First, create scenarios to stimulate interest
Interest is the best teacher and "curiosity" is the nature of students. Only by stimulating students' interest in learning can we achieve successful teaching. Using multimedia whiteboard information technology, with the characteristics of illustrated pictures, synchronized audio and video, and dynamic and intuitive images, creating various situations for students can stimulate students' strong desire for learning and interest in learning. The success of classroom teaching is mainly marked by the level of teaching efficiency, and the level of teaching efficiency often depends on whether students are active in teaching activities. With full interest in learning, children will have a strong demand for learning, actively participate in learning, and persistently struggle with difficulties in learning, and no longer feel that learning is a burden. The application of multimedia whiteboard technology in teaching can create a good teaching situation, deepen students' sensory stimulation, firmly grasp students' attention, stimulate students' interest in learning, and play a multiplier role in education and teaching activities. For example, when teaching "the understanding of cylinders", a rectangle is first displayed by multimedia, and then, what figure will be formed when the rectangle rotates rapidly? Students have different opinions and are eager to know. Teachers can guide students to exchange and discuss freely on the electronic whiteboard, let the demonstration be carried out on students' personal PC, let students know more about the formation process of the cylinder, stimulate students' desire to explore the characteristics of the cylinder, and really play the role of "throwing stones and stirring up a thousand waves". For example, when I was teaching Jiao Yuan, I used some animals, vehicles and electric toys that students liked to see and hear to stimulate their curiosity. Design a "buying and selling situation" so that they can buy in joy, recognize in joy, recognize in middle school and remember in study, so that students' perceptual knowledge and rational knowledge can be organically integrated, and direct experience and indirect experience can be closely linked.
Second, seize opportunities and promote development.
The abstraction of mathematical knowledge and the visualization of primary school students' cognitive laws have caused students' cognitive contradictions, especially the breakthrough of difficulties, the handling of key points, ways and methods, which directly affect students' mastery of knowledge. And the use of multimedia whiteboard teaching, as long as the right time, auxiliary to the "wonderful" place, "clever" place, it will have a multiplier effect:
1. Clear definition: In the process of primary school mathematics teaching, the most headache for mathematics teachers is that students can't really understand and learn to apply abstract concepts and definitions in mathematics, and this problem can be solved well with the help of multimedia electronic whiteboard technology. For example, when teaching the definition of "triangles with the same base and the same height have the same area", if the traditional electronic whiteboard teaching method is adopted, students can only measure the length and height of the triangle with a ruler, while the multimedia electronic whiteboard teaching method can emphasize and stimulate students' attention by means of "blinking" and "translation", so that the bases of the two triangles are completely coincident and the heights are completely coincident, so that students can get the "same base" in observation and thinking.
2. Visualized space: The teaching of geometric figures, especially solid geometric figures, should help students to establish the concept of space. The formation of the concept of space depends on imagination. When imparting new knowledge, the use of multimedia whiteboard teaching can visualize abstract things, reduce tedious explanations, better highlight key points, disperse difficulties, and play a multiplier role. For example, when teaching the derivation of the area formula of a circle, it is difficult to explain it clearly with traditional teaching AIDS and it takes a lot of time. However, by computer simulation, the circle is divided into 8 parts and 16 parts, and then they are put together to form an approximate rectangle. Through observation, students gradually understand the method of "turning a circle into a square and a curve into a straight line", which not only effectively solves the teaching focus, breaks through the teaching difficulties, but also greatly improves the teaching quality.
3. Timely import: Computer multimedia aided electronic whiteboard teaching is vivid, but we must pay attention to timely import, turn plain into magic, and obtain the best teaching effect. For example, when teaching "Understanding of Cuboid", the face, edge and vertex of cuboid are flashed in turn by computer courseware, and the bright picture and pleasant sound form a strong and diverse stimulus for students, so that students can correctly understand the names of various parts of cuboid and form a clear representation of cuboid in their minds. On this basis, students initially discovered the characteristics of cuboids through exploration. At this time, the courseware is used to move the faces and edges of the cuboid to verify the students' findings, thus helping students to draw the conclusion that the top, bottom, front, back, left and right of the cuboid are completely coincident. The 12 sides of a cuboid can be divided into three groups, and the opposite sides are equal in length.
Then, this makes the electronic whiteboard of computer media intervene in the classroom prematurely. Students should fully perceive, touch and even begin to disassemble the cuboid, and then let the media demonstrate and demonstrate. Only in this way can computer multimedia be introduced into electronic whiteboard teaching in time, and multimedia teaching informatization can be regarded as the "cutting edge" to master knowledge, so as to achieve ideal teaching effect.
Third, reduce the burden of schoolwork and improve the teaching effect.
In order to increase the classroom capacity and feed back students' learning information in time, and to reduce students' academic burden, it is necessary to increase the teaching density and improve the teaching efficiency of 40 minutes in class. To form good mathematical skills, students need multi-level, open and practical exercises. In classroom practice, teachers closely link math problems with real life, and through multimedia whiteboard intuitive demonstration, students can understand the meaning of problems more deeply and clearly, and solve problems smoothly and flexibly, thus improving students' problem-solving ability. For example, how many times is a number known? How to find this number? " In my classroom practice, I designed such a set of topics: the computer shows bright and vivid pictures in light music, creating a situation in which a little green baby gets lost and finds her home. Every baby has a problem, and every lotus leaf has a formula. Which lotus leaf is used to solve the problem of Qingwa, and which lotus leaf is Qingwa's home. Let the students discuss with each other in the same place, and then nominate students to operate the mouse to help Qingwa find her home. Here, the human-computer interaction technology is used to set the target response function. If the students find the wrong one, the media will respond immediately and come back if they find the wrong one. Qingwa returns to her original position, and if she finds a suitable one, she will immediately give affirmation and encouragement. Give full play to the advantages of multimedia whiteboard technology here, create situations according to children's characteristics, fully mobilize students' enthusiasm for learning, improve students' interest in learning, and let students play in school and middle school to achieve the effect of consolidating new knowledge easily and happily. For example, in the teaching of parentheses, there is a question to judge whether the operation order of 8+ 12-5= 15 and 8+( 12-5)= 15 is the same. After students begin to operate, judge whether it is true or not, and then demonstrate CAI software with multimedia computer to guide students to think step by step.
Fourth, strengthen perception and improve efficiency.
Make rational use of animation, strengthen perception and promote the transformation of knowledge from concrete to abstract. Mathematical concepts abandon the support of concrete images and sublimate into abstract words, which are not easy for students to accept. Using traditional classroom teaching methods, it is impossible to clearly show or observe the exhibition process. However, multimedia technology combines sound, light, color and action. In teaching, we can make full use of the functions of flashing, moving and deformation of multimedia, so that students can easily and efficiently understand the connotation of concepts in concrete and image perception. In the teaching of abdication subtraction by subtracting one from two digits, sticks first appeared on the computer screen at 23-8. How to subtract eight from two bundles of three? Students can operate by themselves first, try how to do subtraction, and then click the correct answer. The screen appears: two bundles of three sticks and a bear appear on the screen. According to the method proposed by the students, the bear took apart a bundle of sticks and connected them with three sticks. Bear talks while doing it, plus appropriate sounds and music. In this process, students can personally operate and witness the process. The key to understanding the abdication subtraction of two digits MINUS one digit is to borrow one from the last one if it is not enough, and add one digit to ten and then subtract it. In a series of dynamic processes, students can repeatedly operate and grasp the key points, so as to draw correct conclusions, learn knowledge and complete teaching tasks. This link, with the help of multimedia color, flicker, sound and animation demonstration, can not only stimulate students' interest in learning, but also help students form representations, promote the transformation of knowledge from concrete to abstract, inspire thinking and improve classroom teaching efficiency.
Verb (abbreviation of verb) * * * Share resources and cooperate for development.
The application of multimedia electronic whiteboard in primary school mathematics teaching can provide learning resources with vivid form, rich content, large amount of information and interactive function. Teachers don't have to spend a lot of time and energy to organize and compile teaching plans, but only need to spend time and energy to provide students with all kinds of resources needed for learning, and guide students where to get relevant learning, how to get it and how to use these learning resources effectively when helping students determine a certain learning theme.
Therefore, in multimedia teaching, teachers are only in the leading position of guidance and teaching, which truly embodies the student-centered learning model, emphasizes students' autonomous learning and constructs knowledge independently with the help of partners or teachers. Therefore, the cooperation, creation and innovation among students have been fully reflected in the multimedia whiteboard teaching.