1, Constructivism believes that students have had life experience before learning, and they don't walk into the classroom with empty heads, so at the beginning of mathematics inquiry learning, students' original life experience and mathematics potential should be stimulated to the maximum extent.
2. The new standard puts forward that the content of students' mathematics learning should be realistic, meaningful and challenging, and the content should be presented in different ways to meet the diverse learning needs of students. Multimedia technology and network technology can realize the most effective organization and management of primary school mathematics teaching. The information they manage is not only words, but also media information such as graphics, images, sounds and videos. Through these carriers, the capacity of classroom information can be greatly increased and teachers' flexibility in mastering teaching information can be improved. Multimedia and network technology make it possible for students to have multiple sensory stimuli and intuitive teaching, which can effectively improve students' learning style, speed up the understanding process and enhance their cognitive ability.
3. For example, in the teaching of "Common Quantity Relationship", we use video files of supermarkets to let students experience the application of quantity relationship among unit price, quantity and total price in daily life. For example, the price of a bottle of milk is 2 yuan. What does this 2 yuan mean? Six bottles of coke in the customer's hand. What does this 6 mean? How is the cashier calculated? Middle school students can understand the wide application of unit price, quantity and total price in supermarkets. Then let the students go shopping in the supermarket by themselves. Talk to each other at the same table: How did you do it? According to what quantitative relationship? In this way, according to the characteristics of modern information technology, students can "shop" in class. Let students experience the truth of life, feel the life prototype of mathematics knowledge, enhance students' interest in learning and enhance their emotional experience in learning mathematics.
4. Of course, we can also use the storage function of multimedia technology to pre-store some graphics, topics and the analysis or solution process of topics in the computer, and reappear them in front of students in class at an appropriate time; You can also use the characteristics of high-speed information processing of computers to draw pictures quickly and accurately in class. Through computer software, teachers can realize real-time control of teaching target information, and make a certain paragraph and a certain character appear at any time; You can also let the objective exist or disappear at any time; Images can be made randomly; You can interfere with the moving objects appearing on the screen at any time, and let them stay still on a certain picture like a movie freeze frame, so as to close up some sports results that need to be emphasized; Graphics (or images) can be enlarged locally, and so on. This greatly enriches the teaching methods, expands the channels of communication between teachers and students, and meets the learning needs of students.
Second, use vivid and novel multimedia presentation forms to stimulate students' desire to explore independently.
1. Constructivism advocates learner-centered learning under the guidance of teachers, that is, it emphasizes the cognitive subject position of learners in the learning process.
2. It is clearly pointed out in the new standard: "Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative learning are important ways for students to learn mathematics. " In other words, the new mathematics curriculum advocates autonomous learning, cooperative learning and inquiry learning. The application of "Geometer's Sketchpad" can create a situation, let students actively participate in mathematics activities for independent exploration and personal experience, stimulate students' interest in learning more strongly, reveal the relationship between old and new knowledge more comprehensively and conveniently, and create good conditions for students to realize "meaning construction".
3. If we teach "Calculation of Triangle Area", we will use the "Geometry Sketchpad" to provide students with an opportunity to do "mathematical experiments", so that students can actively discover and independently explore the calculation formula of triangle area. In teaching, we use the geometric sketchpad to dynamically express the geometric relationship and interaction, so that students can make two identical triangles by themselves. Then let the students use some functions of "translation" and "rotation" of the geometry drawing board to make two identical triangles into parallelograms. This dynamic operation process creates a more abstract space and conditions for students. Then guide students to actively explore, observe, discover, discuss and exchange the internal relationship between the triangle area calculation formula and the learned graphic area calculation formula, and boldly deduce the triangle area calculation formula. Finally, students can use the geometric sketchpad to verify the calculation formula, so as to realize the construction of knowledge meaning.