First, create a situation to stimulate students' interest in learning
"Interest is one of the ways to create happy and enjoyable teaching." Interest is the best teacher, and students' interest is the key step to get the best teaching effect in class. With interest, students can play a main role in classroom teaching and learn consciously and actively; In order to better accept the knowledge taught by the teacher and master it in your own mind. Multimedia technology is a good tool to stimulate students' interest in learning, and it can provide students with vivid and realistic teaching situations.
In primary school mathematics teaching, using multimedia technology to assist teaching can organically integrate dynamic pictures, bright colors, intuitive graphics and harmonious sounds, and intuitively and vividly act on students' various senses, creating a good learning situation for students, thus attracting students' attention and stimulating students' interest in learning mathematics. For example, when I was teaching the first book "Knowing Clocks", I designed the following contents with multimedia: Mingming's birthday is coming, and her mother bought her a beautiful gift. Let's see what it is. PPT shows a beautiful gift box, and a lovely electronic watch appears after opening it. The students were attracted by the exquisite electronic watches. Q: Do you know what electronic clocks are used for? After the students answered freely, I said that the students were right. An electronic clock can let us know the time in time. Today, let's meet the electronic clock. The use of multimedia, through the birthday gifts of new friends, aroused students' curiosity and stimulated students' interest in learning, thus successfully introducing new courses and stimulating students' thirst for knowledge. For another example, when I was teaching "Understanding Circle", I designed the cartoon "Puppy Riding" with a computer: the puppy went to ride in the parking lot, and there were three cars in the parking lot. Their wheels were: A. Square; B. the axle is not in the center of the circle; C. a circle with its axis at the center. Question: If you were a car picker, what kind of wheeled car would you choose for your puppy? There is a candidate A, a candidate B, and a candidate C, expressing their opinions, which is very creative and lively. Next, I played an animation. The puppy is very bumpy in the A-wheel car, and the puppy looks very uncomfortable. The puppy is also bumpy and sad in the b car; The puppy is not bumpy and happy when sitting on the C car. Question: Why is the puppy happy in car C? According to what students have just learned, it is easy to think that in order to keep the car from bumping up and down, the distance between the axle and the wheel must be equal everywhere, that is, the axle must be installed on the center of the circle. The distance from the center of the circle to the edge of the circle is equal, and this distance is the radius. This problem situation is very interesting, which enables students to consolidate what they have learned in laughter and experience the sense of success in applying knowledge in real life. The vivid and interesting dynamic display of multimedia images makes abstract mathematical concepts vivid and stimulates students to devote themselves to learning with great interest.
Second, dynamic demonstration to deepen the understanding of knowledge.
Pupils have a narrow knowledge of life, little perceptual knowledge and relatively weak abstract thinking ability. In class, using multimedia technology, all kinds of abstract things that can't be described with chalk in teaching, such as images and animations, are presented to students intuitively with multimedia, which can give students an immersive feeling and help them understand knowledge. For example, when teaching "addition and subtraction", students often don't know the calculation process, and they have to do oral calculation in two or three steps to calculate the result. Especially in the second step, the number calculated in the first step should be used as addition and subtraction, so students often forget the number in the first step easily, or it is difficult to calculate the second step because they can't see the number in the first step. In order to help students master the calculation order of addition and subtraction and overcome the calculation obstacle caused by not seeing the number calculated in the first step, I use multimedia to help students understand the meaning and calculation order of addition and subtraction in teaching. When teaching the mixed calculation of adding first and then subtracting, there are eight sheep grazing on the lawn on the screen, five sheep come and four sheep go for a while, and then formula 8+5-4 is deduced according to the change process of the number of sheep reflected in the picture.
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On the one hand, it intuitively embodies the significance of the mixed formula of addition and subtraction, on the other hand, it shows the calculation order, and achieves the teaching effect that is difficult to achieve on the blackboard. Another example is the teaching of line segments, rays and straight lines. We can first display a set of graphics on the screen, so that students can identify straight lines and line segments. Then, the line segment extends to the right at a uniform speed like light, so that students can see how light is formed. With the help of multimedia courseware, those seemingly static and isolated things can be moved, so that students can easily find out the relationship between things and promote their understanding of knowledge.
Third, use multimedia teaching to highlight key points and break through difficulties.
Conventional traditional teaching is often a piece of chalk working hard on the blackboard. What students see is a plane image, and what they hear is a monotonous writing sound. The teacher is slow in writing on the blackboard, wasting a lot of time, and the description is not necessarily standardized. Multimedia teaching can intuitively and dynamically demonstrate some problems, so that students can intuitively see the development process of things, understand the changing laws of things, transform abstract knowledge into certain material forms, become vivid and vivid, effectively highlight key points and break through difficulties. For example, when answering the question about "Calculate the length of a bridge or tunnel when a train passes through it", students often equate the distance of a train with the length of a bridge or tunnel. For example, it takes five minutes for a 300-meter-long train to cross the bridge at a speed of 700 meters per minute. How long is this bridge? "Most students will calculate this way: 700×5=3500 (meters). In order to solve this miscalculation, I use multimedia to simulate a train passing through a bridge: a train arrives at the bridge head in a rumbling sound, and from the time when the locomotive arrives at the bridge head, the train route is displayed synchronously with the locomotive under the bridge until the tail of the train leaves the bridge, so that students can easily draw the relationship of "bridge length = 5 minutes' journey of the train-train length". Another example is that when students study the calculation of triangle area, they tend to ignore the "÷÷2" in the formula of "base × height ÷÷2". Is the formula unclear or careless? Whatever the reason, in the final analysis, students don't understand and remember the derivation process of triangle area formula deeply enough. If students know the origin of the triangle area formula, they will certainly not make mistakes. So when I teach this part, I first demonstrate two identical right triangles with multimedia, and then make them into a rectangle by moving them. Then, using the effect of custom animation, the bottom and height are flashed in red several times, which is helpful for students to directly observe the relationship between the bottom and height of a triangle and the length and width of a rectangle. Finally, move one of the triangles to make students understand that the area of any triangle is half of the area of a rectangle with the same height as its base. Then use any two identical triangles to form a parallelogram to reach the above conclusion. Ask the students to repeat the whole deduction process through computer demonstration and say: Why divide by 2? If you don't divide by 2, which figure's area is calculated? Students fully understand the formula and origin of triangle area calculation in hands-on operation, multimedia courseware demonstration and discussion. In this way, in the process of using multimedia courseware, dynamic demonstration, explanation, observation and operation are integrated, which makes knowledge from difficult to easy, successfully breaks through teaching difficulties, enriches the perception from different angles, clears the obstacles in learning, finds the breakthrough point of problems, and enables students to master and understand knowledge more thoroughly.
Fourth, enhance the practice effect and improve the efficiency of knowledge consolidation.
Practice is a necessary way to consolidate the knowledge and form skills, and it is also an important link in students' learning process. In practice consolidation, due to the application of multimedia teaching and clever design of exercise questions, the time of writing on the blackboard and wiping is saved, which can provide students with more practice materials and more opportunities to practice and express their abilities and achievements in a short time. Teachers can draw up questions in advance, use computers to set up a variety of questions, highlight key and difficult points step by step from all directions and angles, and patiently persuade students not to lose heart after making mistakes (computer recording), rethink and review their knowledge again. It is very important to stimulate students' emotion of "learning to do", which conforms to the competitive psychology of primary school students and also provides teachers with ways and methods to obtain students' real learning effect and learning attitude in time.
In a word, the application of multimedia technology in mathematics teaching is a new teaching method in mathematics teaching reform. Teachers should give full play to the advantages of multimedia teaching, improve teaching efficiency and promote the development of students' comprehensive quality. At the same time, we should be soberly aware that multimedia technology, no matter how developed and perfected, cannot completely replace traditional teaching methods. This requires educators to grasp the "quantity" and "degree" of using multimedia in order to effectively play the teaching function of multimedia.