This paper will talk about my own experience from the characteristics of primary school mathematics, the age characteristics of students, and the application of multimedia in mathematics knowledge plates.
First, the subject characteristics of primary school mathematics
"Mathematics is the mother of all sciences" and "Mathematics is the gymnastics of thinking". It is a science that studies numbers and shapes, and it is everywhere.
The three characteristics of mathematics are preciseness, abstraction and wide application. There are still some differences between primary school mathematics and mathematics science in rigor. For example, the extension of some operation rules is obtained by default, not by strict deduction. However, if you want to learn mathematics well, you must not relax the requirements for rigor and ensure the scientific content. The abstraction of mathematics is manifested in the abstraction of spatial form and quantitative relationship. It shows a high degree of generality and symbolizes the concrete process. Of course, abstraction must be based on concreteness. Needless to say, mathematics is widely used. At present, a large number of life situations have been added to the mathematics textbooks in the compulsory education stage, just to cultivate students' ability to solve practical problems by applying mathematics. Among the above three characteristics, this paper focuses on its abstraction. It is precisely because of the abstraction of mathematical knowledge that there is room for new technology to play its role.
Second, the age characteristics of primary school students and the corresponding courseware making requirements.
The age characteristics of primary school students can be described in two stages:
First, in the lower grades (1-2, 3), students are curious, active and easy to imitate, and the intuition, concreteness and visualization of thinking are the same characteristics. Therefore, the courseware made by teachers should adapt to this learning period: first, it should be interesting, and second, it should be intuitive.
How can it be interesting and intuitive? This requires teachers to study not only the contents of teaching materials, but also the psychological needs of children of this age before class, and then collect and select materials of various images that students like. For example, in order to improve children's interest in learning, they can choose animated images such as Pleasant Goat and Big Big Big Wolf. In order to make students understand the arithmetic of "addition" and "subtraction", static sticks can be combined and divided into one point, and abstract mathematical knowledge will become vivid immediately, which will interest students and make the teaching effect obvious.
Second, in the third year of senior high school, with the gradual maturity of physical and mental development, students gradually transition from concrete thinking in images to abstract thinking, and their ability to think and operate independently is constantly improved. Can think from multiple angles. Because they are less bound by stereotypes and habits, mainly because of their different ways of thinking. Active thinking began to increase dramatically. Curiosity and creativity are growing.
According to the thinking characteristics of students of this age, if the courseware design is too naive, students will think that thinking is worthless. I think we should not only make the lower grades interesting and intuitive, but also pay attention to highlighting the thinking and exploration of courseware.
For example, multimedia is used to provide students with rich materials of perception and representation, courseware is used to present the thinking process, and courseware is used to turn abstraction into intuition, thus bridging the transition from image thinking to abstraction.
Example: understanding of the circle.
To establish the concept of circle, teachers and students often use coins, clock faces and other physical objects. When I mentioned the subject characteristics of mathematics just now, I said that mathematics is a rigorous subject. The representation of these objects is not the exact reflection of the concept of circle in mathematics.
Mathematically, a circle refers to the locus of a point with a fixed point as the center and a fixed length as the radius. However, this accurate concept cannot be directly said in primary schools, which requires teachers to remove the non-essential things in the physical objects and extract their essence. How to present the courseware? The first step is to display coins, clock faces and other physical objects on the screen. In the second step, the computer can slowly hide the non-essential things to leave the shape of a circle, and students can pay attention to the essence of the circle by "blanking". Such courseware can make students' attention shift from non-essential things to essential things, so as to understand mathematical concepts more clearly and accurately.
Thirdly, in each teaching section, the standard arranges four aspects: number and algebra, figure and geometry, statistics and probability, synthesis and practice.
The use and production methods of these four aspects are briefly explained in the form of examples.
1, Numbers and Algebra
In the teaching of Number and Algebra, there are some concepts, such as "factor multiple" and "the meaning of equation", and some calculations, such as oral calculation. What auxiliary things can multimedia do?
(1) helps students understand arithmetic.
In the teaching of "9+ several" in senior one, rounding "ten" is the basic calculation method. In order to let students understand how this "ten" is formed, we can show students the process of moving "Facebook" by using the "action path" function of "adding effect" in PPT "custom animation", so that students can understand how to move one of the two faces into a circle. In order to deepen more arithmetic, in addition to the movement of pictures, we also cooperate with the transformation process of formulas to enhance perceptual cognition and deepen rational understanding.
(2) It can enrich the forms of oral arithmetic practice.
Elementary school oral arithmetic exercises.