First, create a situation to stimulate interest
As the saying goes, a good beginning is half the battle. Clever and successful use of multimedia to create the beginning of a class can quickly focus students' attention on the content of classroom teaching, stimulate students' strong interest in learning and thirst for knowledge, create a good learning situation, make students' learning state change from passive to active, and learn knowledge in a relaxed and happy atmosphere. For example, in the teaching of "fixing a circle at three points", multimedia can be used to create the following interesting problem situations and introduce the judgment of the circle: a kitten observes that the three exits of a mouse hole are all on the same plane, but not on a straight line. Where does the kitten squat to take care of the three holes? Students are very interested and soon enter the state of active learning.
Second, providing facts makes it easier.
The abstract thinking of senior high school students has not been well formed. Too abstract content often makes them feel boring and difficult to understand, such as the trajectory of moving points and the transformation of function images, which students find difficult to understand. However, modern multimedia technology has a strong ability to process graphics. Using this feature, we can change the abstract into the concrete, change the static into the dynamic, analyze the changes in a fixed framework, and create a virtual world for everyone that is difficult to feel in the real world. In this way, the abstract content is displayed through intuitive video, which strengthens intuitive teaching and helps to stimulate students' interest in learning. In senior high school geometry, there are many places involving spatial transformation, but for senior high school students, it is difficult to master because of the limitation of imagination. In traditional teaching, teachers often use models, wall charts, slides, and even a piece of chalk and a blackboard to help students imagine. However, due to the static and single auxiliary means, the actual effect is not ideal, which has become a learning obstacle and teaching difficulty for many students. The application of multimedia can show its process and phenomenon in a three-dimensional, multi-directional and dynamic way, and show the invisibility with tangible phenomena, creating an associative space for students, making the teaching difficulties break through and making students feel that the intangible world seems elusive, which is also the charm of multimedia technology.
Third, show the process and deepen understanding.
Teaching attaches great importance to showing students the process of knowledge formation and cultivating students' ability in the teaching process. Multimedia computers can be used to show the development and changes of things in the audio-visual field. For example, when teaching "Popularization of Angle Concept", I use a computer to display the movement of the hour hand and the minute hand on the screen (the hour hand and the minute hand are marked with different colors, accompanied by the sound of ticking). By observing the students, I quickly came to the conclusion that the hour hand and the minute hand move at the same time, the hour hand is slow and the minute hand is fast, and they all move in the same direction from a certain point. The minute hand makes a circle (-360), and the hour hand just takes a big step. This vivid and intuitive performance enables students to fully perceive and deeply understand.
Fourth, liberate the labor force and increase the density.
The use of multimedia assessment can achieve high-density knowledge transfer and optimal processing of a large amount of information, greatly improve classroom efficiency, save teachers' tedious language, blackboard writing and behavior in class, and reduce teachers' labor intensity. Graphics are not language, but they are more intuitive and contain more information than language. Animation contains more advanced output information than graphics. By flashing characters, zooming images, changing colors and displaying process, not only the capacity is larger, the speed is faster and the effect is better, but also it is possible to increase the teaching density. The 45-minute classroom time and space seems to be widened and extended by the computer. Moreover, the teacher will never have back pain and leg cramps after class, so why not? This is what multimedia technology can do, which is unmatched by other means.
Fifth, optimize the process and make your own decisions.
The characteristics of modern teaching methods are: let students take the initiative to acquire knowledge, improve all kinds of abilities in an all-round way, and make every student get full and all-round development, thus changing the traditional rigid model of teacher-centered and textbook-only theory. The application of multimedia has greatly changed the relationship between teaching and learning in the traditional teaching process, especially the full-house irrigation of teachers and the beautiful spoon-feeding teaching of students. Through the continuous updating and development of multimedia software and hardware, students are constantly given a new environment, and the "stimulus-response" in the teaching process is constantly strengthened; At the same time, it also creates a discovery environment for students, who can operate by themselves, participate in and discover new things and knowledge themselves, and become the masters of the classroom. For example, I store a lot of mathematics knowledge related to life in the computer in advance in teaching, and give it to students in real time when explaining relevant contents, so that students can enjoy it, which stimulates students' interest in learning, enlivens the classroom atmosphere and improves the effect.
In the conventional teaching of mathematics, especially geometry, the geometric sketchpad is rarely involved. However, through experiments, students learned to use the geometry sketchpad to explore and learn solid geometry, plane analytic geometry and function images, which improved their autonomous learning ability, prompted students to discover and study problems, and stimulated their learning enthusiasm. At the same time, it can cultivate students' ability to actively explore research and practice, and cultivate students' innovative spirit and creativity. More importantly, in this exploratory and research-based learning process, students' main role is fully reflected, and they can understand some basic methods of research-based learning, improve the level of thinking activities and cultivate the basic quality of mathematics learning. By analogy, the transfer of learning methods will also contribute to the learning of other contents, thus improving students' overall learning effect and enthusiasm for science and technology, which is also the charm of multimedia technology.
Sixth, pay attention to the rhythm and improve efficiency.
With the gradual deepening of the new curriculum reform, multimedia, as a means of auxiliary teaching, is entering the classroom with its unique advantages and becoming a teacher's right-hand man. It has built a bridge between the abstraction of knowledge and the visualization of students' thinking, which has made gratifying changes in our classroom teaching. However, behind this touching scene, there are also some teachers who lack rational thinking and simply imitate and mechanically copy when using multimedia, which leads to the phenomenon of "scattered activities" in the classroom, which should arouse our attention. We must never waste teaching resources casually and let multimedia really become our good helper.
In short, choosing the best combination of multimedia application and mathematics classroom teaching properly and using multimedia in a timely and appropriate way can not only play the role of "moving one child to live everything" and exert its maximum effect, but also reduce students' excessive learning burden, improve classroom teaching efficiency, promote the implementation of quality education, cultivate students' non-intellectual factors, adapt to the needs of modern education, and effectively cultivate more creative talents across the century, which is the only way to liberate students and teachers. Let students actively "do" mathematics and enjoy the fun of "doing" middle school mathematics. However, the unreasonable abuse of multimedia not only does not optimize classroom teaching, but is counterproductive, distracting students' attention, failing to highlight and break through the key points and difficulties in the classroom, wasting a lot of energy and physical strength of teachers or courseware makers, and so on.