First, use the powerful information-bearing function of information media to meet the diverse learning needs of students.
Constructivism holds that students have had life experience before they study, and they will not walk into the classroom empty-headed. Therefore, at the beginning of mathematics inquiry learning, students' original life experience and mathematical potential should be stimulated to the maximum extent. At the same time, the new standard puts forward that the content of students' mathematics learning should be realistic, meaningful and challenging, and the content should be presented in different ways to meet the diverse learning needs of students. Multimedia technology and network technology can realize the most effective organization and management of primary school mathematics teaching. The information they manage is not only words, but also media information such as graphics, images, sounds and videos. Through these carriers, the capacity of classroom information can be greatly increased and teachers' flexibility in mastering teaching information can be improved. Multimedia and network technology make it possible for students to have multiple sensory stimuli and intuitive teaching, which can effectively improve students' learning style, speed up the understanding process and enhance their cognitive ability.
For example, in the teaching of "Common Quantitative Relationship", we will use video files of supermarkets to let students experience the application of quantitative relationship among unit price, quantity and total price in daily life. For example, the price of a bottle of milk is 2 yuan. What does this 2 yuan mean? Six bottles of coke in the customer's hand. What does this 6 mean? How is the cashier calculated? Middle school students can understand the wide application of unit price, quantity and total price in supermarkets. Then let the students go shopping in the supermarket by themselves. Talk to each other at the same table: How did you do it? According to what quantitative relationship? In this way, according to the characteristics of modern information technology, students can "shop" in class. Let students experience the truth of life, feel the life prototype of mathematics knowledge, enhance students' interest in learning and enhance their emotional experience in learning mathematics.
Of course, we can also use the storage function of multimedia technology to pre-store some graphics, topics and the analysis or solution process of topics in the computer as needed, and reappear them in front of students in class at an appropriate time; You can also use the characteristics of high-speed information processing of computers to draw pictures quickly and accurately in class. Through computer software, teachers can realize real-time control of teaching target information, and make a certain paragraph and a certain character appear at any time; You can also let the objective exist or disappear at any time; Images can be made randomly; You can interfere with the moving objects appearing on the screen at any time, and let them stay still on a certain picture like a movie freeze frame, so as to close up some sports results that need to be emphasized; Graphics (or images) can be enlarged locally, and so on. This greatly enriches the teaching methods, expands the channels of communication between teachers and students, and meets the learning needs of students.
Second, use vivid and novel multimedia presentation forms to stimulate students' desire to explore independently. Constructivism advocates learner-centered learning under the guidance of teachers and emphasizes learners' cognitive subjectivity in the learning process. At the same time, it is clearly pointed out in the new standard: "Effective mathematics learning activities cannot rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative learning are important ways for students to learn mathematics." In other words, the new mathematics curriculum advocates autonomous learning, cooperative learning and inquiry learning. The application of "Geometer's Sketchpad" can create a situation, let students actively participate in mathematics activities for independent exploration and personal experience, stimulate students' interest in learning more strongly, reveal the relationship between old and new knowledge more comprehensively and conveniently, and create good conditions for students to realize "meaning construction".
For example, when teaching "Calculation of Triangle Area", we use the "Geometer's Sketchpad" to provide students with an opportunity to do "mathematical experiments", so that students can actively discover and independently explore the calculation formula of triangle area. In teaching, we use the geometric sketchpad to dynamically express the geometric relationship and interaction, so that students can make two identical triangles by themselves. Then let the students use some functions of "translation" and "rotation" of the geometry drawing board to make two identical triangles into parallelograms. This dynamic operation process creates a more abstract space and conditions for students. Then guide students to actively explore, observe, discover, discuss and exchange the internal relationship between the triangle area calculation formula and the learned graphic area calculation formula, and boldly deduce the triangle area calculation formula. Finally, students can use the geometric sketchpad to verify the calculation formula, so as to realize the construction of knowledge meaning.
Third, use the powerful interactive function of information media to complete the self-construction process. Constructivist learning theory emphasizes student-centered, requiring students to change from the object of knowledge infusion to the subject of information processing. The traditional teaching mode means that in the process of mathematics teaching, everything is decided by the teacher, including the teaching content, teaching strategies, teaching methods, teaching steps and even the exercises done by students are arranged by the teacher in advance, and students can only passively participate in this process. We can use the powerful interactive function of information media to change the traditional teaching mode and advocate new teaching methods and learning methods. In modern educational technology, the audio-visual function of multimedia is combined with the interactive function of computer, which produces a brand-new and colorful man-machine interaction mode with pictures and texts, and can give immediate feedback. In the interactive learning environment provided by modern educational technology, students can choose what they want to learn and exercises suitable for their own level according to their own learning foundation and interests. Let students experience the adjustment and reorganization of cognitive structure with the participation of positive thinking, and finally assimilate new knowledge into the original cognitive structure, so that students can build a reasonable and clear cognitive structure.
For example, in the teaching of "Year, Month and Day", we use multimedia information to create a cooperative and autonomous learning environment. Let the students choose their own learning content. They can randomly observe the almanac by interacting with the computer. Students can observe the difference of months on the computer: some months are 3 1 day, some months are 30 days, and some months are only 28 or 29 days. Students can also open the database for knowledge inquiry, and explore and discover the rules by themselves. Through their own exploration, students find that the month of 3 1 day is a big month, and the month of 30 days is a small month. The concept of leap year and peace year can be explored by computer interaction between teachers and students and students. Students can also try to explore the calculation formula of leap year, or verify whether the calculation formula summarized by themselves is correct according to random questions. Students can learn about China's lunar calendar and some knowledge about the division of years, months and days in the world through knowledge expansion according to their needs. In this way, in the information environment, students are liberated from the traditional passive acceptance and mechanical training, which greatly mobilizes their subjective initiative in learning. They take the initiative to participate and are willing to explore, so as to better complete the self-construction process.
Fourth, make use of the incomparable advantages of the network to let students adjust themselves and develop themselves. Courseware based on network technology has more advantages. In addition to the advantages of multimedia courseware, it also has the advantages of controllability for all students. Under the guidance of teachers, students can choose their own learning strategies and methods, control and adjust their own learning process, communicate with teachers and students, students, man-machine, individuals and collectives in multiple latitudes, and complete the construction process of knowledge meaning in an open environment with the help of the advantages of network resources.
For example, in the teaching of "Basic Properties of Fractions", students can use ASP to make dynamic web pages, find out the rules by themselves, and complete online exercises: the numerical value of column D is designed as "E 1/B 1", and students can automatically calculate the expansion or contraction times of column D as long as they fill in the corresponding data of columns B and E in the use of courseware. Let the students find out for themselves that in order to keep the score unchanged, the numerator and denominator must be expanded or reduced by the same multiple. It can be seen that the information conveyed by courseware based on network technology has the characteristics of unity, openness, flexibility, dynamics and complete controllability, which can provide students with an excellent environment for autonomous learning, thus cultivating students' ability to acquire and process information and providing students with the possibility of self-development.
2 1 century education is a brand-new education. The new round of basic education curriculum reform will bring another revolution in educational concept and teaching organization form. The integration of information technology and mathematics teaching will change the teaching methods and means, achieve better results than the traditional teaching mode, and accelerate the process of new curriculum reform. The integration of information technology and mathematics still has many problems worth discussing. I believe that as long as information technology is used properly, it will definitely give wings to the new curriculum reform.