First of all, talk about the advantages of computer-aided mathematics teaching.
First, effectively use computers to create a good import atmosphere. As the saying goes, "A good start lays a solid foundation for success." No matter what you do, a good beginning can always bring unexpected results. When a person makes a speech, a good beginning can always attract the attention of the audience and make the atmosphere at the scene full of vitality quickly. When we are working, a good start can make us feel happy, enhance our confidence and finish our work easily and happily. Education is no exception. When preparing lessons, teachers rack their brains to think about how to have a good situation introduction. Good classroom situation introduction will make students full of energy and make the classroom atmosphere active. Using multimedia is a very convenient tool to create a good situation. It can provide vivid teaching situations such as illustrations, dynamic and static combination, and let students enter the classroom quickly. Let me give you an example of my class as follows: Our current People's Education Edition primary school mathematics book has a colorful situation map on the first page of each unit, but this map is put in the book for students to observe, which completely fails to reflect the highlight of this map. I remember when I was talking about Unit 1 "Counting" in the first volume of Senior One Mathematics. When I opened the book and saw this picture, I thought of taking this picture as a photo, then magnifying it on the slide and playing it on the big screen with multimedia. When I put the picture on the big screen, the students all said it was beautiful, and the atmosphere in the classroom immediately came alive. I asked again, "Students, is this picture nice?" This is a beautiful campus. What do you see? What's the count? "That photo is particularly beautiful under the brightness of multimedia. The students observed clearly and actively raised their hands to answer questions. In the process of answering questions, I also asked students to go to the podium and count them with a big ruler pointing at the screen. Many students want to go to the podium to show it to the big screen, and the classroom atmosphere becomes lively around this picture. It is so simple to play a picture on the big screen through multimedia, but the response effect in class is unexpected. Starting with pictures is just a way of multimedia presentation, and multimedia is very powerful. Effective use of multimedia to create a good start is a good "means" for students to enter the classroom quickly.
Second, the effective use of computers, so that students can intuitively feel the process of knowledge formation "Mathematics Curriculum Standards" proposes that students should experience the process of the formation and application of mathematical knowledge. Mathematics knowledge in books is abstract, which is difficult for students to accept. In the previous teaching mode, it is difficult for students to intuitively feel the formation process of knowledge only by one mouth, one book, one blackboard and one piece of chalk. The use of multimedia teaching can make up for this defect. The simulation function of computer can visualize abstract content and animate static content, thus creating vivid, intuitive and interesting teaching conditions for students. Let me give you an example of my teaching as follows: once, when I was going to talk about "addition and subtraction" in Unit 5 "Understanding and addition and subtraction of 6 ~ 10", I wanted to show my classmates the process of addition and subtraction. At first, I wanted to draw a picture on the blackboard to show it, but I found that this process could not be fully vividly reflected. Later, I thought of using a computer to complete this process. So I drew seven colorful stars with drawing software. I first reflected the process of "adding first and then subtracting". I put the little stars in the slide one by one. Using the animation setting function in the slide, I first set four stars when the mouse clicks, then three stars fly in when the mouse clicks, and then two stars fly away when the mouse clicks. Choose a nice sound when clicking, so that students can carefully observe and feel the formation process during playing. In this way, students fully feel the process of "increasing first and then decreasing". The process of "subtract first and then add" is that four stars appear first, then two stars fly away, and then three stars fly in. Multimedia has played its advantages in this course. By changing the number of graphics, the gate of students' thinking is opened, and students' observation and thinking ability is cultivated.
Third, the effective use of computers, so that exercises become "with relish" We all know that primary school students have a short time to concentrate. When students pay attention, we teach them new knowledge that needs to be presented in this class, and the rest of the time is practice and consolidation. In the second half of the class, students often don't pay enough attention, the classroom atmosphere is dull, and the efficiency of students doing problems will also decrease. When students are doing problems, it is the key to consolidate classroom knowledge to improve students' interest and let them concentrate on doing problems. Using multimedia can turn exercises into vivid animations, stimulate students' interest in learning and attract their attention.
Let me give you an example of my teaching as follows: This is an open class in the school teaching month, and I am talking about Unit 4 "Understanding Graphics (I)". When preparing lessons, I followed the principle of "intensive speaking and more practice" and set up a variety of exercises. I use slides to insert a dynamic robot composed of cubes, cuboids, cylinders and balls, and insert sounds into the robot. When I click on the robot, it will make a sound, so that students can know how many graphics there are on the robot. We also set up a witty quiz to add animation effect to different shapes of graphics. Click the mouse to quickly appear a graphic and then disappear immediately, so that students can quickly answer the names of the graphics they see. On the day of the lecture, after finishing the Protestant part, we entered the stage of practice consolidation. At this stage, the students are already a little tired. At this time, I turned on the dynamic robot on the screen, and the dynamic robot said, "I am a robot Mingming. Do you know what graphics I have? " What are these figures? "When the students saw the dynamic robot and heard the robot talking, they immediately paid attention to the screen and observed it carefully. After this problem was finished, I said to the students, "The next step is to be quick to answer. Are the students ready? " The students said in unison, "Get ready". The students are all absorbed in watching the screen. When I clicked the mouse, a figure appeared, and the students quickly raised their hands to answer. In this way, the students completed the exercises with high quality and high efficiency. Multimedia can be used to deal with the forms of exercises in a colorful way, so that students can forget fatigue and be full of vitality.
Fourth, the effective use of computers to create an efficient classroom In our previous teaching, teachers sometimes needed to waste a lot of time in the classroom, such as teaching aid demonstrations and teaching wall charts. Inadvertently, the teaching aid is broken, or the wall chart is dropped, which will cause embarrassing scenes. Therefore, students' study time in class will be reduced, and teachers' class plans will not be completed in time, which will reduce classroom efficiency. The use of multimedia can vividly, intuitively and dynamically present the formation process of knowledge to students. Teachers carefully prepare courseware when preparing lessons, and simplify complex models through multimedia, so that students can watch slides and listen to the teacher's explanation as long as they operate the mouse. Let me give you an example of teaching as follows: When I talk about the first volume of Understanding Graphics in Senior One, let students feel the process of graphic assembly. If you show it to students in kind, the teacher's body or perspective can't give students an intuitive and comfortable observation angle. In the process of demonstration, the teacher has to hold the real thing and describe the process in words, which is very busy. I use the computer to animate the graphics, so that students can directly feel the process of assembly step by step. Students can observe from different angles, cooperate with the teacher to explain in the process of students' observation, and easily break through the important and difficult points, so that students can easily grasp the law.
The application of computer provides a very convenient condition for mathematics teaching, which can visualize mathematics knowledge and make students understand knowledge more thoroughly in the multimedia teaching atmosphere and get closer to life. The advantages of multimedia are not limited to these. We need to study and apply it from the perspective of optimization, give full play to the advantages of multimedia, and make the math classroom more exciting.