With the rapid development of science and technology, multimedia information technology has been widely used in mathematics teaching. In mathematics teaching class, we should properly use multimedia-assisted teaching, creatively design teaching activities, give full play to the unique function of computer-assisted teaching, create teaching situations with vivid pictures, make abstract teaching content more vivid, make students accept new knowledge and new things more easily, and arouse their enthusiasm. Introducing multimedia teaching into mathematics teaching is as natural and smooth as using paper and pencil, which makes the original abstract mathematics knowledge vivid and beneficial to the formation of mathematical concepts. In the process of deducing mathematical concepts, students not only learn mathematical knowledge, but also improve their interest in learning mathematics. Therefore, according to the needs of teaching content, teachers use high-tech means of modern educational media, which plays an important role in helping to complete teaching tasks. Therefore, multimedia teaching has become an important teaching method for teachers. The following points are some of my experiences and experiences in optimizing mathematics classroom teaching by using multimedia in mathematics teaching practice.

First, the use of multimedia to create situations to stimulate students' interest in learning

Mathematics itself is an abstract and boring subject. In junior high school, some students are unwilling to learn mathematics, and traditional teaching methods are difficult to improve students' innovative ability, which leads to these students' disinterest in mathematics. Multimedia teaching can visualize abstract mathematical problems, make boring mathematical problems interesting, make static mathematical problems dynamic and simplify complex mathematical problems. These characteristics have played a great role in stimulating students' interest in learning mathematics and cultivating their innovative ability. In teaching, it is an effective means to use various media to create situations and arouse students' thirst for knowledge. For example, when talking about the knowledge of "triangle congruence", we can make two triangles with different colors, and vividly describe the congruence of the two triangles through a series of animated images such as rotation, translation and overlapping, so as to effectively summarize the properties of congruent triangles. It can change the imaginary, seemingly unnecessary and incomprehensible pain in traditional teaching, and at the same time, it can fully stimulate students' initiative, so that students can actively participate in learning activities and obtain certain learning effects. This can attract students' attention and stimulate their thirst for knowledge.

Second, use multimedia teaching to solve key and difficult problems.

Mathematics is characterized by strict logic and abstract thinking. Junior high school students' cognitive development is immature and lack of logical rigor, which leads to incomplete thinking and makes it difficult to understand abstract property theorems in mathematics. Multimedia teaching technology can guide teachers to use image thinking and intuitive thinking to deal with problems and reduce learning difficulty through their image and data processing functions under the operation of teachers. For example, when learning "the properties and images of inverse proportional function", the dynamic demonstration function of geometric sketchpad can be used in the process of solving the difficult points in this lesson. When discussing "the nature of inverse proportional function", students can draw the following conclusions by observing the image of the function: "When K >；; The values of 0 and y decrease with the increase of independent variable x; When k < 0, the value of y increases with the increase of independent variable x ". This conclusion is not perfect, and the condition of "in each quadrant" must be added. When I deal with this problem, I use the decomposition and combination technology of multimedia images to guide students to take a point from each branch of the function image and compare the changes of the corresponding X and Y values, so that they can understand that the above conclusion should be changed to "In each quadrant, when k >; The values of 0 and y decrease with the increase of independent variable x; When k < 0, the value of y increases with the increase of independent variable x ". With the change of graphics, doubts disappear in the dynamic demonstration of the combination of numbers and shapes, knowledge is printed into students' brains between intuition and abstraction, and difficulties become the excitement of students because of experiments.

Third, the use of multimedia teaching to improve the teaching effect

In traditional mathematics teaching, teachers should not only write on the blackboard, but also clean it, which makes the classroom small in capacity, monotonous in questioning and boring in form. In modern teaching, due to the use of multimedia teaching, the time of writing on the blackboard and wiping is saved, and students can be provided with various questions within 45 minutes, and the practice capacity is greatly increased. Teachers can draw up topics in advance and show them to students by using multimedia teaching, which is conducive to students' understanding and mastery of new knowledge, to students' independent thinking ability, to cultivate students' ability to analyze problems, to enhance students' ability to solve real-life problems by using new knowledge, to provide teachers with more feedback information, and to give teachers sufficient basis to change teaching design and teaching methods and successfully complete teaching tasks.

Fourthly, the use of multimedia teaching is conducive to cultivating students' intuitive and innovative thinking.

Using multimedia technology in geometry teaching, graphics can be translated, folded, rotated and flashed to express the teaching content. For example, when we talk about "geometric figures", we should know all kinds of columns, cones, tables and balls, draw three views of them and know their development diagrams. In this way, we can use various animation forms such as division, combination, rotation and display of spatial figures to increase students' intuitive feelings, make them immersive and have a three-dimensional sense, thus cultivating students' ability to observe problems and innovative thinking. At the same time, through enlightening questions, students are guided to start thinking, analyzed from different angles, and the internal relations between various figures are excavated, so as to deeply understand the essence of geometric figures and cultivate students' abstract thinking ability.

Fifth, the use of multimedia teaching is conducive to cultivating students' enthusiasm for learning.

To cultivate students' creativity and innovative spirit, we must have a good classroom teaching environment. Using multimedia technology to create situations and atmosphere, so that students' attention can enter the situation, which can stimulate their interest in thinking and discussion, and students' learning enthusiasm will be mobilized soon. For example, when learning "translation", explore: how to draw a row of snowmen with the same shape and equal size on a translucent paper? Cover the translucent paper on the above picture with multimedia display. Draw a snowman first, then move the paper one by one in the same direction, and then draw the second and third pictures ... Find three groups of corresponding points randomly in the snowman figure, connect these corresponding points and observe the line segments. What is the relationship between their position and size? The use of multimedia presentation is like an animated cartoon presented to students, which arouses their enthusiasm and enables them to quickly summarize the characteristics of translation. This class has received good teaching results.

Through the practice in recent years, using computer technology to describe vividly in mathematics classroom teaching can show the inherent law of knowledge from different angles and ways, break through the limitations of time, space, abstraction, macro and micro, let students fully feel and understand the generation and development of knowledge, broaden their horizons, and be conducive to the formation of students' innovative consciousness and the cultivation of innovative ability.