Keywords: information age; Primary school mathematics;
First, the unreasonable use of information technology in mathematics classroom
(A) over-rendering, downplaying the teaching theme
Creating vivid and effective teaching situations is conducive to awakening students' existing experience and activating their brain thinking and learning enthusiasm. However, some teachers overuse sound, electricity, light and other effects, and the courseware interface is too fancy. Although it attracts students' attention, it is difficult to transfer to the study of textbook content, which shortens students' effective study time and interferes with students' thinking ability.
(B) mechanical copying, classroom lifeless
The powerful resource search function of the Internet and the resource integration function of multimedia equipment provide convenience for our teaching, but generally speaking, teachers' courseware is basically an electronic version of the teaching materials, and their own ideas are rarely added. Just move the knowledge introduction and examples in the textbook to the electronic screen for students to check. This kind of mechanical reproduction does not reflect the teaching advantages of Internet information technology at all, resulting in a waste of resources. Nor can it attract students' attention, let alone improve students' interest in learning and make the classroom lifeless.
(C) excessive dependence, students passively accept
Information technology has accelerated the pace of the classroom, and the effect of improving teaching efficiency is remarkable. However, in order to pursue efficiency, some teachers blindly use audio-visual teaching methods, completely ignoring students' acceptance ability and enthusiasm for learning, turning projectors into "electronic blackboards" and traditional "manual irrigation" into "machine irrigation". Over-reliance on information technology makes courseware the protagonist of the classroom, and students cannot form an experience. Such passive acceptance is not conducive to the formation of students' autonomous learning ability, but also hinders the cultivation of divergent thinking.
Second, the rational use of information technology to create an efficient primary school mathematics classroom
(A) to create an effective situation
The powerful integrated functions of image, sound, text and animation of multimedia equipment make it very expressive and appealing, which can effectively create various teaching situations and quickly attract students' attention. The leading-in stage of the new curriculum is the key point to stimulate students' interest in learning. Primary school mathematics teachers should seize this key point, combine students' cognitive characteristics and teaching content, and use multimedia technology to create suitable situations to serve the promotion of teaching.
For example, in the teaching of statistics and possibility, teachers can combine the principle of "mathematics should be close to life" put forward by the new curriculum standard, face the reality of life, and play a traffic video at the crossroads during the rush hour, so that students can count how many cars pass by in one minute. Due to the huge traffic volume, students' enthusiasm was mobilized at once, and they began to think of ways to do statistics, such as writing "positive" and drawing circles, which fully dispersed students' thinking and successfully shifted their attention to the study of textbooks, with twice the result.
(B) the abstract into concrete
The generality and abstraction of mathematical knowledge are very strong, which conflicts with the visualization of primary school students' thinking. In addition, the lack of life experience and the weak ability of reasoning and understanding have also caused certain obstacles to teachers' teaching. So how to use multimedia information technology to help students solve their thinking weaknesses, highlight the key points of teaching materials and break through difficulties is a problem that primary school mathematics teachers should think deeply. For example, in the "angle" class, teachers can demonstrate the scene of "a ray rotating from one position to another around its endpoint" through courseware to help students reduce the difficulty of understanding the dynamic concept of "angle". This is an incomparable advantage of traditional mold teaching. This advantage will be more obvious in the future research of three-dimensional graphics. Teachers can make their own animation to demonstrate the process of rectangle and right triangle rotating around one side 180 to form cylinder and cone respectively, and successfully build a bridge from two-dimensional plane to three-dimensional space. Clever use of information technology to turn virtual into reality and control static with motion is of great significance for optimizing pupils' cognition and breaking through teaching difficulties.
(3) Diversified exercises
The internalization process of knowledge is very long, and it is not enough to digest and understand only 40 minutes in class, which requires logistics and practice. A good memory is not as good as a bad writing. It is important to increase the training density, but under the background of the information age, mathematics practice should present a new state, and help students deepen and consolidate their knowledge with diversified practical methods. The following exercises are mainly introduced:
1. Novel and interesting exercises to stimulate students' interest.
Mathematics curriculum requires students to be logical, and the abstraction of knowledge makes mathematics curriculum more boring than other courses. While concentrating on creating situations and enlivening the classroom teaching atmosphere, our exercises should be interesting in order to arouse students' enthusiasm for learning and make them fall in love with mathematics to a greater extent. For example, the exercise questions are set to the mode of breaking through the barrier, and the next question can only be answered if the previous question is answered correctly, or they are designed to win the red flag, quiz and other combat modes, supplemented by vivid and interesting pictures and pleasant sounds, so that students can complete the exercises with enthusiasm under the impetus of challenges and competitions. Instead of simply moving the exercises from books to the screen, we should strive to create a relaxed and lively learning atmosphere for them and improve the efficiency of practice.
2. Open blank exercises to expand students' thinking.
The new curriculum standard points out: "Traditional classroom exercises are too simple and easy to arouse students' thinking."
Type, hinder the development and innovation of students. Therefore, mathematical practice in the information age should not be limited to mechanical repetition to consolidate knowledge. Teachers should encourage students to find relevant exercises on the Internet and make their own homework and practice plans. And join some network mathematics groups, professional forums and so on. And actively interact with teachers and students in other schools to expand their thinking and strengthen autonomous learning.
3. Gradient presentation exercises, focusing on knowledge arrangement.
The learning contents in the teaching materials are arranged in the order from shallow to deep, and gradually form a knowledge network. The level of students is also different and uneven. Therefore, teachers should also pay attention to combing the context of knowledge when arranging exercises to help students find the internal relationship between knowledge and establish a mathematical knowledge network. For example, in the review class of plane graphics knowledge, the teacher can use the big screen to present triangles, parallelograms and trapezoid, and then mark some concepts and formulas of these graphics respectively below. Select student representatives and send this knowledge back to the corresponding graphics by clicking the mouse. After the comprehensive classification is correct, auxiliary symbols such as arrows and brackets are displayed to briefly express the relationship between these knowledge. In practice, we can also set three levels of "difficult", "medium" and "easy" for students to choose to complete according to their own level, so that students can step by step and strengthen their abilities. Moreover, they can also find self-confidence in exercises suitable for their own level, so that they are always full of confidence in mathematics learning.
Strengthening the organic combination of information technology and mathematics curriculum is the call of the times, which can not only effectively expand classroom capacity, activate classroom atmosphere and resolve teaching obstacles, but also help to improve students' information literacy and comprehensive ability, which meets the needs of quality education. Therefore, teachers should skillfully use information technology to make primary school mathematics teaching more and more high-quality and efficient.
[Reference].
[1] Li Wei. Research on the application of information technology in primary school mathematics teaching [D]. Sichuan Normal University, 20 12.
[2] Wang Chunhua. Effective integration of primary school mathematics teaching and information technology [J]. China Educational Technology Equipment, 20 1 1(22).