First, the use of multimedia computer-aided teaching is conducive to reappearing life situations and stimulating students' interest in learning mathematics.
Stimulating learning interest by using multimedia teaching. Kong Ziyun: Knowing is not as good as being kind, and being kind is not as good as being happy. Pupils are young, curious and always willing to explore things of interest. Therefore, it is particularly important to stimulate students' interest in teaching. Information technology can stimulate students' thirst for knowledge and interest in learning, and make them have positive emotions. Teachers skillfully use multimedia to create situations and play the "overture" of this class. This is the first moving hammer to stimulate students' interest in learning, stimulate students' thirst for knowledge and make the whole class go smoothly. Using the rich resources and comprehensive effects of information technology network, it is easy to create a suitable situation that integrates audio-visual and sound effects. If students are there, their interest in inquiry is quickly stimulated and activated. With interest, students can enter the best learning state. Use multimedia teaching, optimize the educational situation, use multimedia teaching, and let students better participate in classroom learning.
In mathematics teaching, it is easier to stimulate students' interest in learning by putting mathematics knowledge in lively situations, and multimedia computer system can display beautiful images, beautiful music and interesting animations, which is the best tool to create situations. At present, most of the examples in the mathematics textbooks we use come from life and appear in situational mode. Because primary school students are curious, active, short in interest time and poor in persistence, teachers can listen attentively in the first few minutes of teaching, but because teachers teach for too long and the form is rigid, students are prone to visual and auditory fatigue, and the learning effect of this sample classroom is not high. Therefore, the proper use of multimedia-assisted teaching will not only change the traditional teaching methods and learning methods, but also help to adjust the classroom atmosphere, create learning situations and stimulate students' interest in learning mathematics. For example; When I was teaching "Understanding Large-denomination RMB" in Senior One, a dynamic scene video of a clothing store appeared in the courseware, in which people were buying clothes, so that students could directly understand the role of large-denomination RMB in life from the reproduced life scene, make students more aware that mathematics comes from life, serves life, and cultivate students' awareness of mathematics application. Students are very interested and soon enter the state of active learning. Throughout the class, students keep a happy mood, present their knowledge intuitively and practice flexibly. Students have active thinking, strong interest, effective participation and easy completion of teaching tasks. It can be seen that the role of multimedia information technology in creating situations is incomparable to traditional teaching methods.
For another example, when I was teaching "asking questions" in grade one, I introduced a new lesson in the form of fairy tales by using three-dimensional animation technology: "There are many animals living in the forest. One day, many animals are playing games. Look for it. What numbers can you find? " Three birds, two chickens, five deer, 1 elephant, four lions, eight ducks and so on appear on the computer screen in turn. The students became interested in this question, and the teacher took the opportunity to ask, "Can you ask some questions?" The students were in high spirits and raised their hands one after another, saying that the sum of the application questions they could put forward was less than that of Dobby, which naturally led to a new lesson-asking questions. This kind of teaching not only strengthens students' perceptual knowledge, but also arouses students' strong desire to learn, so that students can learn to learn, enjoy learning and then take the initiative to learn.
Second, the use of multimedia computer-aided teaching, break through the teaching difficulties, let students enjoy learning, improve classroom efficiency.
The abstraction of mathematical knowledge and the vividness of primary school students' understanding of things are a pair of contradictions in students' cognitive process. Using CAI can not only effectively make up for the shortcomings of traditional teaching, turn abstract into concrete, fully display the contents that are difficult to understand or things that are difficult to observe, but also actively mobilize students' visual intuition function and stimulate students' intentional attention, so as to find the connection between things and break through the teaching difficulties.
For example, in mixed operation teaching, students often can't grasp the key point of operation order, and PowerPoint slides can break through this key point. Show the mixed operation problems first, and let the students judge what each problem counts first and then what it counts. Mark the pre-calculated parts with flashing red lines and reproduce the knowledge points with sounds to highlight the key points and deepen students' understanding of the knowledge. Another example is to teach the understanding of cuboids and cubes: many cubes are stacked together in an orderly way, and students are required to count how many * * *. This kind of problem can also be demonstrated by PowerPoint courseware, so that students can count the total through layer-by-layer demonstration, which is clear and effective.
The development of computer in classroom teaching has brought new vitality to teaching and brought about qualitative changes in mathematics teaching. The original boring classroom, because of the role of computers, makes its abstract knowledge vivid and easy to understand. Especially in geometry class and application class. In primary school teaching, a large number of illustrations with various forms and rich contents are an important part of teaching materials, but the illustrations are static. With the help of multimedia and illustration, dynamic situations are created, and the activity process is fully displayed with bright colors and moving pictures, which can not only highlight the key points, break through the difficulties, turn the abstract into concrete, but also promote the thinking orientation from fuzzy to clear.
For example, in the "vertical" teaching, students have many difficulties in understanding because they are new to geometry, especially the meaning of "perpendicular to each other", which is an important and difficult point, but the understanding of this knowledge point has a great influence on the height of students drawing triangles in the future. Therefore, it is necessary to use multimedia courseware here to help students understand deeply and cross on the basis of students' understanding. What angles are they? Students will soon find that there are two acute angles and two obtuse angles. Then the courseware demonstrates rotating one of the straight lines to make one of the angles become right angles. You can ask: When one angle is a right angle, what are the other angles? Life is naturally pushed out at right angles. At this time, the concept of perpendicular to each other can be introduced: when two straight lines intersect at right angles, they are called perpendicular to each other. In this process, multimedia technology is used to dynamically simulate the relationship between two straight lines from intersection to vertical, from static to dynamic, from abstraction to image, which effectively helps students understand vertical and help them better establish a profound thinking process.
Thirdly, using multimedia computer-aided teaching, dynamic simulation demonstration teaching, turning abstraction into image, improving students' hands-on operation ability.
Simulating the operation by computer is more vivid and realistic than the teacher demonstrating it in other ways. Combining it with students' actual operation can help students master the operation method correctly and form operation skills, which can get twice the result with half the effort. For example, when teaching "Understanding of meter, decimeter and centimeter", measure the length of line segment, first enlarge the ruler and display it on the screen, then introduce the measurement method by shining and moving, then show some correct and wrong measurement methods for students to judge, and finally guide students to measure. This teaching can enable students to master the use of measuring tools effectively, overcome the difficulties in use and improve their practical operation ability.
Another example is the abdication subtraction of two digits in teaching, 23-8. The stick first appeared on the computer screen. How to subtract eight sticks from two bundles of three? Students can operate by themselves first, try how to reduce and explore ways. Then, click the correct answer, and the screen appears: two bundles of three sticks and a bear appear on the screen. According to the student's method, the bear took apart a bundle of sticks and separated them from the 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 that if it is not enough, the top ten digits borrow one, and one digit adds ten and then subtracts. 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, not only aroused students' interest in learning, but also helped students to further understand the knowledge.
Fourth, the use of multimedia computer-aided teaching, clear the main body, establish a harmonious relationship between teachers and students.
In the traditional teaching mode, teachers are the advocates of classroom teaching and play a leading role. Although students are the main body of learning, they are in a passive and educated position. After the introduction of computer multimedia technology, teachers are more in the position of helpers and collaborators, taking students as the masters of learning, helping students to exercise their master's power, facing problems with students and seeking solutions to problems. In this way, the main position of students' "learning" has been fully confirmed. For teachers, because computers have largely replaced some functions of teachers in classroom teaching, teachers have been partially liberated from the knowledge of classroom teaching, and can effectively play their leading role, making their roles of encouragement, guidance, inspiration, organization, communication and evaluation more obvious in teaching, and strengthening teachers' dominant position in "teaching".
The new curriculum reform requires teachers to become organizers, participants, helpers, guides and promoters of students' learning, and to become researchers, developers and decision makers of the curriculum. Teachers are more in the position of helpers and collaborators, taking students as the masters of learning, helping students to exercise their master's power, facing problems with students and seeking solutions to problems. In this way, the main position of students' "learning" has been fully confirmed. In practical teaching, computers can replace many tasks of teachers. For example, when memorizing new words, the fonts and new words cards in the text are blunt and inconspicuous. When you appreciate the scenery, you can only rely on the teacher's dictation. Without pictures, the effect is not satisfactory. These can be solved by multimedia teaching tools. Illustrated by pictures, words and images, students' mood, attention and interest can be mobilized from multiple angles. Moreover, it is dynamic, which is conducive to embodying concepts and processes and can effectively break through teaching difficulties. Because of its large amount of information and capacity, it saves space and time and improves teaching efficiency. In addition, teachers can use multimedia to stimulate students' interest, enliven the atmosphere, organize classes, and help create a relaxed and happy classroom atmosphere. When students are in a relaxed and happy state, their vision, taste, smell, hearing and touch will be more sensitive, their memory will be greatly enhanced, their associations will be richer, their learning efficiency will be greatly improved, and their learning potential will be brought into greater play.
Five, the use of multimedia computer-assisted teaching, increase the amount of information, effectively improve classroom efficiency.
Multimedia teaching can not only impart more knowledge to students faster, but also save time, increase capacity and effectively improve classroom teaching efficiency. Because human visual function is seven times that of auditory function, classroom teaching is full of vitality only with the participation of various modern teaching media, which can effectively ensure the increase of teaching density and optimize the teaching process. Multimedia computer-aided instruction has the functions of large amount of information, fast retrieval speed and high communication efficiency. It can make students make full use of various senses (such as hearing and vision) to study, speed up teaching, and constantly consolidate and deepen new knowledge, thus improving teaching quality.
For example, in the first class to teach decimal counting, I designed and produced related new materials (words, figures, sounds, etc.) by computer. ) introduce CAI software and explain it in class to fill the teaching shortage; You can also operate the mouse or keyboard freely in class, display colorful and ever-changing pictures, and repeat, enlarge or reverse the demonstration separately; In order to teach students in accordance with their aptitude and take care of the needs of different teaching materials or students, a large number of corresponding interesting exercises can be arranged to speed up the pace, increase capacity and improve efficiency, thus truly embodying the advantages of auxiliary teaching. Multimedia-assisted teaching cultivates students' observation and thinking ability, which plays a "catalyst" role in improving teaching quality.
For another example, we can use modern teaching media such as computers, projectors, cameras, etc. to pass the exercises to each student and let them solve them by themselves through computers. Then, the teacher will use the projector to show the answers, so that students can compare themselves and correct their mistakes in time. You can also display the typical mistakes of students on the computer through the camera, and teachers and students can analyze the reasons of the mistakes together, which not only deepens the impression of students, but also saves time. In addition, when reviewing, you can also store various types of exercises in the computer in different categories, so that students can review them one by one, which is convenient for students to master knowledge systematically, and can also play the role of drawing inferences from one example to another.
Sixth, the use of multimedia computer-aided teaching, carefully designed exercise courseware, enhance the interest in mathematics learning.
As far as practice is concerned, students will feel bored and bored simply by relying on traditional rigid practice forms such as small blackboards, test papers and books for a long time. The cultivation of knowledge and skills, mathematical thinking, problem solving, emotion and attitude in mathematics curriculum needs various forms of practice. At this time, interactive multimedia practice courseware can play a role with its illustrated and vivid advantages. It can make practice, review and other links relaxed and happy, make students always keep excited and eager to make progress in the process of practicing doing problems, and make them feel that learning mathematics is an interesting thing in learning. In addition, multimedia exercise courseware can also increase the capacity of classroom exercises, because students can give feedback in time without copying questions, so they can receive more and more interesting exercises at the same time. In this way, the use of multimedia courseware not only maximizes students' knowledge, but also cultivates students' emotions and attitudes. For example, in the consolidation of exercises, teachers use multimedia teaching to do all kinds of exercises in advance, practice flexibly selecting topics, select topics, judge papers, calculate and calculate questions, and feedback students' answers in time. Proofreading by the whole class can show students' ideas more intuitively. Due to the use of multimedia technology in teaching, the time of writing on the blackboard and wiping the test is saved, and a large number of exercises can be provided to students in a short time, and the practice capacity is greatly increased.
The mastery of knowledge, the formation of skills, the development of intelligence, the cultivation of ability and the cultivation of a good style of study must be realized through certain practice. Therefore, practice is an important part of students' learning process. Under the leading role of teachers, it is very important to give full play to the functional advantages of large computer capacity, convenient and rapid information retrieval, provision and display, and rapid information dissemination, and skillfully design exercises to stimulate students' feeling of "integration of learning and doing". Therefore, multimedia should be widely used in teaching to provide students with more practical materials and more opportunities to practice and express their abilities and achievements. At the same time, it also provides teachers with ways and means to obtain students' accurate and true learning results, learning attitudes and feedback information in time.
Seven, the rational use of multimedia.
With the application of modern educational technology in teaching, multimedia has been paid more and more attention and welcomed by teachers, which has brought about changes in teaching mode and teaching process. It is an extremely effective means to cultivate students' interest in learning, innovative consciousness and practical ability. The application of multimedia in classroom teaching can provide students with first-hand perceptual materials, enable students to store rich information of representation, and lay a foundation for them to realize information reorganization and "rediscovery and re-creation". However, the use of multimedia in the classroom must be "moderate", otherwise the purpose and effect will not be achieved.
Multimedia-assisted mathematics teaching is an efficient modern teaching method, which can keep students excited, happy and eager for progress in their studies. It plays an important role in cultivating students' subjectivity, innovative consciousness and exploration spirit. However, multimedia is not the more the better, but should be used selectively and appropriately. Some teachers like to use a lot of pictures and animations, regardless of actual needs. Although the excessive use of pictures and animations stimulates students' senses, it will distract students' attention and make them ignore the key content. Some teachers only use multimedia instead of printed books, which does not play a real role. Others simply move the experiment to the computer and replace the students' hands-on experiments with computer simulation experiments, which will only be counterproductive and curb the cultivation of students' hands-on ability and ability to explore problems in practice.
In short, multimedia teaching, with its bright colors and strong three-dimensional sense, fully mobilizes students' various senses, turns abstract into concrete, cultivates and stimulates students' interest in learning, makes classroom teaching get twice the result with half the effort, concentrates on solving teaching difficulties and gives full play to students' main role, which is indeed an effective way to improve teaching efficiency.
Multimedia-assisted teaching is a new exploration in the practice of educational reform, which can not only arouse students' enthusiasm for learning, but also develop their intellectual factors such as mathematical knowledge, ability and thinking. We are convinced that the teaching reform will be accompanied by the extensive use of multimedia means, the efficiency of classroom teaching will be continuously improved, and the comprehensive quality of students will be fully developed.