More than 300 years ago, Comenius, a Czech educator, wrote in The Great Teaching Theory: "All knowledge begins with the senses." Research shows that people perceive the objective world and get information from the outside world, 83% through vision, 1 1% through hearing, 1% through taste, 1.5% through touch and 3.5% through smell. Using various sensory organs to observe a thing or phenomenon cooperatively, the observation effect is relatively complete, profound and essential. In the teaching process, the development of students' cognitive law has a process: intuition makes abstract knowledge concrete and visual, which helps students form perceptual knowledge and finally achieves abstract rational epiphany from visual perception. This requires us to have a perceptual understanding of things first.
Many contents in mathematics curriculum are abstract and intangible, which makes teaching in this field difficult and boring. Traditional mathematics teaching can't meet the development of students' ability in the process of learning mathematics knowledge, and students can't really have perceptual knowledge, so there is no basis for rational knowledge. The display of information technology can not only accelerate and improve understanding, but also improve the interest and attention of information recipients and greatly improve the efficiency of information dissemination.
First of all, the application of information technology is a necessary way to promote the new curriculum reform of mathematics teaching.
When teachers use modern information technology (called teaching methods in the past), they are all based on teaching objectives and organically combined with teaching content and teaching methods in teaching design. The focus of the research is still the reform of teaching: that is, using modern information means to study the characteristics of students' thinking activities, study the corresponding teaching methods and teaching theories, and promote the reform of teaching.
(1) The new curriculum reform of mathematics teaching puts forward new requirements for both teachers' teaching and students' learning.
The new curriculum reform is new in form. Compared with the past knowledge content, some are not required, and some are more demanding. The new curriculum reform requires students to have strong hands-on ability, rich and enlightening experimental exploration, and let students learn independently in cooperation. In the past, the mode of class was that teachers talked, students listened, teachers asked, students answered and students followed suit. The new curriculum reform emphasizes stimulating students' interest and letting them play the main role. The new curriculum standard puts forward a new concept of facing all students, cultivating students' mathematical scientific literacy and advocating inquiry learning. In the traditional teaching process, the emphasis is on imparting knowledge systematically, with the aim of letting students master a large amount of knowledge systematically and emphasizing the systematization and order of knowledge. In teaching, teachers repeatedly weigh and estimate the knowledge category, key points and difficulties, and start their own teaching process around them, usually ignoring the cultivation of students' ability and emotional attitude and values. Nowadays, the knowledge in society is updated rapidly, and the main purpose of teaching is not to let students master systematic knowledge, but to let students acquire knowledge for life. Therefore, in the design of teaching process, we should first consider how to make students achieve this goal in the process of inquiry. The new textbook will run inquiry learning through all columns of the book, cultivate students' mathematical literacy, change students' learning methods, and thus change the previous passive learning methods into active learning methods, which can better cultivate students' abilities.
From the perspective of teaching methods, we can appreciate the artistic conception of the new textbook, integrate emotional teaching into the classroom, understand the new curriculum through mathematical activities, spread our love for mathematics, and let students produce * * * voices through classroom communication. These voices can be integrated into teachers' emotions, cultivate students' thinking ability and innovation ability, and help students have a preliminary sense of innovation and scientific attitude. Make them have a good association, achieve the expected teaching objectives, enhance their sense of participation and realize their own value. Grasping the essence of teaching materials and making major reforms in teaching methods are refreshing and can bring learners into learning situations. In teaching, many links are student-centered and completed by both teachers and students, which shows that teachers are the guides and participants of learning behavior and the realistic embodiment of new teaching concepts in teaching.
From the perspective of learning methods, inquiry is a good way to cultivate students' learning ability. At the same time, the new curriculum advocates the cultivation and training of inquiry learning methods, aiming at cultivating students' innovative and practical abilities and stimulating their learning ability. Starting from teaching practice, we should use new teaching methods and teaching concepts in time and properly to cultivate students' ability. Learning method is the key to meet the requirements of new curriculum reform. (1) Enhance the role awareness and try to involve students in the teaching process. (2) In the process of problem solving, teachers are both instructors and participants. (3) Inquiry activities are students' practical learning behaviors. (4) Students' inquiry activities should have corresponding inquiry guidance.
(B) the connotation and significance of information technology to promote the new curriculum reform of mathematics teaching
"Mathematics is a science that studies quantitative relations and spatial forms. Mathematics is closely related to human development and social progress. With the rapid development of modern information technology, mathematics is more widely used in all aspects of social production and daily life. Mathematics, as a scientific language and tool gradually formed by abstracting and summarizing objective phenomena, is not only the foundation of natural science and technical science, but also plays an increasingly important role in humanities and social sciences. Especially since the middle of the 20th century, the combination of mathematics and computer technology has directly created various values for society and promoted the development of social productive forces. " . With the advent of the information age, information technology will inevitably enter the classroom, which is particularly important for mathematics. From the perspective of discipline, the integration of information technology and mathematics teaching is a profound revolution in discipline teaching. Under the guidance of modern educational theory, this revolution uses modern information technology and advanced educational concepts, ways and methods to solve some difficult or even impossible problems, and achieve higher, newer and better educational and teaching effects, thus promoting the deep-seated reform of education and teaching.
In short, the effective entry of information technology into the classroom of new mathematics curriculum teaching has two meanings: first, through the effective integration with information technology, students can effectively learn to use information technology in subject teaching and cultivate their information literacy; Secondly, the effective integration with information technology in subject teaching can improve students' initiative, quality and efficiency, which is conducive to the promotion of classroom teaching reform.
Second, the principle of choosing information technology in the teaching process of new mathematics curriculum
How to choose and use information technology reasonably in the process of new curriculum reform in mathematics teaching? In my opinion, according to the actual situation of students and the effect of information technology teaching, we should choose questions that can be explained intuitively and vividly, stimulate students' interest in learning to the maximum extent, develop students' intelligent courseware and network information, or design courseware and select information according to the actual content of chapters, and pay attention to the following three aspects:
1. Practicality: When selecting, designing and making teaching courseware, students should be considered, and different teaching courseware should be designed for different objects, different teaching objectives and contents. When, where and how to ask questions and reveal the essence of the problem should be considered. Everything should start with students. In addition to some necessary "touch-up" treatment, courseware should
2. Give full play to students' main role: The teaching process is a process of bilateral activities between teachers and students, which requires close cooperation between teachers and students. In this process, information technology is only an auxiliary means, not the whole of a class. It is necessary to stimulate students' interest and promote students' active exploration and thinking through the display of courseware, rather than replacing teachers' teaching activities.
3. Cultivate students' innovative consciousness: Teachers should systematize and network knowledge points through a series of interrelated problems, which not only conforms to students' cognitive psychology, but also can effectively guide students' thinking to develop in depth, cultivate students' ability to analyze and solve problems, and promote the development of creative thinking.
4. It should also be noted that when selecting, designing and making teaching courseware, we should not blindly pursue the use of fixed types of teaching media. If we use multimedia courseware instead of writing on the blackboard, explaining examples and summarizing knowledge points, it obviously goes against the original intention of using information technology and will definitely affect students' learning effect. In fact, information technology is more suitable for those unobservable, incomprehensible, abstract or dynamic contents under the existing conditions.
Thirdly, the application of information technology in different types of classrooms.
(A), discussion-based classroom teaching
I think the core of the new curriculum concept is to embody the humanistic thought of "people-oriented, all-round development", that is to say, we can't treat our students with a static concept, but treat each student with a dynamic and developmental view, and implement our teaching for the lifelong development of students. And human development includes continuous efforts to learn knowledge and the ability to understand and perceive other people's views. Only after consulting with others can we put forward and improve our original opinions. Discussion is one of the most beneficial methods for human development. For example, in the study of eighth grade mathematics, the content of Pythagorean theorem is a topic that students are very interested in, but students don't know much and are not systematic. If teachers arrange for students to check the proof of Pythagorean theorem by various information technology means before class, then in classroom teaching, students will have heated discussions in groups. Through the discussion of Pythagorean theorem, students' logical reasoning ability, active participation ability and respect for objective facts are cultivated. Thus, the core idea of the new mathematics curriculum standard is well realized: facing all students, improving mathematics literacy and advocating inquiry learning. From the three aspects of knowledge, ability, emotional attitude and values, we can promote the formation of students' mathematical literacy and the acquisition of mathematical ability, and improve their information processing ability and inquiry ability.
(B), the type of classroom teaching
Lecture-style classroom teaching mode is familiar to us. When the new curriculum standard strongly advocates inquiry learning, many people regard lecture-style classroom teaching as the so-called "cramming" and "cramming" learning mode that teachers talk and students listen to. Is that really the case? Has the lecture-based classroom really been completely replaced? Teaching practice tells us that this is not the case. Sometimes it is necessary to give lectures, and it is necessary to give lectures truthfully, honestly and completely. For example, in the study of quadratic function, the content is more abstract, and the classroom teaching mode based on students' autonomous learning and teachers' explanation not only helps students to do things themselves and think with their brains, but also helps teachers to make breakthroughs in important and difficult points, providing teachers and students with a broad discussion space, which can solve the teaching practice that mathematics teachers have been difficult to solve for many years, and teachers can become "mentors" more truly to guide students to choose and use. Traditional teaching methods can't show students numbers and shapes clearly and intuitively. The virtual reality of computer multimedia makes students see this process. Through computer demonstration, the expression of knowledge is more complete and students can understand it more easily. Multimedia also helps to summarize the key points of classroom teaching in time, and attach consolidation exercises to strengthen the on-site digestion and absorption of key contents, thus improving the efficiency of classroom teaching.
(C), inquiry-based classroom teaching
Inquiry learning is the core of this "curriculum reform". It is not only the basic idea of mathematics teaching, but also a change in learning methods, which is particularly important and urgent in the process of mathematics teaching. The new mathematics curriculum especially emphasizes mathematics activities, and cooperative inquiry is the best implementation strategy to make the activity process well implemented and implemented in the classroom. In fact, mathematical inquiry is essentially to teach students to analyze and solve problems in a way similar to that of mathematicians when dealing with information. It emphasizes the formation of content, process and conclusion. Scientific inquiry emphasizes the acquisition of knowledge, and the process of mastering how to acquire knowledge is more important. Therefore, the key to well-designed inquiry learning classroom teaching is to keep students in the way of solving practical mathematical problems.
According to the above characteristics of inquiry teaching, the combination of information technology and classroom inquiry teaching is conducive to creating problem situations, breaking through the difficulties of inquiry, and giving full play to the main role of students: how to make students follow the footsteps of mathematicians and their thinking smoothly? Combining with information technology teaching, vivid information technology courseware is used to provide students with the inquiry situation and artistic conception, which is helpful to the smooth development and implementation of inquiry teaching in mathematics classroom, and to guide students to integrate into it, enter the role and explore knowledge with interest.
In addition, we should conscientiously implement the ideas and concepts of inquiry in classroom teaching, so that classroom teaching can become a real "exploration" and "research", instead of old bottles and new wine, forming false inquiry such as "planting crops on the blackboard" and "blackboard deductive inquiry". Of course, in the actual process of classroom teaching design, we should focus on the students' reality and the various supporting conditions provided by the school for inquiry, appropriately select the teaching design at certain stages and make appropriate arrangements. Not all mathematical activities should fully show these contents and steps. Therefore, in the whole process of junior high school mathematics teaching, it is enough to do at least one complete inquiry activity so that students can have this kind of experience and experience, and it is not required to do all of them. Only teachers should have this idea in the teaching process and embody it in the teaching process. I think this is the real meaning of the so-called "carrying out inquiry teaching throughout the teaching process".
In short, as long as we make rational use of information technology, give full play to the leading role of teachers and mobilize the teaching subjects (students) to actively participate in teaching, we can give full play to the advantages of information technology in improving teaching efficiency and cultivating students' quality, so that our teaching can achieve twice the result with half the effort in a relaxed and happy atmosphere.