1998, the national computer education center for primary and secondary schools put forward the concept of "curriculum integration". In June 2000, Chen Zhili put forward the concept of "curriculum integration" for the first time from the government's point of view at the "National Conference on Information Technology Education in Primary and Secondary Schools", which triggered a nationwide "curriculum integration" from the government to the private sector and became the hot spot and focus of information technology education in primary and secondary schools.
Looking at home and abroad, foreign countries have begun to reconstruct and design the classroom teaching process based on information technology environment as a whole, and have accumulated rich experience in using information technology to improve teachers' teaching efficiency and promote students' inquiry learning, and naturally and smoothly infiltrated information technology into the whole process of subject teaching. How to apply information technology to subject teaching scientifically, reasonably, efficiently and fully to realize the comprehensive education goal of cultivating students' basic ability and information literacy is also a realistic problem to be solved urgently in the research of basic education in China.
The extensive application of modern information technology is profoundly affecting the content of mathematics curriculum, mathematics teaching and mathematics learning. Middle school mathematics curriculum should advocate the organic integration of information technology and curriculum content, and the basic principle of integration is to help students understand the essence of mathematics.
We believe that strengthening the integration of information technology and middle school mathematics curriculum is of great significance for implementing quality education and cultivating innovative talents. Integrating information technology into middle school mathematics teaching is as natural and smooth as using blackboard, chalk, paper and pen, which is the core of "curriculum integration". The research of "curriculum integration" teaching mode has created a good foundation for students' subjectivity and creativity, and made mathematics education develop towards independent and distinctive curriculum teaching. At the same time, information technology education should cultivate students' open personality, cooperation ability, innovation ability and ability to grasp future changes, and closely link students' learning with their future livelihood and development.
In the mathematics teaching of the new curriculum, teachers should start from the subject characteristics and teaching rules of mathematics, and use information technology to display the images of higher functions in the classroom more intuitively, so that students can create intuitive, vivid and vivid perceptual situations, thus achieving the effect of mobilizing students' enthusiasm and interest in learning, effectively stimulating students' interest in learning and making them have a strong desire to learn. For example, the animation demonstration supported by information technology "exponential function y = and logarithmic function y =(a >；; 0 and a≠ 1) are symmetrical about the straight line y=x, which enables students to appreciate the beauty of symmetry in mathematics and improve their aesthetics. Let students think and learn mathematics step by step through their own discovery and inquiry.
Under the curriculum reform, mathematics pays more attention to cultivating students' thinking ability, and the cultivation of thinking ability needs to go through the process of practice-cognition-practice-recognition. The application of information technology in mathematics teaching can provide a huge amount of information and a multimedia information transmission method, which allows students to process complex motion graphics or data through computers, and students can directly operate them, thus improving their hands-on ability and observation ability, thus cultivating their ability to build mathematical models and deeply understanding the generation process of mathematical knowledge. Information technology can provide an environment for automatic reasoning and symbolic calculus, which is helpful to the training of abstract thinking; Information technology can also provide a dynamic three-dimensional intelligent mapping environment, which is conducive to the cultivation of spatial imagination.
Mathematical software has played an active role in cultivating students' mathematical literacy and improving their ability to integrate theory with practice. Through all aspects of experimental teaching, students' abstract thinking ability, logical reasoning ability, calculation ability and self-study ability are gradually cultivated. Moreover, the use of mathematical software can cultivate students' practical ability to analyze and solve problems by comprehensively applying what they have learned, cultivate students' innovative consciousness and ability, and stimulate students' interest in learning mathematics. For example, the math software we are studying in our sophomore year is a very practical math software. It can make a three-dimensional map of space and visualize and concretize abstract things. It can calculate a lot of data and simplify the complicated calculation. It is more convenient for students to learn and encourages them to explore more deeply.
Many problems in middle school mathematics, with the support of information technology, facilitate mathematics teaching.
For example, we should study the properties of a paraboloid Z = 2-X 2-Y 2. This is a three-dimensional figure. Using Mathematic software, the spatial graph can be made by Plot3D command. According to the shape change and color change of the graph, students can intuitively observe the spatial 3D graph, which is more convenient for teaching, promotes students' interest in learning and stimulates students' interest in exploring this problem.
When studying the properties of isosceles triangle, students can make any isosceles triangle by using the "geometric sketchpad", draw the median line, the high line and the bisector of the top angle on the bottom surface, and measure its length; Then drag the vertices to observe the position changes of each point when the length of the three lines changes (students will find them intuitively and overlap each other), and then inspire students to discover the "three-in-one" nature of the isosceles triangle from the experimental results. In this kind of teaching activity, teachers only need to provide students with a problem background, so that students can experiment, observe, compare, verify, summarize and draw conclusions themselves, so that the "three-in-one" nature of isosceles triangle can be naturally integrated into students' existing knowledge structure, which not only helps teachers get rid of the "unclear" dilemma, but also embodies the teaching principle of "students as the main body".
Not only drawing with mathematical software, but also adding a teaching activity-"Where is the beauty" to the explanation of "axisymmetric figures and isosceles triangles". A large number of axisymmetric graphics in life are displayed in PPT form. Students appreciate these pictures and let them find out where they are beautiful. In this process, students have a perceptual knowledge. For example, choose a picture of a butterfly, decompose its image, and guide students to get the definition of axisymmetric figure. In this way, from perceptual knowledge to rational knowledge, students have experienced observation-analysis-discussion-summary, and their logical thinking has also been exercised.
The nature of quadratic function is the key and difficult point in the study of grade three. How can students really understand and master the properties of quadratic function y=ax2+bx+c? It is intuitive to explore the properties of quadratic function by using geometric sketchpad software. Students can draw the image of quadratic function y=2x2+3x+7 on draft paper with basic methods and steps. Next, input the parameters A, B and C into some numbers with the geometric sketchpad. Compare the function image obtained on the computer with the image drawn by the students themselves, and then stimulate the students' strong desire for knowledge. In the dialog box of the Geometry Sketchpad, change the parameter A from "2" to -2 "to guide students to observe the different changes of the image. In this way, students can clearly, intuitively and quickly observe the different changes of function images. Then change the parameters h and k to observe the image again. Using the advantages of information technology, this content vividly shows the dynamic process of image changes caused by parameter changes to students with geometry sketchpad software. This kind of dynamic simulation not only solves the difficulties in mathematics teaching, but also makes students feel the advantages of solving practical problems with computers, mainly to stimulate students' curiosity and interest in learning.
The integration of information technology and mathematics teaching also includes encouraging students to look up information on the Internet. When explaining "real numbers", students can be divided into groups of 3-5 before class. In groups, they can search online for relevant historical facts about quadratic roots, rational numbers and irrational numbers, and exchange information in class after sorting them out. Teachers also add some anecdotes or anecdotes about quadratic roots, rational numbers and irrational numbers. Before students formally enter the study of quadratic roots, rational numbers and irrational numbers, they know something about Pythagoras, Descartes and other ancient mathematicians and Geometry. In the preparatory activities before the new class, students will be awed by the great mathematicians in ancient times, and thus have a new understanding of mathematics. In the explanation of "frequency distribution" and the study of "air quality survey statistics table", let students look up the "air quality grade table" published by the State Environmental Protection Bureau on the Internet, and then divide the given data into various grades. At the same time, the local pollution situation will be inquired through the network to calculate the distribution of air quality. In this process, students can further improve their awareness of environmental protection and cultivate their good moral sentiments.
At present, most teachers will give lectures in the form of PPT if conditions permit, so as to enrich the teaching content. When explaining the section "Determination of Triangle Congruence", we can make this section into a web page, which can be divided into "Determination Theorem", "Example Analysis", "Knowledge Exploration", "Great Skills Test" and "Senior High School Entrance Examination". "Bullknife quiz" and "senior high school entrance examination" are two parts, and the topics are from easy to difficult. Students can choose different levels of questions according to their mastery of knowledge, and the questions and answers have hyperlinks, which students can click freely. This will enable students to get feedback in time, make students at different levels have a sense of accomplishment, and let students explore independently. Learning in this network environment breaks the non-replicability of traditional classroom teaching content, allowing students to focus on solving their own difficulties according to their own needs, thus realizing hierarchical teaching.
Generally speaking, the integration of information technology and mathematics teaching is conducive to improving the quality of mathematics teaching: 1. Conducive to expanding the amount of information, increasing capacity and improving efficiency; 2. It is beneficial to stimulate students' interest in learning and create problem situations better; 3. It is helpful to carry out interactive learning between human and computer, so that students can become the masters of learning; 4. It is conducive to the research study of middle school mathematics, and to cultivate students' computer application skills and students' ability of independent thinking and independent learning.
Education and teaching must adapt to the new situation, renew ideas, reform and innovate. The new curriculum standard puts forward higher requirements for mathematics teachers. The design and implementation of mathematics curriculum should attach importance to the application of modern information technology, especially the influence of calculators and computers on the contents and methods of mathematics learning, vigorously develop and provide more abundant learning resources for students, 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 invest in realistic and exploratory mathematics activities. Based on the characteristics of mathematics teaching law, information technology and mathematics curriculum should be organically integrated to enrich the classroom content, change the way of teaching and learning, and present a vivid and easy-to-understand classroom atmosphere to stimulate students' thinking and reflect their own construction. Only in this way can mathematics and even the whole education have innovation and development.