Keywords new curriculum, modern information technology, high school mathematics teaching application
After the application of information technology in high school mathematics classroom, our traditional mathematics education thought and teaching mode have changed greatly. Advocate and explore the integration of information technology and mathematics curriculum, make complex and abstract mathematical concepts vivid and improve students' interest in learning mathematics; This is of great practical significance for developing students' information literacy and cultivating students' innovative spirit and practical ability. Next, according to my own personal practice, I will talk about some experiences of applying information technology to high school mathematics classroom.
First, the comparison between mathematics teaching and traditional teaching in the modern information technology environment
Traditional mathematics teaching is generally an authoritative acceptance teaching mode. Teachers dominate students' everything, and students' initiative is only reflected in whether they can solve problems smoothly according to teachers' ideas, and teachers rarely consider students' cognitive process. The application of information technology fully embodies the teaching idea and makes the principle of students' subjectivity well reflected in the classroom. At the same time, the timely feedback function of computer is well used in classroom teaching, which can make up for the most lacking part of traditional classroom teaching and stimulate students' initiative in learning. You can also make use of the dynamic demonstration and measurement function of the geometry sketchpad, so that students can track the measurement results in time through the computer, so that students are convinced of the problems they have learned, and students can actively construct new knowledge in hands-on practice, which is a new teaching method that traditional teaching methods cannot achieve.
Mathematics teaching in modern information technology environment promotes the change of teachers' ideas. This is reflected in respecting students and being convinced of their potential in cognitive activities. Therefore, teaching design will be closer to the objective laws of learners' learning and fully mobilize their initiative to participate, choose independently and explore.
Information technology can provide a learning environment for guessing. In traditional mathematics teaching, students can only experience and guess through very limited examples when looking for some mathematical laws. In this case, it is difficult for students to guess the correct answer without the guidance of the teacher. And mathematics teaching under information technology can overcome this limitation. Using the powerful computing function of the computer, a large number of data can be enumerated, so that students can fully understand its laws, guess correctly and find a solution.
In addition, the use of information technology can replace some blackboard writing of mathematical information, save drawing and writing time, increase classroom density, improve the efficiency of teaching and learning, and give teachers and students more time to communicate.
Second, the significance of the application of modern information technology in senior high school mathematics classroom
(A) the use of modern information technology to integrate the content of mathematics courses, so that teachers' "teaching" come alive and truly reflect students' subjective thinking.
The application of information technology can present the course contents that were difficult to present in previous teaching, and turn abstract knowledge into concrete and vivid knowledge. For example, in the teaching of "function image", the research on the influence of parameters on function image was mainly based on the teacher's explanation. The teacher draws the image of the function in turn, then synthesizes the image of the function through reasoning, and then analyzes the properties of the function. As a result, many students not only find it difficult to understand the nature of functions, but also do not quite understand why they should design such a cognitive order. In my teaching, I used the geometry sketchpad and set all the parameters as parameters. By changing the parameters, I showed the students periodic transformation, phase transformation and amplitude transformation, as shown in figure 1. When the number increases from 1 to 2, the period of the function is reduced by half. When a increases from 1 to 2, the function value doubles and then changes. At the same time, it can also display the whole process of the image transformed from the new image. In this way, students not only gain knowledge, but also have more and more rich exploration experience, and their ability of analysis and induction has also been strengthened.
(Figure 1)
(B) the use of modern information technology, create a situation to stimulate students' interest in learning, change students' learning methods, and help students learn to learn.
1. Create real situations to stimulate students' interest and curiosity in learning mathematics. It is very important to create real situations in mathematics teaching to show related concepts, theorems and properties, and multimedia technology is an effective tool to create real situations. For example, when talking about the definition of an ellipse, we can start with "the locus of a point whose distance from a point to two fixed points is the sum of F 1 and F2", as shown in Figure 2. Let the length of the line segment AB be "fixed", take a point E on the line segment AB, and take F6544 respectively. Ask the students to guess what the trajectory of such a point is. After the students expressed their opinions, the teacher showed Figure 2( 1), and the students suddenly realized: "It turned out to be an ellipse". At this time, the teacher drags the point B with the mouse (that is, changes the length of the line segment AB) to make |AB|=|F 1F2|, as shown in Figure 2(2), and the trajectory of the point that meets the conditions becomes a line segment F1F2. Students begin to be cautious and think carefully, so it is not difficult to draw Figure 2 (3) (| AB | < Through this process, students can not only deeply grasp the concept of ellipse, but also exercise the rigor of thinking. So I think students should be allowed to operate computers more, rediscover mathematical knowledge and experience the charm of mathematical beauty.
(Figure 2)
2. Create imaginary situations, broaden the thinking space, and cultivate students' imagination and divergent thinking ability. Professor beveridge said: "Originality often lies in finding similarities between two or more research objects, but at first it is thought that these objects or ideas are unrelated to each other." This ability to make two unrelated concepts accept each other, which some psychologists call "long-distance imagination" ability, is an important indicator of creativity. Let students imagine between two seemingly unrelated things, which is like giving students a galloping space. There is something more important than knowledge in people's life, that is, people's imagination, which is the source of knowledge evolution. Therefore, in teaching, we can make full use of all imaginable space, tap the factors of developing imagination and give full play to students' imagination.
3. Create error-correcting situations to cultivate students' rigorous logical reasoning ability. "Error is the forerunner of correctness". Students often make mistakes of one kind or another when solving problems. In view of the hidden mistakes that students often make, I use modern educational technology to create error-correcting situations, guide students to analyze and study the causes of errors, find a cure for errors, correct them when they know them, and prevent them when they correct them, so as to make up for the defects of students' knowledge and logical reasoning, improve the accuracy of solving problems and enhance the rigor of thinking. For example, students often take it for granted that the relevant properties of plane geometry are copied into solid geometry, and it is difficult for teachers to express them clearly on the blackboard. I designed and made the courseware of "Two Angles Corresponding to the Vertical Line" by using the Geometry Sketchpad, which allowed students to explore independently and correct their own mistakes, and achieved good results.
Third, the problems that should be paid attention to when modern information technology is applied to high school mathematics classroom.
1. With information technology as an auxiliary teaching tool, give full play to the advantages of information technology in students' autonomous learning, active exploration and cooperative communication, and realize the transformation of teachers' roles. The role of information technology in mathematics teaching can not be underestimated, and it is better than any previous technical means in assisting students' cognition. But it is only an auxiliary tool for classroom teaching. The core of teaching activities is the emotional interaction between teachers and students. In this process, the role of information technology education is unique. In the process of interaction between teachers and students, information technology has become a signpost to produce mathematical problems and promote the spread of students' thinking. However, we can't blindly use information technology, let alone replace the position of teachers in teaching activities.
2. Correctly handle the relationship between multimedia technology and traditional media. Traditional teaching methods are summed up through repeated practice in the long-term teaching process. Especially in the teaching of physics knowledge, it is effective and indispensable to demonstrate, explain and operate physics for many years, and even other methods can't be replaced. Although multimedia-assisted instruction has incomparable advantages over other audio-visual media, different audio-visual media have different functions and limitations. It is more appropriate to use some other teaching media in the teaching of calculation and application problems. Sometimes we can use a variety of media to complement each other appropriately, but we will get better results.
3. Information technology cannot completely replace "manual operation". In the math experiment designed by the teacher, students learn new knowledge independently and cooperatively, and the teacher realizes the basic "paperless" teaching, which also causes the lack of students' individual math skills, such as basic drawing skills and calculation ability. So we can't blindly and thoroughly carry out "paperless" teaching, and we can't completely replace "manual operation" with information technology. For example, giving the equations of straight line and hyperbola and judging the number of intersection points should be strengthened in the next section, that is to say, let students "manually operate" with paper and pencil to solve such problems.
In a word, modern educational technology can change the communication structure of classroom teaching, expand the information function, increase the ability of personalized teaching and optimize teaching; However, we should also see that modern educational technology cannot solve all the problems in teaching, so it is unrealistic to exaggerate its role and try to blindly replace traditional teaching. In the future teaching, modern educational technology will be further applied; However, the application of modern educational technology should not be unrestrained, it should be combined with conventional teaching, and the design of the intensity and opportunity of media use should focus on promoting the optimization of teaching process. Of course, this still needs us to continue to explore and improve in the future teaching practice.