With the development of audio-visual education, whether teachers can explain the teaching materials clearly and thoroughly is no longer an important criterion for classroom teaching evaluation. Nowadays, the role of teachers has changed fundamentally, from simple "talking" to teacher's "guiding", focusing on preparing lessons in advance, which requires teachers to delve into teaching materials, devote more energy to providing students with rich and orderly learning materials, create the best learning environment for students, mobilize students' interest, enthusiasm and initiative in learning, organize students to think and explore deeply in the learning process, and make students learn happily and consciously in a lively atmosphere.
The teacher is more of a guide and a participant in exchanging opinions. So how to achieve this effect? Naturally, we must rely on our multimedia to help. I made full use of multimedia in teaching parallelogram area calculation, and the whole class only asked a few questions. 1. What are the characteristics of parallelogram? The second is how to convert parallelogram into learned figure to find the area. 3. What are the methods for dividing parallelogram lines into learned graphic regions? The students talked a lot and discussed a lot in class. In this process, the theme of parallelogram area calculation makes students sublimate to the effect of giving inferences, and students' subjective consciousness is fully exerted. To achieve this effect, multimedia is indispensable.
The teacher said that the teaching time for students to listen is gone forever. A teacher is more of a guide and consultant, a participant in exchanging opinions, rather than an arbitrary authority based on students' passivity and ignorance. So how to achieve this effect? Naturally, we must rely on our multimedia to help. I make full use of multimedia to calculate the area of parallelogram in teaching. The whole class only asked three questions, and the students talked a lot and discussed a lot. In this process, I also praised and affirmed the students with multimedia. Teaching is lively, harmonious and enthusiastic. What is even more surprising is that with the influence and help of multimedia, the theme of parallelogram area calculation makes students sublimate to the effect of giving inferences, and students' subjective consciousness is brought into play. To achieve this effect, multimedia is indispensable.
Second, multimedia technology teaching helps students to improve their interest in learning.
Primary school mathematics is strict in logic and high in generality, which makes the knowledge itself lack the factors that primary school students are interested in. In teaching, we should combine the specific characteristics of teaching content, reasonably choose or make multimedia-assisted teaching, integrate knowledge and interest, enhance the appeal of knowledge, and thus mobilize students' enthusiasm and initiative in learning. As Einstein said, "Interest is the best teacher."
Pythagoras said: "In the world of mathematics, what matters is not what we know, but how we know what." Mathematics learning has changed from simple memory, imitation and training to independent exploration, cooperation and exchange, and practical innovation; Mathematics classroom has changed from a temple of imparting knowledge to a place where students actively engage in mathematics activities and establish their own effective mathematical understanding; Students change from simple knowledge recipients to masters of mathematics learning; Mathematics teachers have changed from simple knowledge transmitters to organizers, guides and collaborators for students to learn mathematics.
For example, when I was teaching Understanding Circle, I designed a series of teaching situations to stimulate students' interest. At the beginning of the class, in order to make students have a strong interest in the study circle, I showed the teaching aid "iron ring" with multimedia courseware.
Teacher: What's this? .
Health: iron ring.
Teacher: I have an iron ring here. Who can roll a hoop?
Health: Me, me ...
Seize this favorable opportunity and ask a question: can you measure the length of the classroom through the rolling iron ring, and the teacher will let you roll? Many students said no. Teacher: Do you want to know how to measure it? Please take out the prepared learning tools (cutting circles and ropes) and ask the students to complete them in groups: touch the edge of the circle, enclose it with ropes, and then measure the length of the ropes. Students are very excited to operate, so they have a strong interest in learning the knowledge of circle.
Followed by beautiful music, teachers skillfully combine music and pictures with multimedia, actively mobilize students' ears, eyes, brains and other senses to learn, and bring students into the realm of appreciation, so that students can fully appreciate the practical beauty of the circle, and also deeply appreciate the dynamic beauty of the circle.
After the appreciation, ask the students: What else do you want to know about the circle? Some say they want to know how to find the length of a circle, while others say they want to know the size of a circle. The teacher said, let's study how to find the circumference today. Please cooperate to discuss the method of finding the circle.
Then discuss how to solve the calculation method of pi with existing knowledge in groups, and show the requirements of group discussion with multimedia. After careful cooperation and discussion, we found out the method of calculating the circumference of a circle, and presented the results of our discussion-the process of dividing first and then spelling-to everyone through the display stand and computer. Let students learn knowledge in happiness.
Through this step-by-step scenario design, students learn in a pleasant process, not only interested, but also learned the knowledge of finding the circle. Why not do this kind of teaching?
Thirdly, multimedia teaching helps students to optimize their learning methods.
The Curriculum Standard of Primary Mathematics advocates: "Mathematics classroom teaching is an interactive process between teachers and students * * * and research, * * * and innovation, * * * and progress", "Teachers should focus on the whole, base themselves on individuals and devote themselves to the main body"; It is necessary to "consider the characteristics of mathematics itself, follow the psychological laws of students learning mathematics, and choose teaching strategies." Teachers should "combine the learning content reasonably to make the content consistent with the goal" and use learning strategies reasonably to make the benefits and methods consistent, thus stimulating students' interest and creativity. "
In teaching, students can actively participate in teaching activities, and the interaction of multimedia courseware can be increased through design, thus creating a good platform for students to participate in teaching activities. In addition, students can also use multimedia courseware and the Internet for self-study in their spare time, which is conducive to giving full play to students' subjective initiative in learning.
For example, the difficulty in mathematics teaching is often the key knowledge, which is also an obstacle for students to learn. The use of multimedia to concretize abstract difficulties in teaching can help students clear their minds, break through difficulties and learn learning methods. For example, when teaching the volume of a cylinder, the book requires that the bottom of the cylinder be divided into many equal sectors (for example, 16), and then the cylinder is cut and put together, as shown below, which is similar to a rectangle. This operation process is difficult for students to operate, so I use the advantages of multimedia to show students the disassembly process and show it in different parts, so that students can clearly see through multimedia that the length of a cuboid is half of the circumference of a cylinder, and the height of a cuboid is the height of the cylinder, so that the bottom area of a cuboid is equal to the bottom area of the cylinder. Because the volume of a cuboid is equal to the bottom area multiplied by the height, the formula for calculating the volume V of a cylinder is V=Sh. In this way, the use of multimedia not only breaks through the difficulties well, but also enables students to learn and understand the learning methods.
In a word, multimedia-assisted teaching is a new and effective teaching method, but it requires us educators to produce a large number of high-quality multimedia teaching courseware to promote the development of teaching to modern teaching methods. Through continuous learning, I can master more multimedia knowledge and update my previous education and teaching concepts. I will apply this new teaching concept to my own teaching, and teach by going up a storey still higher.