Second, use multimedia, from static to dynamic, from abstract to concrete, to break through difficulties.
Multimedia has the characteristics of figurative image, dynamic and static combination, and both sound and emotion. Therefore, if properly used, we can turn static into dynamic, abstract into concrete, mobilize the cooperation of students' senses, and solve the content that teachers can't explain clearly and students can't understand, so as to effectively realize intensive reading, highlight key points and break through difficulties. For example, when teaching "cylinder volume", how to divide the cylinder into approximate cuboids, and then derive the calculation formula of cylinder volume according to the cuboid volume formula, which is a difficult point in teaching. It is difficult to operate if you directly cut and spell with teaching AIDS, but use multimedia technology to cut and decompose the cylinder and divide it into as many equal parts as possible, so that students can intuitively see that the more equal parts, the closer the three-dimensional figure is to the cuboid. On this basis, let students observe, compare and summarize, and deduce the volume formula of the cylinder. In this key teaching link, through the multimedia static demonstration operation, step-by-step guidance and circular promotion, the knowledge is transformed into concrete, so that students can experience the derivation process of cylinder volume formula personally, thus breaking through the difficulties of this course.
Third, the use of multimedia to improve classroom teaching efficiency
Multimedia teaching can not only impart more and faster knowledge to students, but also save time, increase capacity and effectively improve classroom teaching efficiency.
(A) the use of multimedia to improve classroom teaching ability.
In the actual mathematics teaching process, we may often encounter some time-consuming activities, such as a large number of blackboard writing and some traditional teaching activities. In the limited class time of 40 minutes, if we still use the traditional methods of writing on the blackboard and preaching, it will consume valuable class time. If we explain orally instead of writing on the blackboard, we will often fail to convey our meaning. At this time, if the powerful display function of multimedia technology is adopted, teachers can not only avoid wasting time in some links in the classroom, but also win more time for students to practice and think, thus increasing teaching capacity and improving classroom efficiency. For example, in the teaching of "angle measurement", I adopted the animation function of multimedia computer-let the protractor rotate in the angle, and the measured angle can be seen at a glance with different colors flashing on both sides. The feedback teaching effect is irreplaceable by conventional teaching. Although the capacity of the whole class is very large (conventional teaching takes two hours to complete), students do not find it difficult to learn and the teaching effect is quite good.
(B) the use of multimedia, rich practice, teaching students in accordance with their aptitude.
Teachers all know that under normal circumstances, teachers will ask students to do some exercises in each math class to test and consolidate what they have learned. If we only rely on the traditional rigid exercise forms such as blackboard, test paper and books, the whole class will just do the same exercise. In this way, students at different levels will feel that they have no appetite. After a long time, students will feel bored, show boredom and even don't do their homework. Mathematics curriculum puts forward the cultivation of four-dimensional goals of "knowledge and skills", "mathematical thinking", "problem solving" and "emotion and attitude", which requires various forms of practice. Therefore, teachers should teach students at different levels and learning levels in a targeted manner, so as to teach students in accordance with their aptitude, induce students to explain things in simple terms, and let each student have the opportunity to experience the joy of success and enhance their self-confidence. Compared with traditional methods, multimedia technology has incomparable advantages, so when making courseware, we make full use of this advantage and practice in layers according to the different levels of students' learning.
Fourthly, use multimedia teaching to cultivate students' innovative thinking and ability.
Mathematics learning in primary schools pays more attention to students' practice and stimulates students' creative thinking in practice. Multimedia-assisted instruction has the advantage of storing teaching information in large capacity, which provides students with a large number of rich learning materials and information resources beyond time and space. This not only helps students to construct the meaning of knowledge and improve their understanding level, but also stimulates students to discover or create their own mathematical knowledge, thus exploring students' creative thinking and improving their innovative ability. For example, when understanding the characteristics of a cuboid, students can know the number of faces, vertices and edges of the cuboid by coloring and flashing. Three groups of colors are used to represent the opposite faces and edges. After animation translation, the opposite faces and edges overlap completely, which makes students realize that the opposite faces are exactly the same and the opposite edges are parallel and equal. Multimedia is vivid and intuitive, and the demonstration method is flexible and changeable, which reduces the slope of understanding abstract problems. Through repeated thinking from image thinking to abstract thinking and from abstract thinking to image thinking, students can profoundly grasp and discover the laws of things and develop their thinking ability in active and effective thinking activities.
In a word, the application of multimedia technology has injected new vitality into mathematics teaching, and the organic combination of multimedia technology and mathematics teaching is a new teaching method in mathematics teaching reform. Practice shows that only by properly grasping the opportunity of multimedia network-assisted teaching can we give full play to its teaching advantages and achieve the purpose of improving students' quality, cultivating students' ability and optimizing classroom teaching. I am convinced that with the continuous development and popularization of information technology and the gradual improvement of online teaching, our educational informatization will also change from passive to active, from unconscious to conscious. Let's aim at the future, practice boldly, explore bravely, innovate constantly, and strive to promote the process of educational modernization.