Modern information technology-assisted teaching is a brand-new teaching method, which brings fresh air to education and teaching reform. The application of modern information technology in primary school classrooms is also booming. As an important teaching method, modern information technology has entered the primary school classroom, showing its obvious advantages. It integrates characters, sounds, animations and graphics, with clear graphics, strong sense of movement, high speed, large amount of information, high quality of information transmission and strong interactivity, which improves students' interest and effect in learning, helps students understand and master mathematics teaching content, and makes up for the intuition of traditional teaching methods. It makes some abstract and difficult contents easy to understand and master, can achieve the effect that traditional teaching methods can't achieve, and plays an irreplaceable role in teachers' language use. The application of modern information technology teaching means is an effective way to comprehensively implement quality education and improve teaching quality.
It is clearly pointed out in the basic concept of the new curriculum that the development of modern information technology has a great influence on the value, goal, content and the way of learning and teaching of mathematics education. The design and implementation of mathematics curriculum should attach importance to the application of modern information technology, especially give full consideration to the influence of calculators and computers on the contents and methods of mathematics learning, vigorously develop and provide students with richer learning resources, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods, so that students are willing and have more energy to devote themselves to realistic and exploratory mathematics activities.
First, the use of modern information technology to create a situation to stimulate interest
The primary task of primary school teaching is to stimulate students' interest in learning content. Piaget, a famous Swiss child psychologist, once pointed out: "A child is an active person, and his activities are dominated by interests and needs. ..... All effective activities must be based on certain interests. " In other words, students' interest in learning is an important psychological factor to promote their learning activities. It can stimulate students to explore the unknown from the known and is an important driving force for in-depth thinking activities.
Interest in learning is the most realistic and active factor in learning activities, a powerful internal driving force for students to perceive things, pursue new knowledge and develop their thinking, and a foundation for intellectual development. However, interest and motivation are not innate, but arise from the novelty and uniqueness of external things to meet the needs of students to explore psychology. Using appropriate audio-visual teaching methods to create a novel learning environment is helpful to stimulate students' interest in learning. For example, when teaching "circumference", the prologue is designed like this: "Two rabbits race, the little rabbit runs around the side of the square, and the little gray rabbit runs around the circle to see who runs the more distance. At this moment, the computer shows a dynamic picture of two rabbits running. ) The teacher asked, "Please think about it. What do you want to know about the distance that rabbits run? (The circumference of a square. The computer flashes four sides in turn) So what is the graphic circumference of the little gray rabbit actually walking? " The students replied with one voice, "circumference. "(computer flashes) So, how do you calculate the circumference of a circle? In this lesson, we will learn "circumference" together. In this way, the introduction of new courses is intuitive, vivid and interesting, which stimulates curiosity and is conducive to improving students' learning enthusiasm.
For another example, in the teaching process of "Preliminary Understanding of Angle", the teaching of acute angle and obtuse angle belongs to concept teaching. Considering that the concepts of acute angle and obtuse angle should be judged by right angle, I will start from the students' existing knowledge and experience-right angle, and use multimedia to create a lively and childlike life situation-corner kingdom, so that students can classify corners in the corner family. Students explore by themselves first, then communicate with their deskmates, and then show them on the booth. They divide angles into two categories according to whether they are at right angles or not, and into three categories according to whether they are greater than right angles or less than right angles. They independently establish the representation of acute angle and obtuse angle, intuitively understand the concepts of acute angle and obtuse angle, and then abstract the plane graphics of acute angle and obtuse angle to conform to children's cognitive laws. Let students experience the abstract process of mathematical knowledge, feel the close connection and endless interest between mathematical knowledge and life, so as to have a sense of intimacy with mathematics and sprout interest in learning.
Second, using modern information technology to change static state into dynamic state and show the process of knowledge formation.
With the promulgation and implementation of the new curriculum, the current textbooks are lively and interesting in the presentation of teaching content, and attach importance to children's interests and characteristics. However, these information resources can only be compiled into textbooks with static pictures, which is not conducive to students finding problems and understanding the process of knowledge generation and formation. Multimedia courseware, dynamic demonstration, concrete image, dynamic and static combination, vivid, can not only vividly present the content of teaching materials, but also reproduce the process of knowledge development and understand the ins and outs of knowledge. For example, in the course of teaching "Preliminary Understanding of Angle", draw a bright spot on the display screen to teach flashing, and then draw two rays from this point. It is suggested by demonstration that the definition and size of angle have nothing to do with the length of the drawn edge. Another example is that "curve, center, radius and diameter" are derived from the trajectory formed by swing, and then the process of drawing a circle is shown by animation, so that students can easily grasp the names of various parts of the circle and understand their relationships.
In classroom teaching, we often encounter some abstract problems. Using multimedia teaching, we can take the strategy of changing static into dynamic, reproduce abstract knowledge in the form of animation, and make abstract knowledge concrete and easy for students to understand and master.
Third, make use of modern information technology to break through and improve the teaching effect.
Every knowledge point has its key points and difficulties, and whether it can skillfully break through the teaching key points and difficulties is the key to the success or failure of a class. In the teaching content, some knowledge is abstract, and students have thinking obstacles when learning. It is difficult to express it clearly to students if the conventional teaching methods are used. The proper application of information technology in teaching can solve the problems that teachers can't explain clearly and students can't understand. It is undoubtedly an effective means for teachers to highlight teaching priorities and break through teaching difficulties in the teaching process. For example, in the teaching of "Preliminary Understanding of Corner", five links are designed, namely, finding corner, touching corner, folding corner, drawing corner and playing corner. Starting with guiding students to observe physical objects, they gradually abstract the geometric figures they have learned. In the process of drawing corners, instead of demonstrating the steps of drawing corners, an animation courseware is designed. First, a point is displayed, then the word "vertex" is displayed several times, and then the drawing method of two faces is demonstrated by animation, and the edge is displayed twice at the same time. This is mainly based on perception, intuition, image and vividness.
Fourth, use modern information technology to provide a communication platform and cultivate students' divergent thinking.
In classroom learning, students should be provided with more opportunities to exchange ideas with each other, and in activities, more environments should be created for students to cooperate and participate in each other. In primary school mathematics teaching, teachers use multimedia computers to give different animations and networks. Through the network system, students can not only think and study independently, but also participate in group discussions, exchange opinions and cooperate with each other to study and solve problems. For example, when teaching to derive the parallelogram area formula, students should first use learning tools to derive the area calculation formula. When students report and communicate, I use the advantages of multimedia to show students different ideas, so that students can intuitively see that parallelogram formulas can be derived in different ways, and also understand other students' thinking methods, so as to gain new inspiration, form new understanding and experience, and achieve the effect of broadening students' thinking, dispersing students' thinking and cultivating students' thinking flexibility.
Fifth, use modern information technology to update teachers' teaching methods.
Applying modern information technology to the teaching process and redesigning teaching will definitely update teachers' teaching methods. Such as multimedia display technology and application software-assisted teaching, multimedia network classroom and other teaching equipment, which have further improved the original teaching mode. Teachers are the organizers, guides and collaborators of students' learning activities. Teachers should grasp the creative factors contained in textbooks, give full play to the advantages of modern information technology, create diverse learning situations that can stimulate new strangeness, make full use of students' curiosity, guide them to think, study and solve problems from different angles and in different ways, and realize the reform of teaching methods.
For example, after the students learned the calculation of rectangular area, the teacher showed a question like this: "The playground of the experimental primary school is 80 meters long and 50 meters wide. In order to meet the needs of students' activities, the length and width of the playground have been increased by 30 meters and 20 meters respectively. How many square meters has the playground increased? "First of all, let the students think for themselves, draw a picture and try to figure it out. When students solve problems, there is such a wrong solution: 30×20=600 (square meters). At this time, we first display a rectangle with a length of 80 meters and a width of 50 meters on the screen according to the meaning of the question, then extend the length and width of the rectangle to form an enlarged rectangle, and color the enlarged part, so that we can intuitively see that the enlarged part is not a rectangle with a length of 30 meters and a width of 20 meters, and then let students look at the picture and think about how to ask for an increased area. With the help of visual graphics, students can solve the problem quickly in various ways.
Six, scientific and rational use of modern information technology
The application of modern information technology is conducive to overcoming difficulties in classroom teaching, effectively improving classroom teaching efficiency and teaching ability, reducing the difficulty of knowledge understanding, stimulating students' interest in learning, fully mobilizing students' initiative and creativity, and helping students understand knowledge and develop their thinking. However, when using modern information technology to assist teaching, the purpose should be strong, the content should be concise and clear, and not fancy; The ability to present information should be appropriate to avoid being far-fetched in form and content; The timing and starting point of creating situations in the teaching process should be appropriate and accurate, in line with the rules of classroom teaching. Through the organic unity of discipline, artistry, education and science, students' interest in learning mathematics can be effectively stimulated, and the key and difficult points in mathematics teaching can be broken through.