After entering high school, many students feel that the burden of learning mathematics has increased and the difficulty has increased. It's impossible to learn mathematics, often with half the effort. On the one hand, high school mathematics is more abstract than junior high school mathematics, which requires more rigorous thinking and logical reasoning, and has more extensive connections with life and disciplines. On the other hand, with the deepening of education reform, the learning content and requirements of high school mathematics are constantly changing and developing. However, students still use traditional learning methods to learn mathematics, which can't adapt to the changes of the new curriculum in senior high school, which greatly restricts students' learning effect and passion. Therefore, how teachers guide students to create new learning methods in teaching to meet the needs of high school mathematics learning is a problem worthy of study in modern mathematics teaching. How to teach and how to learn should be discussed in teaching. How to improve the present situation of students' learning mathematics, improve their learning efficiency, enhance their interest in learning, implement the curriculum objectives, achieve the expected results of the curriculum, promote the healthy development of students, and let students carry out independent, cooperative and exploratory learning activities while learning mathematics knowledge; Cultivate information literacy and culture; Cultivate the attitude and ability of lifelong learning; Cultivate and master the learning style in the information age; Cultivate adaptability, adaptability and problem-solving ability, so that students can feel the fun of learning mathematics in their study, thus "enjoying mathematics and learning happily".

Modern science and technology are advancing by leaps and bounds. Today, with the rapid development of information technology represented by multimedia computers and networks, "2 1 century is the era of knowledge and information" has become * * * knowledge. In this situation, students' learning methods must be changed from passive acceptance to multiple learning methods. Information technology makes it possible to form new learning methods in mathematics teaching. The modernization of teachers' teaching methods has profoundly affected how teachers teach and how students learn. With the introduction of modern multimedia teaching equipment such as projectors, calculators and computers into the classroom, the integration and application of information technology and courses provide a brand-new learning concept and method for our teachers' teaching and students' learning, thus improving students' learning state and allowing them to enjoy learning mathematics and learn from it. I like it. I have participated in the project "Research and Practice of Integration of Mathematics and Information Technology in Senior High School" for one year. Summing up experience from teaching practice, self-reflection, student feedback and performance evaluation, I feel that I have benefited a lot and feel happy. I enjoy math and study happily with my students. Now I will summarize my feelings as follows and share them with you.

First, enjoy mathematics and experience the beauty of mathematics-change "I want to learn" into "I want to learn"

In senior high school, students' learning is basically passive learning and mechanical learning, and their autonomous learning ability is not strong, and their self-guidance, self-motivation and self-monitoring ability are poor. The reason is that it is difficult for students to feel the joy of learning mathematics from their mathematics learning, and then they lack the motivation to learn mathematics. Some students said that "mathematics is too difficult and boring, and learning is really boring". Modern education is based on the intrinsic motivation of developing self-awareness and "wanting to learn"; "Learning" on the basis of mastering certain learning strategies; "Four students" who "persist in learning" on the basis of their will and hard work. Therefore, since the establishment of the project team, under the leadership of the project leader, we have changed the previous way of attending classes and prepared lessons separately. A teacher's self-enclosed teaching mode of one class. Instead, all the members of the research group concentrate on learning materials, preparing lessons electronically and making courseware collectively at regular intervals every week (class ends on Wednesday and Saturday afternoon). Each teacher is required to speak on information technology, teaching methods, learning methods, teaching material research, etc. Textbook discussion is often detailed to every class and every courseware. Each teacher puts forward corresponding teaching problems. Or express your own unique opinions. Summarize the previous achievements, study the later stage of teaching, learn information technology, exchange teaching experience, adjust teaching progress and optimize teaching process. Through the meeting of the research group, teachers' teaching plans should not only gather collective wisdom, but also reflect individual vitality. They should prepare both teaching materials and students, pay attention to emotional teaching and happy teaching, and make intuitive and vivid electronic courseware. Provide classroom teaching materials and teaching strategies that satisfy teachers and students. The teaching concept has changed from attaching importance to imparting knowledge to attaching importance to students' development, from attaching importance to teachers' "teaching" to attaching importance to students' "learning". Due to the careful preparation of teachers and various forms of classroom organization, students are allowed to do mathematical experiments in calculation and participate in classroom teaching, so that students can truly become the main body of classroom teaching. Multimedia courseware is vivid and intuitive. The beauty of simplicity, harmony, symmetry, innovation, unity and mutation in mathematics is well presented to students, which greatly improves students' ability to appreciate the beauty of mathematics, relieves students' difficulties in learning mathematics and improves students' interest in learning mathematics. The teaching effect has been greatly improved, and students' consciousness and initiative in learning have been continuously enhanced. Even the solid geometry that students (especially some girls) were afraid to study in the past has now become the object that students like to study. Through the geometry sketchpad, the ellipse can be drawn quickly, accurately and dynamically with the definition of ellipse, which reduces the teaching difficulty of difficult teaching AIDS, difficult drawing and weak movement, improves students' understanding of the definition of ellipse and deepens their impression of ellipse. Through the geometric sketchpad, students can be shown the unified definition of conic curve intuitively and conveniently. Many of the above courses have played a good teaching effect in teaching, stimulated students' learning enthusiasm, improved students' observation ability and practical ability, and made students' learning change to autonomy, enjoyment and interest.

Second, I think, I am smart, I am happy-change "recording" into "thinking"

In the traditional math class, students are always busy taking notes (some even copy the blackboard), which affects the effect of attending classes and restricts the thinking space of students. Students passively remember and copy what the teacher said in class. After class, they spend a lot of time sorting out and understanding. This not only makes students very tired, but also often gets twice the result with half the effort. Students' learning always lags behind classroom teaching, and their thinking is not trained in time. In view of this situation, the teachers of our research group often gather together to prepare lessons, which greatly improves the effect and quality of preparing lessons. At the same time, they copy the lesson preparation notes and send them to students, or make electronic lesson plans and send them to students through computers during class. Or send it to students' mailboxes and hang it on the campus network for students to consult at any time, so as to avoid students' worries and let students devote themselves to understanding, thinking and discussion in class, which provides a solid guarantee for improving the quality of classroom teaching. So some students said, "Now my hands are no longer worried about copying notes in class, but more involved in experimental mathematics and exploring mathematics. My brain is more active and my understanding of mathematics is better. It's great to participate in class discussions, share your thoughts with others in time and find your mistakes in time. Unlike before, we are always busy taking notes in class and spend a lot of time thinking and understanding after class. Learning is always tense and tiring. After a long time, we can't cope with it, and sometimes it's a little' paste'. In addition, our teachers will often listen to each other and learn from each other the art of teaching. In order to ensure the best effect of classroom teaching, and help each other, discuss and make suggestions after class, this greatly improves the teaching skills of the whole teacher group, obviously improves the teaching effect, and enables students to have more discussion, more thinking and more practice in class, which greatly stimulates students' enthusiasm for learning, delights students' body and mind, improves students' learning efficiency, and also promotes teachers' teaching enthusiasm and confidence.

Third, participate in mathematics experiments and show self-worth-change "listening to mathematics" into "doing mathematics and watching mathematics"

In the past mathematics teaching, teachers often only paid attention to the teaching of content, but ignored students' intuitive perceptual knowledge and intuitive thinking, which made it difficult for students to understand a knowledge fundamentally. The application of information technology can help students to observe, explore and discover the quantitative relationship and structural relationship between objects in dynamics, so it can be used as an effective tool for mathematical experiments. Teachers can make students do "math experiments" by using geometry sketchpad and calculator. Use FLASH, POWERPOINT, AOTHWER, etc. Make courseware to let students feel the mathematical principles dynamically and intuitively. The new teaching mode has replaced the indoctrination teaching mode which mainly relies on teachers' lectures and blackboard writing. Because the teaching process is mainly to let students do experiments and observations by themselves, teachers should consider how to organize students to carry out collaborative learning and communication when preparing lessons, so that students can change from "listening to mathematics" to "watching mathematics and doing mathematics", for example, through computers, so as to make students more profound. And draw general conclusions from it. Through the geometry sketchpad experiment and FLASH animation demonstration, teachers don't need to explain eloquently like traditional teaching, but students' understanding and mastery of image transformation have been clearly imprinted in their minds, which is much easier and more profound than traditional teaching. For another example, when talking about the image and nature of function, students can not only draw the image of function quickly and accurately by using the geometry sketchpad, but also constantly change. Students can see the difference between the two images at once, and the nature of the images (special point, monotonicity, definition range, value range) is self-evident. Students become problem solvers and leaders in the classroom. They changed from simply listening to mathematics to doing and watching mathematics. Our classroom teaching "standard" is: 45 minutes of teaching time, at least 40% of the time to let students "move", students should be about 90% "active"; More than 80% of the students can master more than 80% of the new lectures.

Fourth, knowledge enriches my life, and I learn to be happy-changing "homework" into "knowledge"

Many students do their homework first thing when they come home, and the last thing is to do their homework. It seems that they study everything in order to finish their homework. Parents care about their children's study and often say, "Have you finished your homework?" When they finished their homework, they finished their study that day. This kind of learning is often hard and one-sided, which is not conducive to students' comprehensive understanding and mastery of what they have learned. In order to reduce students' homework burden, our teacher chooses homework for students and reduces the amount of homework. On the premise of cultivating students to pay attention to the knowledge base, methods and applications, simplify complicated operations as much as possible, so that students can have more time to think and fully understand the learning content of the day. In addition, we often use modern information technology to carry out rich and beneficial extracurricular activities, such as: learning to write mathematical papers to improve students' thinking ability, and hanging good papers on the campus network for all students to read, strengthening the application consciousness of mathematics and enriching students' spare time; Exchange mathematics learning experience and introduce learning methods to improve students' learning efficiency and problem-solving ability; Offering special lectures on mathematics to introduce the history of mathematics and broaden students' horizons. Through activities, students' amateur learning is greatly enriched, students' mathematical literacy and interest in learning mathematics are improved, and students' learning of mathematics is more rational, more active and more comprehensive. From homework to knowledge, methods and development.

Five, the ability has improved, confidence has increased, and the mood is of course happy-from "taking the exam" to "ability-based, application-based"

With the development of information technology, students are no longer completely dependent on the single channel of school classroom. Information technology resources provide more channels and ways for students to learn mathematics. Based on this fact, in the environment of the integration of information technology and mathematics curriculum, teachers must establish new teaching concepts. Teachers' teaching methods should guide students' learning methods, help students learn mathematics better and more effectively, and appreciate the significance of mathematical knowledge. Let the knowledge taught be closely related to the students' life world, and enhance the application of mathematics. The relationship between teachers and students is dominant and subjective. The fundamental purpose and starting point of teachers' teaching is to develop students and serve the society. Therefore, we should guide students to attach importance to the ability to learn mathematics, strengthen the application of knowledge in teaching, and lay a solid foundation for self-study and lifelong learning in the future. In the environment of the integration of information technology and mathematics curriculum, in teaching, teachers should not only attach importance to imparting knowledge, but also constantly improve students' information literacy and enhance students' information processing ability, so that students no longer rely solely on the classroom to learn mathematics, and the way to obtain mathematical information is no longer only from teachers. The role and behavior of teachers have changed greatly, and teachers will be navigators, designers and helpers in teaching activities. Students will become the main body of teaching activities. It is the explorer, discoverer and solver of knowledge. Autonomous learning and happy learning have become the main ways for students to learn. Students should learn to learn, organize, cooperate, think and communicate in the process of learning. Teaching design should make full use of information technology and life examples to guide students to change from focusing on teaching results to focusing on teaching process, and from exam-oriented to ability-oriented and application-oriented.