First, use information technology to stimulate students' interest in learning.
Information technology has injected vitality into mathematics teaching. Because primary school students are curious, active, interested in short time and poor persistence, the classroom effect is often affected. Information technology integrates pictures, words, sounds, colors and images, providing rich educational and teaching resources for teachers and students. With its unique appeal, it stimulates students through words, images, sounds, animations and other forms, which not only can quickly attract students' attention and arouse their interest in learning, but also can make students have psychological needs for learning. For example, in the teaching of "Sending New Books" (two-digit plus two-digit carry addition), I created a story situation-going to the Mathematics Palace. There are three links in this story: the first link is on the way to the Mathematics Palace, listening to music, and three sick stars blocked the way. In order to reach the mathematics hall smoothly and solve this problem, the children meet the challenge with passion. They are duty-bound to "treat stars" as "doctors". Everyone is scrambling to make suggestions, find the wrong formula, modify it, and communicate in groups before reporting it. The second link is to enter the wisdom gate of the mathematics palace, and the computer plays the dialogue between the lovely mother rabbit, brother rabbit and sister rabbit picking mushrooms. Calculate according to the questions in the conversation. The third link is shopping. There are many sporting goods in Bear's shop. Please decide which two to buy, and how much? Talk to your good friend. This link uses vivid fairy tales to let students enter the story, actively show their wisdom and solve problems in the story.
Second, the use of information technology can highlight the teaching focus and break through the teaching difficulties.
In teaching, with the help of information technology, relevant teaching contents can be transformed between big and small, far and near, fast and slow, whole and part, so that the formation of mathematical concepts, the connection of mathematical facts and the revelation of teaching laws can be vividly and clearly presented, and students can observe, understand and analyze in detail, which plays a role in turning abstract into concrete and turning difficulties into easy ones.
For example, when teaching cognitive time, the knowledge that the progress rate of cognitive time is 1 = 60 points is the focus of this lesson, and the difficulty of understanding 1 = 60 points is this lesson. I don't want to show it directly to the students. Instead, we invited two small animals to the clock face through the old story of "the race between the tortoise and the rabbit" that students are very familiar with. The courseware will first demonstrate that the tortoise and the rabbit are racing on the clock face, so that students can observe how far they have run. (The tortoise ran a big grid and the rabbit ran a circle) Then demonstrate that the tortoise and the rabbit became an hour hand and a minute hand, and then demonstrate the game between the hour hand and the minute hand. Let the students observe carefully. What did they find? Students can easily find that the hour hand has gone 1 grid and the minute hand has gone 1 circle. They started running at the same time and stopped at the same time, thus reaching the conclusion that 1 hour = 60 points. Through the vivid demonstration of the courseware, the new connotation of 1 hour = 60 points is given, which makes the important and difficult points of teaching solved in the students' observation and thinking.
Third, apply information technology to promote students' independent inquiry.
Mathematics curriculum standard puts forward that "hands-on practice, independent inquiry and cooperative communication" should become the main way of mathematics learning. In mathematics teaching, we should change the traditional teaching mode, from teaching to students through teachers' explanation to acquiring new knowledge through students' independent inquiry.
For example, in the teaching of "knowing the direction-southeast and northwest", after the students know the four directions on the map, the teacher asks the students to find their own route on the plan of the zoo and tells the students in the group that they can further understand the direction on the map through independent observation and group communication. In teaching, students are provided with sufficient opportunities for independent exploration, cooperation and communication. For another example, when I was teaching "How much to compare" in senior one, the courseware demonstrated a basket of apples and a basket of oranges. The apple said to the orange, "I have more than you." The orange said, "No, I have more than you. How do you know whether there are more apples or oranges? This causes fewer problems than Dobby. After discussion, the students found two methods. 1, counting method, first count the number of apples and oranges, and then compare who has more and who has less. 2, one-to-one correspondence method, let apples and oranges be placed in order, and then one by one, compare how much. In this way, students independently explored two methods of comparison through observation and thinking, and at the same time felt the influence of beauty. "
In a word, the application of modern information technology has changed the traditional teaching mode, educational concepts and teaching methods, and also changed students' learning methods. By making rational use of information technology, choosing the best combination point between technology and mathematics classroom teaching, and exerting its maximum effect, students' academic burden can be reduced, teaching efficiency can be improved, students can be stimulated to actively learn and acquire knowledge, and thus their innovative thinking can be cultivated.