With the deepening of educational reform, various high-tech technologies have been introduced into practical teaching. Mathematics curriculum standard puts forward that modern information technology is a powerful tool for learning and solving problems, and it is committed to changing students' learning forms, so that students are willing and energetic to devote themselves to realistic and exploratory mathematics activities. Multimedia teaching greatly enhances students' cognition and understanding of abstract things with its illustrated pictures, excellent audio and video, dynamic and static expressions and extraordinary expressive force across time and space, thus bringing classroom teaching into a new realm. Working for several years, I have been exposed to several softwares:
First of all, PowerPoint
In normal universities, we use PowerPoint, or PPT for short. PowerPoint is a powerful demonstration tool software launched by Microsoft and running in Windows environment. It inherits the friendly graphical interface of Windows, making it easy for you to operate and make various unique demonstrations. PowerPoint contains a variety of templates and formats, which we can choose according to our own requirements. Based on these templates and formats, making courseware becomes simple and easy. There are many ways to create a presentation in PowerPoint. You can create and edit presentations in various views provided by PowerPoint, including text, pictures, charts, graphics, sounds, images and other multimedia objects, and you can also process documents edited by software such as Word to obtain presentations. At present, it is a suitable assistant to carry out multimedia teaching and make classroom teaching courseware. In recent years, almost all public classes at the city and district levels have used PPT. 1, PPT increases classroom capacity.
In the traditional teaching mode, the biggest headache for math teachers is to write a lot of words and add a small blackboard to solve it. Processing power is still quite limited and inconvenient. Now with PPT, these things can be easily made into exquisite courseware, and it is easy to display a lot of text information, which has obvious advantages. If all these blackboard writing tasks need to be solved in class, it will undoubtedly waste some time and make the whole class look loose. 2.PPT combines graphics, animation and other multimedia elements, adding a beautiful landscape to classroom teaching.
When I explained "25. 1 rotation", in the process of introducing the topic, I applied graphic animation materials such as childhood swings, various rotating wheels on the road, rotating hands in clocks and watches, and wiper swinging on cars in rainy days. All of a sudden, it attracted the students' attention to the classroom, giving everyone a very intuitive rotating impression, and also giving everyone a feeling that mathematics is everywhere.
Second, the super sketchpad Z+Z came into contact with Z+Z soon after working in Z+Z03. Z+Z is an intelligent knowledge platform jointly developed by Chengdu Institute of Computer Application of China Academy of Sciences and Zhang Jingzhong, a part-time academician of Guangzhou University. It is a computer software platform that can quote, apply, spread, learn and develop knowledge. It is composed of knowledge platforms of plane geometry, solid geometry and analytic geometry, which is suitable for cultivating learners' innovative ability, supporting teachers to carry out secondary development of multimedia courseware on this platform, and is a knowledge platform convenient for classroom demonstration teaching and students to learn individually through CDs.
At that time, many schools, especially high schools, made full use of this proud domestic software and achieved good results. Therefore, various training, learning and exchange activities are closely carried out. The only drawback is that the use and installation of this software requires a certain fee, and students also need to equip it, which brings difficulties to the comprehensive promotion of Z+Z. I used a trial version when introducing this part of the golden section, and many functions were restricted, so I had to give up my love and stop using it. Now I can't hear any discussion about Z+Z, and I don't know if it's forgotten because I can't enjoy it for free.
Third, the geometric sketchpad
Super sketchpad can't be used for free, so I found a similar geometric sketchpad. Geometer's Sketchpad is an excellent educational software produced by American Key Curriculum Publishing Company. Under the guidance of teachers, the geometric sketchpad can create an environment for students to actually operate geometric figures. Students can drag the observation graphics at will, guess and verify the conclusion, and increase their perceptual knowledge of various graphics in the process of observation, exploration and discovery. Forming a rich geometric experience background is more helpful for students to learn and understand mathematics. At the same time, the geometry sketchpad can also create an environment for students to carry out geometry experiments, which is helpful to give full play to students' subjectivity, enthusiasm and creativity and fully reflect modern teaching ideas. 1, geometry drawing board, let students carry out dynamic math activities.
Geometric sketchpad is a dynamic tool to discuss problems, which plays an important role in developing students' thinking ability, developing intelligence and promoting quality education. Using the geometric sketchpad to discuss problems with students and explore unknown conclusions can broaden students' thinking, cultivate students' ability and improve their mathematical literacy.
For example, how to take the shortest route from point A to the river and then to point B (as shown on the right)? If you talk about the problem on the blackboard alone, it is not vivid enough, and most students can't understand it well, but students can easily understand it by using the geometry drawing board. Because the geometric sketchpad is dynamic, we can take a point C on the line representing the river and calculate the length of AC+BC. When you drag point C, the data will change accordingly, and it is easy for students to determine which point has the shortest distance. Teachers can guide students to use it as an axisymmetric figure, so that students can naturally understand and master the law of solving such problems easily. The visual and vivid dynamic geometric environment on the computer screen, through the students' hands-on operation, has obtained the final result, and the students are very excited and have achieved good teaching results.
Through practice, we deeply realize that the geometric sketchpad has incomparable advantages in mathematics teaching. As long as we can actively and consciously use the geometry sketchpad to serve the teaching in general mathematics teaching, we can better cultivate students' ability to study independently and explore problems, stimulate and mobilize students' enthusiasm for subject learning, free students from vulgar computer games and use computers to serve their own learning. In addition, it is extremely easy to download and install the geometric sketchpad. In a family with a computer, the geometric sketchpad can be used as a platform for students' autonomous learning after class, providing a broad space for students' autonomous learning and inquiry learning, and becoming a practical garden for cultivating students' innovative thinking. 2. Geometer's Sketchpad stimulates students' enthusiasm for learning and cultivates students' consciousness of active inquiry.
With the support of computer technology, teachers can create a brand-new teaching environment for students according to the necessity of teaching objectives and the feasibility of teaching content, and guide students to actively carry out learning with geometry sketchpad software. Students effectively break through the obstacles of understanding mathematical knowledge in hands-on operation, active inquiry, cooperation and exchange, and interactive evaluation, and gain a real sense of self-achievement.
For example, in the teaching of the positional relationship between a straight line and a circle, in order to let students explore the positional relationship between a straight line and a circle, and the relationship between the distance D from the center of the circle and the radius R, I vividly demonstrated my knowledge with a geometric sketchpad. I instruct students to operate instead of me: draw a straight line L at will, take any point O outside the straight line L, the crossing point O is the vertical line M of the straight line L, and the vertical foot is A; Take any point m on the ray OA and draw a circle with O as the center and OM as the radius; Drag point m to observe the change of the figure, so as to explore the relationship between number and shape. If conditions permit, all children can try it by themselves, which will leave a deep impression on each child. 3. Geometer's Sketchpad enhances the intuition of teaching.
Geometer's Sketchpad can set up related programs through the computer, and show students graphics or calculation effects through the big screen. Students can get a more intuitive understanding through multimedia display, their thoughts will gradually mature and their teaching concepts will be more visualized. For example, if you want to fully understand the influence of the three coefficients A, B and C in the quadratic function y=ax2+bx+c on its image, you can arbitrarily input different A, B and C in the geometry sketchpad and observe the changes of the image. Through a large number of demonstrations, students can observe, explore and discover the quantitative relationship and structural relationship between objects in the dynamic process, and students can discover and summarize the image of quadratic function by themselves. It makes students change from listening to mathematics to doing mathematics by computer, which stimulates the enthusiasm of learning, gives full play to students' creativity, experiences the happiness of mathematics discovery and greatly improves the efficiency of classroom teaching.
Fourth, the smart board.
Not long ago, I accidentally came into contact with the electronic whiteboard SmartBoard. Compared with the common multimedia platform, the use of SmartBoard electronic whiteboard for teaching is richer, more powerful and easier to use. In the past, teachers had to bend their heads to operate the computer while giving lectures, and at the same time they had to write on the blackboard, which was very inconvenient to convert. Now with the SmartBoard electronic whiteboard, teachers can operate the computer through its pressure-sensitive interface, and the original mouse work can be completed with a light finger; Users can control any multimedia computer application system only by touching the large display screen, and teachers can also use their electronic pens to write, whether marking on the displayed PPT or writing and drawing in the special SmartNotebook software, which can achieve very good results. 1, easy to write, instead of the blackboard function, resource library! SmartNotebook, the software that comes with SmartBoard, has a friendly interface and is easy to master. In its white editing area, teachers can organize all kinds of media except writing and drawing in the resource library. The resource library provides quite rich resources. According to the discipline organization, users can easily find what they need. 2. The recording function of 2.SmartBoard is convenient for teachers and students to reflect.
On the one hand, SmartNotebook can save the edited content for future reference; On the other hand, the SmartBoard desktop video recorder can also record any operation on the computer into a video file in wmv format, which is small in size and can be played with the MediaPlayer that comes with Windows or put on the Internet, which is very convenient.
I don't know if such easy-to-use software can be promoted locally like other regions.
No matter what kind of software is used, multimedia-assisted teaching has many advantages compared with traditional mathematics teaching forms, but it is not omnipotent. The traditional mathematics teaching methods are mainly teacher's explanation, model demonstration, teacher-student communication and student practice. The multimedia mathematics teaching method has the characteristics of changing static into dynamic and abstracting into intuition and interaction. Therefore, to carry out multimedia mathematics teaching, we should first consider the characteristics of teaching content, and then make full use of computer technology to give full play to its maximum potential according to the characteristics of each software.
We should give full play to the advantages of each software and use good steel on the blade. However, in practice, there are often some courseware that only pay attention to the external beauty and splendor, but not to the actual effect of courseware in teaching. Too much pursuit of bright colors in courseware making will often distract students' attention and interfere with their careful observation, which is not conducive to understanding the essence of the problem. Mathematics teaching is not only an art but also a science. We advocate that courseware should have a good interface, but it is not the same as a gorgeous interface. Mathematics teaching should focus on solving problems rather than pursuing external beauty. Judging from its overall effect, a good courseware should have the following characteristics: designed according to the teaching objectives, adapted to the characteristics of learners, giving full play to the interaction between teachers and students, maintaining learners' interest, being close to learners, providing various feedbacks, adapting to the teaching environment, having appropriate evaluation performance, skillfully using computer resources, and being able to evaluate completely based on the principles of teaching design. Therefore, courseware making does not necessarily require teachers to have a high computer level. In order to use the software properly, the form of courseware production must be related to the content and serve the teaching theme. Don't ignore the rationality of structure and interface in pursuit of superficial beauty.
With the rapid development of multimedia technology and network technology, we can't blindly pursue modern teaching methods and mechanically apply them to multimedia-assisted teaching. Instead, we should seriously study the advantages and disadvantages of multimedia-assisted teaching, choose appropriate media to express the teaching content, seek the best combination with traditional teaching methods, and truly play the role and effect of multimedia-assisted teaching.