"Curriculum Integration" teaching mode is a new perspective of China's basic education reform in the 2 1 century. Its research and implementation have created a good foundation for students' subjectivity and creativity, and made school education develop towards independent and distinctive curriculum teaching. "Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" also clearly points out: "The development of modern information technology has had a great influence on the value, goal, content and the way of learning and teaching of mathematics education. The design and implementation of mathematics curriculum should attach importance to the application of information technology, especially the influence of calculators and computers on the content and methods of mathematics learning, and vigorously develop and provide more abundant learning resources for students. Take modern information technology as a powerful tool for students to learn mathematics and solve problems, and strive to change students' learning methods, so that students are willing and have more energy to invest in realistic and exploratory mathematics activities. "
In this environment, mathematics teachers must further study how to use computers to help their own teaching from the perspective of their own disciplines, and organically integrate computer technology into primary school mathematics teaching-just like using blackboards, chalk, paper and pens, so as to better adapt to the requirements of the times.
First, let mathematics be close to life.
The new curriculum standard puts forward that "mathematics should be attached to life" and "mathematical problems should be put into life". In fact, it is easier for students to understand and master their own mathematics knowledge with a certain life foundation, and they are also more interested. However, for a long time, most teachers regard mathematics textbooks as the main or even the only source of teaching content, and the teaching content is fixed in the textbooks, and they dare not go beyond the textbooks. Teachers, as organizers, guides, participants and collaborators of students' mathematical activities, should reprocess the teaching materials and creatively design the teaching process. Therefore, real life materials and life examples should be the carrier of learning mathematics, which can improve students' interest in learning, make students feel that learning is useful, apply what they have learned, and make students realize that mathematics is everywhere in life and mathematics is in life. Providing students with rich resources through the Internet can greatly break through the limitation that books are the only learning resources, and enrich closed and isolated classrooms with various related resources, so that students can jump out of the limitation of learning only the contents of textbooks. We can make use of the characteristics of rich information resources and strong timeliness to combine with the teaching content of decimal subjects, so that students' learning content is more contemporary and closer to life and modern science and technology; At the same time, it can also broaden teachers' knowledge horizons, change the traditional subject teaching content and make the teaching materials "live". For example, when teaching "triangle understanding", first show a common picture in daily life on the screen, so that students can find out which objects have triangular surfaces, thus leading to the topic. Because the pictures are vivid and colorful, students' interest in learning is aroused at once. When teaching the concept of triangle, using the animation function of computer, three line segments are gradually moved to form a triangle. Through the demonstration, students not only understand what "end to end" is, but also understand the concept of triangle. When teaching the stability of triangle, ask the students: "Why do you want to make the bicycle body bracket into a triangle?" Then, a group of pictures appeared with the sweet music: first, a little monkey was riding a bicycle happily, then the bicycle body bracket became a parallelogram, and as a result, the little monkey was riding two wheels together. Through vivid and interesting pictures, students learned that bicycles make use of the stability of triangles and the important role of triangle stability in daily life. Due to the unique teaching method and novel design, students' learning mood is very high, their attention is very concentrated in the whole class, and the teaching effect is very good.
Teachers can also sort out relevant resources before class and upload them to the school website, so that students can visit the website to get useful information. Or provide students with websites, search engines, etc. So that students can collect information from the resource library through the Internet. For example, statistics and chart teaching for senior students is such a typical case. Before class, I arranged for students to investigate an interesting question through their favorite channels, such as surfing the Internet, reading reference books and asking questions, and collected a set of favorite data. In class, each group is required to recommend a classmate to give a report. When they report, they have the data around them, such as the number of students in each group, the math scores at the end of last semester, the data in life, such as the statistics of household water and electricity consumption, the small survey of household motorcycles and computers, and the groups of vivid and meaningful data discovered by students' hands and brains, which not only exceeds the knowledge in textbooks, but also expands their knowledge, making students feel that the statistics are in front of them, which is not difficult at all, but very useful. Students look for the prototype of mathematical knowledge from familiar real life, and rely on students' interest in perceptual materials to stimulate students' curiosity and interest. In class, I ask students to use the chart tools in the computer. As long as the corresponding data is input, the computer will automatically generate statistical charts within a few seconds, and different forms of statistical charts can be generated as needed. In this way, more time can be spent on the analysis and inference of data change trend, and students' analytical application ability can be cultivated. Practice shows that through integrated teaching, students can not only learn to read statistical charts, but also make appropriate analysis and speculation according to the changes of data, and put forward their own suggestions. It has also achieved the information technology teaching goal of learning to make statistical charts with chart tools; Stimulated the interest in using computers.
Second, there is no time and space constraints in mathematics classroom teaching.
At present, the teaching form of our school is mainly the class teaching system, that is, students give lectures at school in a centralized way, which is limited by the unified teaching time. Confucius, a great educator in China, has long said: teach students in accordance with their aptitude. However, this is still a beautiful ideal that is difficult to achieve. It is difficult for students to do irregular math classes. Many students can't keep up with their step-by-step math study. In order to teach students in accordance with their aptitude, it is necessary to carry out personalized teaching. In addition to concentration, mathematics teaching needs to be decentralized, and it needs a learning environment for individuals or groups. 2 1 century, human society will enter a brand-new information age, and new teaching forms should be added to integrate information technology into primary school mathematics teaching. Based on this idea, we consciously let students consult materials or conduct social surveys on their own, and extend mathematics learning from in-class to out-of-class, which not only broadens students' knowledge horizons and enriches students' extracurricular knowledge, but also cultivates students' ability to explore knowledge independently and improves students' ability to collect and process information, thus achieving the ultimate goal of collecting, analyzing, processing and utilizing information. Modern information technology can provide and display all kinds of materials needed for teaching, including words, sounds and images, and extract and play them at any time. The Internet is widely used in teaching activities, and its role and value in obtaining resources and communication are increasingly apparent. It will become an indispensable curriculum resource. At the same time, modern information technology also has the characteristics and functions of virtual reality, which can effectively simulate the situations, conditions and atmosphere that traditional classrooms can't appear.
The network is the largest database and the largest information distribution center, which consciously guides students to actively collect letters according to their own learning needs and turn them into valuable learning resources that they can use. For example, in the initial understanding of learning scores, teachers can ask students to look up the knowledge about scores online before class, while in class, after students accept the learning task, they can use the information they have collected to complete the teaching task. In the process of learning, students experience the use value of the information they have collected, which is the relevant knowledge of this lesson and the basis of subsequent knowledge learning. Another example is that in the teaching of the course "The size of decimals changes with the position of decimals", it is not easy to stimulate students' learning motivation because of the boring teaching content. We design this course as a game course in the network, and use games to run through the teaching content. Through the story of "naughty decimal point", students can learn and master knowledge easily and effectively in the process of playing games.
Third, information technology can make the math class so wonderful.
In the traditional teaching mode, students' learning style is simple and passive, lacking opportunities for independent exploration, cooperative learning and independent acquisition of knowledge. The teaching process after the integration of information technology and primary school mathematics is: students' learning is open and global; The learning process is interactive; The content form is multimedia. It is particularly urgent to reform the existing subject teaching methods to meet the learning requirements in the information environment. Chinese educators have made a lot of explorations on the integration of information technology and primary school mathematics, and found many successful experiences. Comprehensive classroom teaching mode mainly includes the following three categories:
(1) "explain and demonstrate" mode. This model takes multimedia computer as an auxiliary tool for cognitive learning, and emphasizes the use of multimedia technology to create mathematical situations and break through key and difficult points. This learning mode is conducive to the absorption and mastery of knowledge. The specific operation steps are as follows:
1, teachers use multimedia technology to make illustrated courseware and create learning situations on the basis of fully studying students' cognitive characteristics and knowledge structure; 2. Students use multimedia learning tools to think, discuss, practice and explore in combination with situations and teaching materials; 3. Teachers control the teaching process and give students the necessary guidance and help.
Children's understanding of things is usually: direct perception-representation-concept system, so it is difficult for primary school students to establish highly abstract mathematical concepts. We should give full play to the intuition of information technology, create conditions, enable students to obtain rich representations, and then guide students to summarize concepts. For example, when teaching the concepts of "ray, straight line", it is difficult for students to understand the meaning of "infinite length" only by language expression and examples in life. Therefore, information technology can be used to clarify concepts. First, a bright spot appears on the screen, and then the bright spot slowly moves to one side, resulting in a continuously extending line. At this time, the teacher told the students that this line can be extended indefinitely. In this way, students will understand the meaning of "infinite length" vividly, and thus draw the conclusion that the ray is infinite and has only one endpoint. When talking about a straight line, you can extend infinitely from the bright spot to both ends to help students understand. This presentation method obviously optimizes teaching and improves teaching efficiency. Another example is teaching the concept of "angle". The application courseware first displays a bright spot on the screen, and then emits two lines of different colors from this point to form two rays. The point and two rays flash at the same time to make students realize the formation of angle, get the concept of angle and know the names of each part of angle; Then one side is fixed and the other side moves to form various angles of different sizes, and then it is realized that the angle is related to the size of both sides and has nothing to do with the length of the sides. This kind of demonstration is much more useful than the teacher's repeated explanation and emphasis.
According to the needs of teaching content and teaching materials, the dynamic demonstration of multimedia courseware will make those seemingly static static knowledge become dynamic, effectively stimulate students' interest in exploring new knowledge, let students learn actively, deepen their understanding of knowledge and gradually understand the formation process of knowledge. For example, when teaching the trip problem, it is the key to understand the words "opposite movement", "opposite movement" and "same direction movement". In the process of demonstrating two people walking by courseware, as long as students observe carefully, it is not difficult to find the quantitative relationship between time, distance and speed. If you drag a line segment behind the marching crowd, the road map will be transformed into a standard line segment map, and the effect is self-evident.
(2) The research-based learning mode of "independent inquiry". This learning mode is that the members of the collaborative group discuss and communicate around the same theme in an equal, free and democratic atmosphere, emphasizing students' participation, experience, imagination and inquiry. This learning mode is conducive to cultivating the spirit of research cooperation and training dialectical thinking, divergent thinking and divergent thinking. The specific operation mainly includes the following stages: 1, entering the problem situation stage. 2. Specific problem solving stage. 3. The stage of communication and expression of results.
Teaching activity is essentially the creation of an environment, and teaching mode is the method to construct this environment. Therefore, the key to teaching is to arouse students' interest in learning, stimulate their learning motivation and stimulate their subjective initiative. For example, in teaching the content of "Statistical Chart", in order to let students experience the mathematical thinking process of data collection-arrangement-analysis, in the process of data arrangement, the computer-specific rapid drawing tool performance is boldly used, and students use the drawing environment provided by excel software to collect interested data by themselves. Exquisite bar charts, line charts, etc. They are all made, and the organic combination of learning statistics, statistical charts and drawing tables with excel greatly improves students' desire for learning. Through their own operations, students' initiative in learning is greatly enhanced and they become real learning masters.
(3) The mode of "online learning". This learning mode is widely used in review classes. Its advantage lies in the realization of personalized learning, which can "get what they want" and "get what they need". It integrates knowledge review, problem-solving guidance and self-examination into a courseware, and students allocate time to study by calling out the contents recorded and stored in the courseware according to their own learning situation, which is more conducive to the mastery and application of knowledge. The specific operation is as follows: 1, knowledge review. 2. Practice stage. 3. Discussion area. 4. Self-test stage.
The integration of information technology and primary school mathematics curriculum is an effective way to create an effective mathematics teaching environment and achieve mathematics teaching objectives, which will enrich primary school mathematics teaching. There are many ways and methods to integrate information technology with primary school mathematics, and its effect is incomparable with traditional educational technology. The integration of information technology and primary school mathematics teaching has brought new teaching mode to teachers and new learning mode to students. At the same time, we should also realize that the integration of information technology and primary school mathematics teaching is still a new thing, and there are still many problems that we need to study and explore.