In junior high school mathematics teaching, from the needs of mathematics teaching, we should determine which links and teaching contents are suitable for using modern information technology, and choose appropriate software to create corresponding learning environment, so as to promote the auxiliary teaching of modern information technology in mathematics and achieve the function of optimizing mathematics teaching. Based on the practical experience of mathematics teaching, this paper talks about some attempts of information technology in junior high school mathematics teaching.
First, skillfully use the interactivity of information technology to stimulate students' interest in learning mathematics.
Problem group training is an important part of mathematics classroom teaching. The traditional method means that several students (or volunteers) perform blackboard writing on the blackboard, and then the teacher will comment and emphasize. Human-computer interaction will lead to another world. Making problem group training courseware with Authorware. Students can choose the correct answer after writing. If the answer is correct, an inspiring text will pop up in the window immediately: "Correct answer, great!" " If the answer is wrong, the window will immediately display "Your answer is wrong, please try again!" " "Only when the correct results appear, if three attempts fail, the problem-solving steps will be displayed. In this way, students have great interest in learning and high efficiency. If you take classes in the online classroom, every student has the opportunity to participate, and teachers can quickly find the correct answer rate from the server, so as to adjust their teaching methods.
Second, skillfully using the diversity of external stimuli provided by information technology is conducive to students' acquisition and maintenance of mathematical knowledge.
The external stimulus provided by information technology is a comprehensive stimulus of various senses, which can be seen (visual), heard (auditory) and operated by hand (tactile). This kind of diversified stimulation is much stronger than simply listening to the teacher's explanation. At the same time, the richness, interactivity, vividness, controllability and participation of information technology greatly strengthen this sensory stimulation, which is very conducive to the acquisition and maintenance of knowledge.
1. Turn intangible into tangible.
The rational knowledge of junior high school mathematics is too heavy, and traditional teaching only emphasizes logical thinking training unilaterally, lacking sufficient graphic support and environment for students to explore, and can only rely on students' rote memorization and teachers' preaching. For example, in the geometry "locus of points" in grade three, students will eventually know that "locus" is some straight lines or rays, but they have no imagination of "locus". Geometric sketchpad can effectively solve this problem. The points it displays are dynamically and tangibly formed into straight lines or rays step by step, and the situation of "points" in the trajectory can be displayed next to it. This dynamic tangible figure is very complete and clear, far exceeding the teacher's "comparing the trajectory to the tail of a meteor".
2. Turn abstraction into intuition.
The concept teaching of junior high school mathematics is a difficult point in teaching. Students almost passively accept the teacher's mathematical concept, and only by strengthening their memory can they know the essence and essential characteristics of the concept. Algebra "function" in grade three is a typical concept teaching. The key is to make students have a clear and intuitive impression that "for every value of X, Y has a unique value corresponding to it". Using the intuitive characteristics of multimedia, the analytical formula y=x+ 1, < < mathematical table >; > In this paper, the images of the square table and the day-and-night change of weather are displayed intuitively in the form of sound and animation. "For every value of X, Y has a unique value corresponding to it." Finally, the video of the first phase of Three Gorges Dam impoundment was played to guide students to set the water level as Y and the time as X, thus forming a functional relationship between Y and X, which not only aroused students' pride, but also had a thorough understanding of the concept of function.
3. Turn stillness into movement.
Moving geometry can stimulate the visual neurons of the brain more effectively and produce a strong impression. In the chapter of junior high school geometry "circle", all knowledge points are dynamically linked, and the positions of many figures are changing, and the laws and conclusions contained in them are unchanged. Teachers who are familiar with the geometric sketchpad will invariably demonstrate the "power theorem of a circle" with the geometric sketchpad, that is, the intersection theorem → secant theorem → secant length theorem. When the mouse moves, the conclusion appears immediately, and the effect is quite good. In fact, theorems that need to be proved by knowledge, such as "vertical warping theorem", "central angle, arc, chord and chord center distance theorem", can be dynamically revealed through the geometric sketchpad. Some topics, inadvertently moved a point with the mouse, the graphics changed, and the conclusion still holds. For example, there is always CE∨DF when moving point C or point E in the diagram.
4. Turn trivia into conciseness.
An important starting point of computer-aided teaching is to better achieve teaching objectives, break through important and difficult points and improve classroom teaching efficiency. In the traditional teaching of algebra "frequency distribution" in grade three, teachers lead students to find the maximum and minimum values in the data of "the height of 60 female students"; Reorganization; Count the number of data in each group one by one; Calculating frequency; Drawing frequency distribution table and histogram is tedious and time-consuming. Computer-aided instruction is simple and clear. Input 60 data into Excel, sort, maximum and minimum values, and the frequency of each group is clear at a glance. Excel can also draw histograms conveniently, similar to frequency distribution histograms. If teachers focus on steps, methods and principles and give non-intellectual processes to computers, classroom efficiency can be improved. Cultivating students' ability to use information technology is the need of basic education in the information society and the need of education facing modernization.
The integration of junior high school mathematics and information technology does not emphasize that all mathematics contents are suitable for computer-aided teaching, but can only be used skillfully and not abused. As the mathematics curriculum standard points out, we do not advocate using computer simulation experiments to replace the practical activities that students can engage in; We do not advocate using computer demonstration to replace students' intuitive imagination and students' exploration of mathematical laws. Take me to Qingyun by the wind. Only by using the excellent performance of modern information technology can the curriculum reform of junior middle school mathematics improve the organic integration of the two to a new height, thus optimizing the learning process and learning resources of mathematics.
Take the May 4th Movement of Shandong Education Publishing House as an example: natural, scientific, social and labor courses in primary schools are no longer offered, but students are exposed to the new curriculum education. The new courses in junior high school include politics, history, geography, physics, chemistry and biology, and some subjects will be changed in each grade. Chinese, mathematics, English, politics and other subjects will run through junior high school for four years. Geography, biology and history will be taught in grade one (grade six), physics in grade three (grade eight) and chemistry in grade three (grade eight). The reason why junior high school courses are arranged in this way is to consider students' acceptance ability. The first-year students who have just entered junior high school are also influenced by the learning ideas and habits of primary schools, so it is not suitable to offer theoretical subjects such as physics and chemistry in the first year.
Primary school has six classes a day, and students in six classes don't have much time to use their brains. When entering junior high school, the number of class hours in a day will increase to nine, and students will be exposed to much more complicated knowledge in junior high school, such as classical Chinese, algebra and geometry of mathematics, and systematic language learning of English. Students are required to concentrate on learning and thinking in class instead of listening and playing like primary school. In junior high school, some knowledge teachers will only explain it once, and will not repeat it several times like primary school. I won't review one by one before the exam. Therefore, compared with primary schools, junior high schools have made a qualitative leap in learning courses, learning contents and learning methods.