Then, how to properly apply information technology to primary school mathematics teaching and realize the integration of information technology and primary school mathematics?
First, use information technology to create problem situations, so that students can think from different aspects and find different solutions.
For example, in the process of teaching the derivation of rectangular perimeter formula, multimedia is applied to teaching. The screen reads: "How many sticks 3 cm long and 4 cm long should be used to form a rectangle? Why? " First, let students think about the methods and formulas of perimeter and open up new ideas. Then the multimedia courseware shows the activity process of three different formulas: 4+3+4+3 = 14 (cm), 4× 2+3× 2 = 14 (cm), (4+3 )× 2 = 14 (cm). Students can get inspiration from it and sum up the calculation formula of rectangular perimeter. Such inspiration can promote students to participate in teaching activities, deepen their understanding and mastery of knowledge, cultivate the spirit of exploration and innovation, and improve teaching efficiency.
Second, using information technology to assist teaching, changing static into dynamic, and perceiving the formation process of knowledge.
The application of multimedia-assisted teaching can transform static knowledge into dynamic knowledge according to the content of teaching materials and teaching needs. It can vividly display the changes of graphics, effectively stimulate students' interest in exploring new knowledge, make teaching and learning full of vitality, make students take the initiative to learn, deepen their understanding of knowledge and gradually understand the formation process of knowledge.
For example, in the teaching of the concept of angle, multimedia teaching is applied. First, a bright spot is displayed on the screen, and then two different colors of light are emitted from this bright spot. At the same time, the bright spot and the figure composed of two rays are flashing, so that students can understand how the angle is formed immediately after watching it. Then flash a bright spot and two rays respectively, and let the students know the names of each part of the corner. One side is fixed and the other side moves, forming various angles with different sizes, so that students can realize that the angle is related to the size of both sides, but not to the length of the sides. Through this dynamic display, seemingly static things can be moved, and students can actively think about problems with the flashing of the screen and intuitively get correct and clear concepts.
Third, using information technology to assist teaching, break through teaching difficulties and develop students' thinking.
The advantage of multimedia teaching is that it can not only provide intuitive images and vivid dynamic images, but also develop students' observation ability and spatial imagination ability to the maximum extent. It can also stimulate students' happy learning mood with the change of image and beautiful music.
For example, in teaching, by taking advantage of multimedia teaching, the fractional multiplication application problem of "how much is a fraction of a number", the abstract quantitative relationship expressed in words in the application problem is transformed into an intuitive graph-line graph, and the key and difficult points of teaching are highlighted by means of "changing color", "flashing" and "moving", which attracts students' attention and can actively find conditions, problems and units. It can be seen that the use of multimedia-assisted teaching makes students relaxed, teachers labor-saving, and teaching efficiency high, which can be described as getting twice the result with half the effort.
Fourthly, using information technology to refine teaching content and stimulate students' interest in learning.
When using information technology in teaching, we should purposefully select and design the content of courseware: 1, and carefully select the typical materials that fully highlight the theme. For example, when making the courseware "Surface Area of a Cuboid", because the content is abstract, we used a lot of animations: when introducing the topic, we used a small robot composed of seven three-dimensional cuboids that can perform dance performances to introduce new lessons. The cuboid and cube with six freely rotatable faces are carefully made, so that students can remember the characteristics of cuboid and cube while enjoying the animation, and lay a foundation for breaking through the derivation of the formula of cuboid surface area. 2. Well-designed words, graphics, images, sounds and animations should help to achieve teaching objectives, break through teaching difficulties and improve classroom efficiency. When making the courseware of "Surface Area of Cuboid", the difficulty of this lesson is to guide students to transform a three-dimensional cuboid into a plane figure, so as to find out the surface area of cuboid. In traditional teaching, teachers spread the surface area of a cuboid into six faces and impose this knowledge point on students. After using media technology, students can show the process of surface area expansion of a cuboid through animation, so that students can clearly observe that the opposite two sides of the cuboid are equal in area through intuitive and vivid animation display process; The surface area of a cuboid = (length× width+length× height+width× height) ×2 or length× width× 2+length× height× width× height × 2 ...... This intuitively and vividly shows the teaching content, and builds a bridge between primary school students' understanding and teaching requirements, so that they can feel and experience the laws of mathematics in the process of happily exploring knowledge and complete their study.
Five, the use of information technology to carefully design learning methods, flexible use.
Excellent multimedia courseware can make teachers control the teaching process more conveniently and choose the content of teaching and learning flexibly. In the course of Concept of Angle, the editing of exercises can be divided into several small steps according to the knowledge points. When using, teachers combine knowledge points with nonlinear structure, and change the process of knowledge combination at any time according to students' learning changes. Set exercises to guide teachers and students to choose and use freely according to actual teaching needs and students' learning level. This form can greatly improve the teaching quality.
Practice shows that the application of information technology in primary school mathematics teaching is an efficient modern teaching method. Information technology, which integrates sound, image and animation, is vivid and has unparalleled advantages in attracting students' attention and creating teaching situations. It can keep students excited, happy and eager for progress in their studies, which is incomparable to ordinary teaching methods. It plays an important role in giving full play to students' subjectivity and cultivating their innovative consciousness and exploration spirit. The application of information technology in primary school mathematics classroom has also greatly improved students' abilities of oral and written calculation, quick calculation, understanding, analysis and generalization, as well as their interests and hobbies. Therefore, it is an effective way to improve the efficiency of primary school mathematics classroom by using information technology.