First, cartoon, icing on the cake-to cultivate students' thinking motivation
Educator Comenius said: "Teaching is an art that makes people feel happy." Using multimedia courseware to create a harmonious and pleasant knowledge-seeking situation in teaching can stimulate students' inner drive to enjoy learning and love learning mathematics, thus inducing students' interest in learning.
For example, in the teaching of "Knowing Clocks", the courseware made by a teacher is unique in creativity, and several dynamic characters with rich expressions and exaggerated humor are designed, which conforms to the psychological characteristics of primary school students, makes the teaching materials lively, integrates mathematical ideas into them, and makes the classroom full of humanity, wisdom and vitality, which plays a icing on the cake. When the new lesson was introduced, "Today, the teacher took the students to a fun place (showing multimedia courseware: forest games, lively scenes of small animals). Look, the small animals in the forest gather together and are preparing to hold a lively sports meeting. They invited us to attend. Do you want to go? " When students say yes with one voice, they have a problem. "The forest is far away from here. We're going by car together, but we have to go at this time in the morning (7 o'clock model). When the hands on the clock face just pointed to this (the clock model was erected at 6 o'clock), a child came to the meeting place, only to find that none of our classmates had arrived. Why, children? (Oh, morning) At this time, another classmate came (posting an 8 o'clock model). He didn't see anyone either. Why? It turned out that he was late. It seems that if you want to be a punctual boy and go to the big forest by bus smoothly, you must first understand the time correctly. In this class, we will know the clock and make friends with the clock brothers. " The creation of this situation is a catalyst to stimulate students' thinking motivation, which greatly attracts students' curiosity and interest in active participation, and even arouses students' eager desire for knowledge.
For another example, when I was teaching the application problem "How much is one number less than the other", I first demonstrated a story with courseware: "How many things do bees and butterflies compare?" Demonstrating the quarrel between two animals, students suddenly blend into the situation and are very anxious, thus stimulating students' curiosity and letting them know how to compare the relationship between two numbers.
Second, interactive games, entertaining-to cultivate students' divergent thinking
Play and play are children's nature. In the classroom, teachers organize students to carry out appropriate game activities, which not only helps students develop their physical strength, intelligence and communication skills, but also helps to stimulate students' interest in learning.
For example, in the first-grade math demonstration class "Divide Apples", the teacher showed the courseware and gave children's songs: You shoot one, I shoot one, 19 19 good friend; You shoot two, I shoot two, 2828, hand in hand; You shoot three, I shoot three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three, three. You clap five, I clap five, five hands out. Students clap their hands in pairs to read children's songs: students feel the composition of 10 in an intuitive and relaxed game, which is enjoyable. In this way, the game and knowledge are integrated, and the operation is simple and convenient, which greatly improves the students' interest and enthusiasm in learning.
For another example, in the teaching of rectangles and squares, I designed a dunk master of cartoon characters composed of various graphics according to the content of the textbook. The slam dunk expert asked a question and introduced a new lesson: "Look, students, what graphics am I made of?" Which part is rectangular? Which part is a square? What are their characteristics? In this way, the use of multimedia technologies such as pictures, words, sounds and images to create mathematical situations can fully stimulate students' interest in learning and desire for knowledge, and even integrate knowledge learning into novel and unique forms of entertainment, give full play to the learning advantages of entertaining, and make learning easy and enjoyable.
Third, it's difficult to ask questions, and it's timely to give timely help-to cultivate students' innovative thinking.
At the beginning of the second-grade mathematics open class Possibility, the teacher invited the students to watch the movie clips of two generations of love stories: two generations of love are working in the rich man's house, and the rich man is making things difficult for him when he is paying his salary: if you throw this bag of gold coins into the air and they all land face up, then this bag of gold coins is yours, otherwise, you have to pay me a bag of gold coins. Then the teacher asked, "Tell us, can two generations get this bag of gold coins?" The class exploded, and there were different opinions: some said that two generations of love could not win because there were too many gold coins; Some people say that two generations of love may not win, it depends on luck; Some people say that two generations of love will definitely win, because two generations of love are very smart and will definitely find a way; Some people also say that the two generations of love can't accept this challenge because the competition is unfair ... The teacher summed up several possible results such as "impossible", "possible (not necessarily)" and "certain", which led to the topic, raised questions again and set suspense: "The teacher wants to see who can help the two generations of love come up with an idea and win this bag of gold coins through the following study?" Through modern teaching methods, rich and vivid problem situations are created, courseware is displayed emphatically, and doubts are solved, which is like giving charcoal in the snow, and the teaching effect is good, which is more conducive to developing students' creative thinking.
Another example: when teaching "Knowing the Left and Right", an animation was put at the beginning: Tang Priest and his disciples went to the West to learn from the scriptures, and they came to a crossroads and didn't know how to get there. At this moment, Tang Priest asked the Monkey King and Pig Bajie to ask for directions, and the Monkey King came forward to ask for directions. Pedestrians told him to go "right"; When Pig Bajie asked the way back, pedestrians told him to go "left". When he came back, the Monkey King told Tang Priest to go "right" and Bajie told Tang Priest to go "left". They thought, "Which way should we go?" Fierce debate. At this time, the teacher asked the students: Which of them is right? What knowledge can students use to help them solve this problem? In this way, the whole class suddenly became active, which greatly stimulated students' interest in learning and attracted their intentional attention. At the same time, in the teaching process, we continue to use multi-segment animation as a guide, so that students' hearts are guided by teachers, and the teaching is compact and natural.
Fourth, have both form and spirit, make the finishing point-cultivate students' abstract thinking
Mathematical knowledge itself is abstract. Teachers can make use of the advantages of illustrated audio-visual media to display the teaching content at multiple levels and from multiple angles, transform static graphic symbols into moving activity scenes, provide students with rich perceptual materials, help students establish clear and complete representations, and enable students to understand and master knowledge.
For example, in the teaching of "triangle area", multimedia can be used to show the occurrence process of knowledge, that is, using the bright colors and rotating pictures of computer courseware, two identical triangles can be intuitively and vividly combined into a parallelogram or rectangle through a series of dynamic pictures such as rotation and translation, and the cutting, rotation and translation processes of graphics can be vividly displayed through pictures, accompanied by beautiful sounds, which is conducive to students' observation in many directions and angles. Teachers don't need to express it in more languages, so that students can naturally realize the principle of "divide by 2" in the triangle area formula, successfully realize the transformation and migration of knowledge, strengthen new knowledge and break through difficulties.
For another example, there is a question in the lesson "Understanding the Circle": Why does the wheel have to be round? Where should the axle be installed? If the wheel is made into a rectangle or triangle, will it be all right? Why? It is difficult for teachers to solve these problems if they just explain. Because in real life, students can't see this comparable object, have no perceptual knowledge and have no direct life experience. The courseware designed by audio-visual media can easily solve this problem. Courseware demonstration: cars with rectangular (square) wheels jump forward; Cars with oval wheels are moving up and down; The car whose axle is not installed in the center of the circle is driving askew ... Students directly feel that the wheel is round and the axle should be installed in the center of the wheel in laughter.
Practice has proved that the application of information technology not only brings new audio-visual enjoyment to the classroom, but also enables students to accept and master more knowledge in a relaxed and pleasant environment, comprehensively improves students' quality in all aspects, and optimizes our classroom structure, which is an important way and powerful measure to realize the optimization of classroom teaching.