How to use teaching principles in primary school mathematics in the future? The 20th century is an era of globalization, networking and information-based knowledge economy, which requires teachers to update their educational concepts, adjust teaching contents and reform teaching modes. The core of the transformation of teaching mode is to cultivate students' innovative spirit and practical ability. Mathematics is an abstract logic subject, and the thinking of primary school students is in the transition stage from concrete image thinking to abstract logic thinking. Primary school mathematics must build a bridge between the abstraction of mathematical knowledge and the visualization of students' thinking, and information technology is such a bridge. Under the new situation, it is the requirement of the information age and innovative education to master modern information education technology and apply it to classroom teaching correctly and reasonably. But how can we effectively use information technology to carry out fruitful innovative practice in primary school mathematics teaching? This paper makes some preliminary discussions on how to effectively use information technology in primary school mathematics classroom teaching.

First, create problem situations to stimulate curiosity.

Primary school students are curious, and the only way to constantly stimulate students' curiosity is to create problem situations. In classroom teaching, teachers are the planners, organizers and instructors of classroom teaching activities. If teachers can grasp the creative factors contained in textbooks, stimulate students' learning emotions, create changeable learning situations that can stimulate new strangeness, make full use of students' curiosity, and introduce students into a process related to problems, they will be in a state of suspense psychologically and in a state of "trying to get through".

For example, when teaching the subject of "area calculation of plane combined graphics", we should first help students to clarify the relationship between "combined graphics" through review, and then observe the application diagrams of various combined graphics displayed on the computer network in daily life, and put forward: What should we think if we want to calculate the area of these physical graphics? Students answer, look at what kind of figure the physical map is similar to, and use the formula to calculate the area of the figure. After the computer turns the physical drawings into regular figures, it asks: Can you calculate their areas now? Students found that although they were replaced by regular figures, they could not be calculated because they had not studied their area calculation formulas. At this time, I asked: What do you want to know most now? This question aroused the discussion of the students. Some people say that the figure is divided into several previously learned figures, and the area of the figure is calculated by addition and subtraction. Finally, teachers and students * * * summed up the method of "area calculation of plane combination graphics". This topic is to arouse students' curiosity after showing the mathematical situation in life through computer network, and then they will find the problems themselves. After asking questions, they are eager to try to solve them. At this time, students' interest in learning reached the highest point, their thinking became active, and they were fully prepared to participate in the learning activities of the new lesson. This kind of students' thinking is completely the performance of active learning, and it is indispensable to cultivate innovative consciousness.

Thirdly, using information technology to assist teaching and break through the teaching difficulties.

Primary school students' thinking is in the transition period from concrete thinking in images to abstract thinking, which constitutes the contradiction between the image of primary school students' thinking and the abstraction of mathematics. How to solve this contradiction and use multimedia in teaching can successfully realize the transition from concrete image to abstract thinking. Because multimedia images are concrete, dynamic and static, and sound and emotion are combined, if used properly, it can turn abstract into concrete, mobilize the cooperation of students' various senses, and solve the content that teachers can't explain clearly and students can't understand, so as to effectively realize intensive reading, highlight key points and break through difficulties.

For example, in explaining the lesson of "area of a circle", in order to let students better understand and master the key point of calculating the area of a circle, I first drew a circle on the computer, then divided the circle into two equal parts *** 16, and then staggered the two parts through animation to make an approximate rectangle. Repeat the demonstration many times, so that students can feel and finally realize that the approximate rectangular area is completely equal to the original circular area. Ask the students what else they have found. What is the relationship between the length and width of this approximate rectangle and the circle? Thus, the area formula for finding a circle is derived. Let the important and difficult points of this class break through easily. It greatly improves the teaching efficiency and cultivates students' spatial imagination.

Third, pay attention to the guidance of learning the law and change "teaching fish" into "teaching fish"

French educator Dostoevsky said: "A bad teacher gives up the truth, and a good teacher teaches people to discover the truth." In teaching, our teacher should not only let students know some ready-made theories, but more importantly, guide students to understand how these theories are obtained. What should be emphasized is the process of "discovering" knowledge, as well as creative methods to solve problems and form the spirit of inquiry, rather than simply drawing conclusions. Professor Ding Zhaozhong, the Nobel Prize winner, once warned our teachers, "Don't memorize knowledge, but teach students ways to open their minds and cultivate their self-study ability. Teachers should realize that it is better to teach people to fish than to teach them to fish. "

For example, in the teaching of deriving the formula for calculating the area of a circle, students cut the circle in groups, and some cut it into an approximate rectangle; Some put round scissors together into an approximately flat quadrilateral; Some put round scissors into an approximate triangle; Others put round scissors into a trapezoid. Students use different methods to derive the formula for calculating the area of a circle from different angles. In this process, students can taste the fun of independent thinking and cultivate their divergent thinking ability. The students were immersed in the joy of victory. The teaching of deducing the formula of circular area is over here, but the teacher didn't stop there, and asked, "What kind of figures are most easily combined into circular scissors?" The teacher's question pushed the students' interest in thinking to * * *. At this time, the teacher gave full play to the advantages of multimedia courseware and showed various methods to deduce the formula of circular area one by one. The students quickly summed up the simplest method and explained the reasons. In this way, students can know not only what it is, but also why. Raise students' thinking to a new height.

Fourthly, using multimedia when students are distracted can adjust students' mood and stimulate students' interest.

Interest is the best teacher. Someone once said, "Compulsory learning without interest will stifle students' desire to seek truth. "According to the laws of psychology and the learning characteristics of primary school students, the duration of intentional attention is short and the classroom thinking activities are tense. After a long time, students are prone to fatigue, inattention and reduced learning efficiency. At this time, choose appropriate multimedia methods to attract students, create new stimuli, stimulate students' thinking motivation, and keep students in the best learning state. Only when students are interested in learning can teaching achieve good results. According to the principle of situational education, creating a learning atmosphere full of beauty and wisdom can make students get concrete feelings about objective situations, stimulate corresponding emotions, put themselves into learning and fully develop their potential abilities.

In short, choosing the best combination of multimedia application and mathematics classroom teaching properly and using multimedia appropriately will play the role of "moving a child and living a child" and give full play to its maximum effect, which can reduce students' excessive learning burden, improve classroom teaching efficiency, promote the implementation of quality education, cultivate students' non-intellectual factors, meet the needs of modern education and effectively cultivate more cross-century creative talents.

How to use CAI reasonably in primary school mathematics teaching is to understand and digest it on the basis of textbooks. There is no need to do extra-curricular things after class. It is useless to master everything in class.

How to use ppt in primary school mathematics teaching, improve the efficiency of primary school mathematics classroom teaching and optimize the teaching process is the key.

The teaching process is a unified activity process for both teachers and students. No student is a blank sheet of paper before entering the classroom. According to constructivism, knowledge exists objectively, but everyone has different understanding of the world and the meaning given to it. Learners construct their own knowledge system in the process of knowing, explaining and understanding the world.

How to use multimedia reasonably in primary school mathematics teaching. In mathematics teaching in primary schools, the proper use of multimedia computers and the integration of words, graphics, images, sounds, animations, images and other media for auxiliary teaching can make the classroom content change from static indoctrination to dynamic communication with pictures and texts, which can not only enable students to acquire knowledge quickly and efficiently, develop their thinking and form their abilities, but also greatly stimulate their enthusiasm for active learning, cultivate their creative ability and achieve results that traditional teaching cannot achieve. However, in actual teaching, if we think that the more skills are used, the better the effect is, or even abused, and the result is often counterproductive, then how to fully tap the guiding role of multimedia technology in teaching, seize the opportunity, stimulate students' interest in learning, and thus promote students' active development? The following are some superficial understandings: First, create problem situations to stimulate interest in learning. Lu Xun said: learning without interest is tantamount to slavery; Where there is no interest, there is no wisdom and inspiration. Traditional classroom teaching is mainly static, and students will feel monotonous when studying. However, multimedia-assisted teaching changes from static to dynamic, full of sound and emotion, which creates a good learning atmosphere for stimulating students to want to learn and enjoy learning. For example, in the teaching of "Preliminary Understanding of Fractions", monkeys are divided into watermelons through animation, one watermelon and two monkeys are divided equally, and everyone has (). At this time, it can't be expressed by integers. If students have doubts, the new lesson will naturally begin. Second, quasi-auxiliary opportunities to promote positive development. The abstraction of mathematical knowledge and the visualization of primary school students' cognitive laws have caused contradictions in students' understanding, especially the breakthrough of difficult points, the handling of key points and methods directly affect students' mastery of knowledge. The use of multimedia teaching, as long as the time is right, can help to "wonderful" and "clever" places, which will have a multiplier effect. 1. Make the concept clear. For example, in the teaching of travel problems, it is necessary to clarify whether the starting point of the movement is in the same place or in different places, whether the direction of the movement is in the same direction or in the opposite direction, whether the departure time of the movement is at the same time or at different times, and so on. Such abstract concepts can make full use of multimedia technology, attract students' attention through "color change" and "flashing", and create animation demonstration scenarios according to the meaning of the questions, so that students can think with the help of the images of specific things, thus establishing clear mathematics. 2. Imagine the space. The teaching of geometric figures, especially three-dimensional figures, should help students to establish the concept of space. The formation of the concept of space depends on imagination. For example, the derivation of the formula of circular area, although the textbook provides the "digging and filling experiment method", is very difficult to operate, and many students are skeptical about the derivation of the formula. Using multimedia teaching, we can divide the circle into several parts at different levels and make them into rectangles and parallelograms ... With the increase of equal parts, the difficulty in students' understanding-the process of the length of approximate rectangle changing from curve to straight line is dynamically presented, thus accumulating rich perceptual materials for students and providing a solid foundation for bold and reasonable imagination. Third, timely introduction, just the right computer multimedia-assisted teaching, illustrated, vivid image, but we must pay attention to timely introduction, just the right time, in order to turn plain into magic and get the best teaching effect. Teachers should combine the teaching content, introduce audio-visual media in time at the puzzles or key points of students' thinking, and use multimedia at the "cutting edge" of mastering knowledge, which is not only conducive to timely guidance and regulation, but also conducive to cultivating students' spatial imagination and problem-solving ability. For example, after teaching cuboids and cubes, show the following questions: draw all the faces of a cube with a length of 2 cm in red, and then cut the red cube into cubes with a volume of 1 cm. A * *, how many cubes can you cut? How many pieces are red on one side, two sides and three sides? How many pieces are there without any red on one side? Because students lack a certain spatial imagination, it is still difficult to solve it. At this time, the dynamic process of "cutting", "rotating" and "extracting" is presented on the screen by projection, so that students can see it at a glance. During this period, students' imaginative thinking and abstract thinking ability have been developed, and their spatial imagination ability has also been cultivated. Fourth, the subject is prominent, and computer-aided multimedia teaching develops harmoniously. Through the harmonious use of sound, color, light and form, students' interest in learning is stimulated, their thinking is enlightened and an intuitive teaching environment is created for them. However, when we use it, we should always pay attention to the students' main role. Because the basic goal of quality education is to help students strengthen and develop their subjectivity, so that they can gradually grow into actors in social life. Classroom teaching should be a process of cultivating students to actively explore knowledge and enhance their subjective consciousness. However, some teachers use multimedia technology in the application of multimedia-assisted teaching, from the introduction of new courses, the transfer of knowledge, the presentation of consolidated themes and the arrangement of homework. The whole process of classroom is wishful thinking of multimedia, which regards students as a bag that can be filled with knowledge at will, and students are in a passive position, which reduces learning efficiency. V. Complementarity, Harmony and Unity Although computer multimedia has incomparable advantages over other audio-visual media and traditional teaching methods, different teaching methods have different teaching functions and characteristics, but also have their own limitations. Only by combining computer multimedia with other audio-visual media and traditional means can we produce good teaching results. Generally speaking, when the teaching content is static, you can choose a video recorder; When the teaching content needs to show a complex, abstract, changing and interrelated process, computer multimedia can be used; And sometimes traditional means will get better results than multimedia, so traditional means should be adopted. In this way, all kinds of teaching methods are organically combined, and pictures, words, sounds, images and other media are used to complement each other, which makes the classroom full of vitality and vitality, enriches the teaching capacity and stimulates students' imagination and creativity. Sixth, pay attention to the principle of moderation. The use of multimedia-assisted teaching can enhance the attraction of teaching and improve classroom efficiency. But we should pay attention to a "degree" in everything, especially the application of multimedia, to prevent oversupply and side effects. It is unrealistic to think that multimedia technology can replace the role of teachers. To sum up, CAI technology can realize the combination of numbers and shapes, help students master the content of mathematics teaching, combine conscious learning with unconscious learning, and make students improve their learning efficiency and study easily and happily, which has its unique advantages. However, in the specific teaching process, we should not only choose multimedia according to students' cognitive rules and psychological characteristics, but also pay attention to obeying teaching objectives, students' learning reality and many other factors, and then we must never think that the more audio-visual media we use, the better. Only by using multimedia reasonably can the dominant position of teachers "teaching" be strengthened and students "learning" be fully developed.

On the application of heuristic teaching in primary school mathematics classroom teaching: in the history of teaching, there are many teaching methods, and heuristic teaching thought is one of them with a long history. So, how to use heuristic teaching correctly today when quality education is strongly advocated? Combined with my own primary school mathematics teaching practice, I talk about some superficial views.

First, heuristic teaching should attach importance to "guidance"

Heuristic teaching, as a teaching guiding ideology, requires fundamentally abandoning the word "irrigation" and emphasizing the word "guidance", optimizing the whole learning process, optimizing the combination of teaching and learning, taking students as the main body of development and the master of learning, allowing students to see more, think more, talk more and do more, fully mobilizing their initiative and enthusiasm in learning, and allowing them to participate in understanding and mastering. Participate in the practical process of intellectual development and ability training, so that students can understand knowledge, find and summarize conclusions, overcome and solve difficulties, master skills and push students to an active position. Teachers give correct guidance, guidance, induction and stimulation to learning motivation and interest, which can arouse students' thinking and take the initiative to learn through observation, comparison, analysis, judgment, synthesis and abstraction.

Second, heuristic teaching should pay attention to the combination of "inspiration" and "attempt"

In the final analysis, students' development must rely on their own subjective efforts. Only by transforming all external factors into students' internal needs and stimulating students' strong pursuit and initiative can we exert great shaping power on students' physical and mental quality. Therefore, quality education endows heuristic teaching with new connotations: insisting on the combination of teachers' leading and students' subjectivity, and paying attention to the combination of teachers' "inspiration" and students' "attempt".

First of all, trying can make students get the joy of success. Both gifted and poor students can succeed from the attempt, which greatly enhances students' learning confidence and prepares for new success.

Secondly, by inspiring and guiding students to move their eyes, brains, mouths and hands, they not only cultivate the intelligence and ability of primary school students, but also let them feel the joy of learning in their own attempts, and turn boring "hard study" into active and interesting "happy study". This requires teachers to increase students' freedom of learning as much as possible, and try to inspire and guide primary school students to try new knowledge and discover new problems themselves.

For example, when teaching "the sum of the internal angles of a triangle", I first show the graph to draw the concept of "the internal angle", then let the students draw a triangle at will, measure its three internal angles by means of "drawing" and "measuring", then add the three angles together to find the sum of the internal angles, and finally guide the students to boldly guess what the sum of the internal angles of the triangle is according to the data. In this way, everyone tries to find that their final sum is around 180 degrees, and it is easy to draw the conclusion that the sum of the inner angles of the triangle is equal to 180 degrees. Then, the teacher shows the problem to inspire students to apply this algorithm to similar problems. Only in this way can students truly become the masters of learning and realize the unity of learning and thinking.

Third, make clear the key points and difficulties, and identify the teaching inspiration points.

The classified query of periodical articles is in the periodical database.

In heuristic teaching, teachers must carefully study the textbook of ideological and political course, make clear the key points and difficulties of teaching content, grasp the theoretical trends, pay attention to the frontier of the subject, and inspire around the key points and difficulties of teaching. Enlightening the key content can better input the political theory of the party and the country into students' hearts, promote digestion and absorption, and serve as the basis of students' knowledge and ability; Enlightening the difficult content can help students effectively digest and absorb the political theory that they can't understand because of their shallow experience, and deepen their deep grasp of related issues.

4. Heuristic teaching should pay attention to clever guidance and guide the situation.

Einstein said: "Looking at old problems from a new perspective requires creative imagination, which marks the real progress of science". The teacher guided the students to discuss the problem together. In the positive analysis and discussion, teachers are required to be good at pointing and guiding the situation. Teachers accurately grasp the teaching opportunity, which is conducive to stimulating the best breakthrough of students' thinking and enlightening the sparks of students' wisdom. The depth and difficulty of teachers' enlightening thinking should be moderate, the speed and breadth should be appropriate, and the number of measurements should be corresponding, so as to properly stimulate students' positive thinking.

Inspiration is a multi-directional behavior, which not only contains the inspiration of teachers to students, but also reflects the inspiration among students. It is very important to improve the learning efficiency of 40 minutes in teaching, grasp the opportunity of inspiration and standardize the content of discussion. The focus of the textbook is the topic of discussion, and the difficulty of the textbook is the core of inspiration.

With the comprehensive development and deepening of the new curriculum reform, heuristic teaching should also be changed in time, and new curriculum concepts should be constantly integrated into it, running through new teaching methods and learning methods. Only in this way can heuristic teaching be synchronized with curriculum reform, which will make heuristic teaching shine more brightly under the background of new curriculum and promote the reform of mathematics teaching.

1, inspiring teaching situation

In teaching, teachers pay attention to inspiring teaching situations, and carefully design teaching situations that are suitable for students' age characteristics, closely connect with students' daily life and echo students' emotions, so that students can enter the learning state as soon as possible. For example, in the lower grades, it can be designed as a fairy tale or picture reading mode, in the middle grades, it can be designed as a daily life scene or a quiz mode, and in the upper grades, it can be designed as a collective sense of honor, patriotic feelings, analysis and comparison mode, etc. It not only makes students like it, but also enables students to cultivate a positive attitude towards life while accepting knowledge.

This question is very enlightening.

Heuristic teaching always pays attention to the inspiration of questions, but it pays more attention to how to let primary school students pass one question after another under the guidance of teachers.

.

As a method, heuristic teaching has existed since ancient times. Confucius said, "Don't be angry, don't get up, don't worry, don't be impatient". Therefore, we should vigorously promote heuristic teaching and take students as the center of education, so that they can keep initiative, actively ask questions, actively think about problems, actively find problems and actively explore problems in the whole learning process. The Core of Heuristic Teaching

How to apply incentive evaluation to primary school mathematics teaching? Incentive evaluation aims at the development of the assessed, and stimulates students' internal needs and motives in various ways, so that students' personality, emotions and attitudes are in a positive state, thus mobilizing students' enthusiasm. Incentive education is an effective motive force to promote students' progress. Teachers should take students as the main body of learning when implementing incentive evaluation in primary school mathematics teaching, and give students a pertinent, sincere and favorable evaluation through flexible, diverse, unique and novel evaluation language, so as to make classroom teaching more lively and interesting, thus promoting students' active learning and development.

First, sincere evaluation-highlighting the advantages of students

In the process of primary school mathematics teaching, teachers should carefully observe students' learning and activity performance and give corresponding evaluation, so that students can feel the joy of success in the evaluation language affirmed and encouraged by teachers. Teacher's body language is the best way to evaluate, such as eyes, expressions, limbs and so on. With the gradual deepening of teaching content, teachers' kind and natural eyes have a good role in promoting classroom teaching. A look of approval or trust, gentle gesture and peaceful language will inspire students to make self-correction, thus improving their confidence in learning. More importantly, teachers should grasp the starting point of evaluation and give students timely evaluation in vivid language, such as "your way of thinking is different from others, which is novel", "your way of thinking in solving problems is ingenious" and "it is great for teachers to see you actively answer questions". Through such evaluative language, students are encouraged to actively explore knowledge and answer questions.

Second, the transposition of evaluation-to stimulate the subjective consciousness

Incentive evaluation needs to regard each student as the main body of learning, satisfy students' emotional needs through diversified evaluation, and urge students to actively participate in mathematics learning, thus improving students' efficiency in learning mathematics. In the process of primary school mathematics teaching, teachers should evaluate students differently, care about and respect students' subjective consciousness, and promote their all-round development. Teachers can encourage students to evaluate themselves and each other and pay attention to positive guidance, so that students can not only realize their own advantages and disadvantages, but also be good at finding out what is worth learning from other people's viewpoints. Through diversified teaching activities and timely and appropriate incentive evaluation, we can protect students' learning enthusiasm and promote them to actively explore mathematics knowledge.

For example, when teaching the first volume of fifth-grade mathematics, the teacher can show two identical right-angled trapezoid figures, the upper bottom is 25cm, the lower bottom is 15cm, and the height is 10cm, so that students can calculate them in different ways: ① (25+ 15) × 10. ②(25+ 15)× 10÷2×2。 Method (1), most students say it doesn't work, and a few people are thinking or agreeing that it is right; The students think that method (2) is correct. Faced with this situation, students are eager for the teacher to make a statement. At this time, teachers can ask the students calculated by methods (1) and (2) to defend themselves and argue with each other, thus prompting students to realize active knowledge generation through self-analysis and comparison.

Third, positive evaluation-explore students' bright spots.

Incentive evaluation is an important means to motivate education, which can promote students' continuous progress. Incentive evaluation can effectively evaluate the results of primary school students' mathematics learning. Reasonable application of incentive evaluation in primary school mathematics teaching can not only improve students' learning enthusiasm, but also improve teaching efficiency and quality. When implementing incentive evaluation in primary school mathematics teaching, we need to pay attention to the enlightening application of incentive evaluation in primary school students' thinking and learning. The teacher's simple words play an important role in students' minds. Once teachers' evaluation stimulates students' singing, it can stimulate students' learning motivation, start students' thinking and make them devote themselves to mathematics teaching. Therefore, teachers should pay attention to the enlightening and guiding effective application of evaluation when evaluating mathematics teaching in primary schools.

For example, when teaching "Axisymmetric Graphics", the second volume of fifth grade mathematics published by People's Education Press, teachers can show five kinds of graphics, such as circle, parallelogram, trapezoid, regular pentagon and triangle, so that students can judge whether there are axisymmetric graphics in these graphics. If students only make guesses based on experience, teachers should tell them appropriately: "Don't trust your eyes too much, but take practice as the standard. Let's start folding to see which are axisymmetric figures and which are not? " When students focus on the judgment of axisymmetric graphics, let them fold with the teacher's demonstration and find out the answer. This not only deepens students' impression of learning axisymmetric graphics, but also enhances students' practical ability, so that they gain the motivation and confidence to learn mathematics, and then gradually succeed.

Fourth, diversified evaluation-promoting all-round improvement.

When applying incentive evaluation in primary school mathematics teaching, we should pay attention to the rationality of language use. Reasonable language expression can more effectively realize the teaching application value of incentive evaluation, and promote and guide students to improve their enthusiasm and enthusiasm for learning mathematics. Because students' own thinking and knowledge levels are different, their thinking angles are also different. When teachers evaluate students, the evaluation language should be multi-angle and multi-level, not limited to simple motivational language such as "you are a genius, you are great". Teachers' evaluation language should be able to penetrate into the learning methods of cultivating primary school students' study habits and promote the overall improvement of students' comprehensive quality.

To sum up, incentive evaluation is an effective means to stimulate students' learning motivation and promote emotional communication between teachers and students. In the process of primary school mathematics teaching, teachers should strengthen students' target behavior through encouraging evaluation and adopt diversified evaluation methods and means to better motivate students and promote their all-round development.

How to use modern educational technology reasonably in primary school mathematics teaching? D Modern educational technology is mainly the combination of multimedia, and primary school mathematics emphasizes interest, so dynamic teaching, such as trip problems, can be displayed in class.