-centered teaching to independent research, group study and discussion with students' hands and brains; Using information technology to turn a math classroom into a "math laboratory" makes the application of information technology an integral part of students' learning process, thus helping students to master the skills of information collection, retrieval, analysis, evaluation, forwarding and utilization. Students draw conclusions through their own activities, and their innovative spirit and ability are developed.
For example, the purpose of teaching year, month and day is to let students know the time unit year, month, day, big month, small month, normal year and leap year, and know the number of days in each month, normal year and leap year, and initially learn how to judge whether a year is a normal year or a leap year. In teaching, I first ask students to explore how many days there may be in each month through the calendar presented by the computer. Students can choose different years in group activities to discover and explore the days of big moon and small moon, so as to understand the concepts of flat year and leap year. Students can find information from the Internet to understand why leap years and peace years should be set up, so as to sum up and judge the laws of leap years in groups and communicate with the whole class. And all students can verify the correctness of this rule through the small program of online perpetual calendar. Finally, knowing the year, month and future, students can freely search all kinds of historical materials online, combine what they have learned, make electronic demonstrations in groups with ppt, and send them to each student for communication. This is a practical activity class which integrates mathematics and information technology. In the process of mathematics teaching, I only tell students some terms such as flat year and leap year, but I don't tell students the connotation of a concept, let alone a law. Students can stimulate their thinking with the help of information technology, which is helpful to explore, cooperate and communicate, and complete the collection, transformation and release of information independently in the whole process. This exploration process can't be realized in normal teaching. The classroom has changed from a poor and tasteless concept class to an interesting exploration process, and the classroom atmosphere has reached a climax. Everyone is like a little mathematician, introducing his new discoveries, or listening to or participating in discussions. The richness of thinking leads to the diversity and innovation of methods, which ultimately urges students to deeply understand knowledge and promote the development of innovative ability. Under the active guidance of teachers, students use information technology to innovate, find their own methods, and are extremely happy and experience the happiness of success.
Mathematics teaching can also be extended to extracurricular activities with the help of information technology, and information technology can be used to carry out research on inquiry topics. For example, on the campus network or the teacher's personal homepage, publish the math topics you have learned. Under the guidance of the teacher, organize your own achievements, write small papers or presentations and publish them online. The integration of information technology and primary school mathematics extension subjects makes students learn more actively. In the communication and discussion, they not only learned other people's research results, but also felt a sense of joy and accomplishment for their own research results, and also felt the pleasure of discussing and exploring with others.
3. Let information technology become a booster to improve students' mathematical application ability.
In mathematics teaching, consolidating exercises is an important guarantee for students to master mathematics knowledge and form ability. Practice should not only be concise, but also have a certain amount, and at the same time, feedback should be given in time to help students establish a complete knowledge system, so as to achieve the purpose of drawing inferences from one example to another. Teachers use information technology to design vivid exercises to stimulate students' learning motivation and enhance students' desire to learn mathematics well.
For example, I made a useful attempt when I was teaching oral division. According to the conventional teaching methods in the past, in the practice of consolidating new knowledge, I have to arrange students to do exercises in textbooks, or specify a certain number of papers to be completed at the same time. From the perspective of most students, it is naturally reasonable. However, how to solve the individual needs of students with strong understanding ability and pay attention to students with slow understanding ability? Traditional methods can only limit rapid development, sacrifice slow development and adopt the so-called "one size fits all" approach. Learning through computer network is different. Students use the computer random exercise library to practice for 5 minutes. Results 4 people did 8-20 questions, 8 people did 2 1-35 questions, 27 people did 36-60 questions, and 7 people did 6 1-74 questions, with an average of 30 questions per question. It can be seen that the speed difference between students with quick response and students with slow response is 10 times. In this form of exercise, the questions are presented randomly, and the adjacent computers are different. Every time a student finishes a problem, the computer will immediately work out the next one, which means a competition. When students do something right, the computer will give "correct" feedback and play a certain number of animations to show encouragement. If you make a mistake, the computer will give you feedback to remind you to correct it, and you can also check the corresponding knowledge when you encounter obstacles. Students' learning process is completely autonomous. Students who have done 8 questions feel relaxed and happy, while students who have done 74 questions are still unfinished. All the students are full of enthusiasm and have been improved on the original basis. Students can choose the learning content of the same target segment many times. Because the system setting is random, students are faced with different topics with similar knowledge difficulty, which not only avoids the boredom that students may have in the learning process, but also enables students to repeat the acquired internal experience information, thus promoting students to internalize knowledge into skills. In the consolidation of mathematics, information technology is used to provide different materials and opportunities for different types of students and learners with different abilities to meet the development needs of students at different levels and truly teach students in accordance with their aptitude.
In a word, 2 1 century is an era of digital information, and the quality of students has been fully demonstrated in this era. Mathematics classroom teaching should meet the needs of the times. In classroom teaching, book knowledge and social information are organically combined through computers to form a teaching concept and model of imparting knowledge and exploring knowledge independently. The organic combination of mathematics teaching and information technology in the future will bring about changes in classroom teaching from form, content to teaching mode. As long as teachers use new teaching media timely, appropriately and appropriately, reform traditional teaching methods, put students at the starting point and core position of teaching, and change with students and circumstances, the classroom will be full of vitality.