First, the advantages of multimedia application in junior high school mathematics teaching
(A use of multimedia to stimulate students' learning motivation and cultivate students' interest in learning mathematics.
1. Multimedia can create a vivid teaching environment and improve students' enthusiasm for learning mathematics.
In mathematics teaching, multimedia-assisted teaching should be properly selected at the right time, and teaching situations should be created with vivid pictures and pleasant sound effects to make abstract teaching content concrete and clear; Can enable students to participate in teaching activities with active thinking and interest; It can make students pay attention to practical operation, scientifically memorize knowledge, and help students to play their initiative in learning. For example, when students come into contact with geometric figures for the first time, they will feel afraid of difficulties at first, which is related to their way of thinking and thinking ability, and also to the traditional teaching mode. Teachers make proper use of multimedia, introduce "graphic movement", and apply a series of graphic movements such as translation, flip and central symmetry to some intuitive basic knowledge such as parallel lines, parallelograms, isosceles triangles and circles, so as to make the original boring graphics come alive. These intuitive graphic movements have deepened students' understanding of what they have learned, initially gained the consciousness of dealing with mathematical problems with dynamic views, and changed teachers' teaching into students' learning, thus improving the teaching quality, optimizing the teaching process and stimulating students' interest and curiosity.
Using multimedia equipment to create problem situations and show the meaning of problems can make students understand the practical significance of problems, stimulate students' interest in solving problems, and stimulate students' awareness of actively participating in and solving problems, thus enhancing students' interest in mathematics knowledge and improving their enthusiasm for learning. One of the characteristics of mathematics course is abstract content. Therefore, how to make a vivid image in the process of imparting knowledge is a problem that mathematics teachers often think about in teaching practice. The application of multimedia in mathematics teaching can solve this problem well. For example, in the judgment of straight line, ray and line segment, students know the characteristics of "line", but they are uncertain in application. When designing this part of the courseware, we use animation to display straight lines, rays and line segments. For example, line segments can fly in from the left and then play in the order of animation superposition. A ray is based on a line segment, one end of which is infinite, and both ends of the line segment extend to get a straight line. This method of animation display process based on original graphics allows students to experience the corresponding relationship between lines and deepen their grasp of the characteristics of "lines". Multimedia can be applied to experimental simulation and difficult breakthrough in mathematics teaching.
2. The use of multimedia can make the teaching content concrete and visual.
Make use of multimedia to concretize and visualize the teaching content, and according to the needs of the teaching content, make the teaching content flexibly change between big and small, far and near, fast and slow, zero and whole, virtual and real in specific situations, so that the things, phenomena, processes and scenes involved in the teaching content can be reproduced harmoniously in teaching, overcome the traditional monotonous mode and achieve the teaching effect of graphic synchronization. Like teaching? When applying the encounter problem, firstly, a multimedia computer is used to show a photo of two people walking through two places at the same time. By demonstrating the walking direction of two people, let the students know how the two movements are opposite, opposite and relative, and then focus on demonstrating the scene that two people walk through two places at the same time: first flash the distance they walked, then flash the distance they separated until it becomes a point, and then reveal that this phenomenon is "meeting". Because multimedia computers arouse the students' real living environment, they intuitively show the whole process from departure to meeting, which effectively stimulates students' enthusiasm for exploring new knowledge. Therefore, this kind of multimedia teaching can psychologically eliminate the fatigue and tension caused by students' listening to lectures, so that students can get a relaxed, comfortable and happy mood, get rid of the tense classroom teaching atmosphere and study freely in a relaxed and happy environment. For example, in the process of deriving trapezoidal formula, a link is derived by using the area formula of triangle. Because this rotation process is hard to imagine, the computer demonstrates it while explaining it.
3. Multimedia can be illustrated with pictures and texts, which is conducive to promoting the development of students' thinking.
Thinking is the generalization and indirect reflection of objective reality by human brain. Thinking activities are generated and developed on the basis of perception, and perceptual knowledge is the source and foundation of thinking activities. Therefore, students should be allowed to obtain a large number of concrete and vivid materials through perception in teaching. In multimedia teaching, the application of traditional teaching analysis and reasoning such as words, mathematics and language interpretation can promote the development of students' abstract thinking ability; At the same time, the application of music, graphics, images, animation and painting can promote the development of students' thinking ability in images. Drawing, making courseware, let students use the functions of multimedia computer such as rapid drawing, animation, video and voice to quickly simulate some discovery processes through vivid pictures, so that the teaching of "discovery method" which is difficult to realize in traditional teaching can be often implemented. For example, there is such a link in the Review of Area Calculation of Plane Graphics, and the area calculation formula of parallelogram is deduced by using the area calculation formula of rectangle. In teaching, students are required to look at the pictures first: (1) Talk about how a parallelogram is transformed into a rectangle. When students talk about cutting along a height of a parallelogram, a display screen will appear on the computer screen immediately; (2) When it is time to translate the small triangle, the microcomputer displays the graphics according to what the students say; (3) Produce a translation process. In this way, students can vividly see the whole process of translation. It has achieved certain results. At this time, please ask students to watch the demonstration and tell the cutting process again, and then express it in language, which is not only very conducive to the acquisition, maintenance and integration of knowledge, but also conducive to the cultivation of students' specialties and the overall improvement of quality education. For example, when teaching "line segments, rays and straight lines", students should first show a bright spot they saw with their own eyes and heard with their own ears on the screen, and then shoot a bunch of waterlines from the bright spot to the right, so that students can immediately understand how the rays are formed after reading it; Then use different colors to flash the second bright spot on the ray and a part between the two bright spots, so that students can realize that this is a line segment with two endpoints. Finally, extend the left end point to the left to form a straight line. After extending the straight line to the left and right sides appropriately, ask the students whether the straight line can extend to both sides. Guide students to imagine a straight line that is infinitely long, unmeasurable and has no end. For another example, in the teaching of "the positional relationship between straight line and circle", we designed a teaching software, which appeared on the big screen: on the beautiful and clear horizon, the sun began to show a lovely smiling face. This beautiful scene is figuratively compared to the relationship between a straight line and a circle. Under the guidance of the teacher, the students quickly "realized" the schematic diagram of the change of the "positional relationship between straight lines and circles". Through such intuitive teaching, those seemingly static and isolated things can be moved to form vivid and interesting pictures, which is conducive to the consolidation and deepening of knowledge.
A high-quality class consists of many factors, one of which is to stimulate students' learning motivation and cultivate their interest in mathematics learning. Students' learning motivation is generated on the basis of learning needs, which requires teachers to dig deep into teaching materials, and make students feel the role of what they have learned in real life through planned and purposeful teaching activities, thus generating a variety of learning needs, and promoting these needs to be transformed into correct learning motivation, so that students are always in a conscious and active learning state. In mathematics teaching, multimedia aims to show many common exquisite patterns in real life, so that students can appreciate the beauty of geometric figures, understand their practical value and stimulate their learning motivation.
(2) Multimedia applications can enrich classroom teaching capacity.
Examples and exercises greatly increase the ability of teaching and practice. Design practical problem scenarios, reorganize the structure of teaching materials, and improve students' mathematical literacy and application ability. It is the quality that new teachers should have. Classroom teaching is a * * * activity between teachers and students, and the main body of the activity should be students. Using multimedia teaching, the teaching capacity is larger than the previous conventional teaching capacity, and teachers should pay attention to mastering the teaching rhythm. The speed, strength and priority of the rhythm should be determined according to the specific situation of students. For example, three problem scenarios are adopted in the design of cognitive circle: 1. What are the manifestations of circle in students' life? After the students answer, call up some round figures from the computer, so that students can concentrate on watching, and their emotions are high and their ideas are open. In the discrimination of a circle, a drawn wheel image is designed to make students suddenly realize the essence of a circle; In the induction and summary of a class, the main content and problem-solving skills of this class are put on a picture in a close-up way by using network skills and close-up processing, accompanied by relaxed background music, so that students can master the important methods of learning mathematics easily and happily. For example, in the design of the course "Meeting Problems", a situational question was added to the 20-minute class: "The two cars in motion are 300 meters apart and the speed of the two cars is the same (30 meters per minute). After braking, the front car will continue to slide forward for a while before stopping. This distance is 15 meter, and the time is about 2 minutes. The rear car will move on. In the process of calculation and discussion between teachers and students, students not only realized the role of mathematics in traffic safety, but also realized the feelings and scenarios of observers from different angles in the station. For another example, when teaching "Understanding Triangle", let students watch a group of various patterns composed of triangles first, thus revealing the theme: Understanding the simplest polygon-triangle. Then let the students take out the prepared triangular pieces of paper, observe, measure and compare them in groups under the guidance of the teacher, reveal the concept of triangle and understand its constituent elements. Then ask the students to classify the existing triangle pictures and pieces of paper, and the teacher will summarize the classification of triangles. Finally, show a group of classroom exercises to strengthen knowledge points. In this way, the teaching technology that integrates multiple senses to participate in learning greatly improves the learning efficiency.
(3) Use multimedia to highlight key points, break through difficulties and guide students to overcome learning obstacles.
Junior high school students' thinking is in the transition period from concrete image to abstract thinking, which constitutes the contradiction between the image of students' thinking and the abstraction of mathematics. Using multimedia in teaching, highlighting key points, breaking through difficulties and promoting students' understanding of knowledge are the keys to determine the learning effect. For example, when teaching geometric transformations such as translation, rotation and axial reflection, it is much more intuitive to demonstrate graphic transformations with animation on the computer than to draw on the blackboard. The transformation of geometric figures plays an important role in mathematics teaching. Through the transformation of graphics, students' interest in learning can be stimulated, and students' thinking can be promoted and exercised at the same time. For example, in the section of learning the judgment of triangle congruence, you can design multimedia with the following contents. △ABC, ∠ BAC = 90, AB=AC, MN is a straight line passing through point A, BD is perpendicular to MN, and CE is perpendicular to MN. Question1:Are BD and AE equal? If they are equal, please prove it; If not, please explain why. Please prove the relationship between DE, BD and CE. Question 2: If MN rotates around point A to the intersection with BC, what is the relationship between DE, BD and CE? Please give a reasonable explanation. Of course, there are many ways to solve mathematical problems, and the design of courseware should also be based on specific mathematical problems in order to obtain the best teaching effect.
(4) Using multimedia to effectively improve students' patriotism.
Make use of modern educational technology and seize the opportunity to educate students. For example, in the polygon teaching class of geometry, the five-pointed stars projected on the five-star red flag are all beautiful geometric patterns, which let students know that the motherland is not only prosperous, but also a symbol of the beauty and generosity of the motherland. In the teaching of right triangle, the historical materials and geometric figures of Pythagorean theorem are made into courseware to show students that China has a long history, and our knowledge is obtained from books, classes and life. To be a builder of 2 1 century, our knowledge is far from enough. We should work hard together and study hard. Thereby infiltrating the ideological education of loving the motherland, socialism and science.
Second, the application of multimedia in junior high school mathematics teaching.
(1) Multimedia should combine the subject characteristics of mathematics and highlight the thinking characteristics of mathematics.
Mathematical science is characterized by strong logic, involving abstract thinking requirements such as three-dimensional space problems and dynamic process problems. Traditional teaching methods are mainly static, so it is difficult to show this complicated situation on the blackboard in class, let alone analyze it with the help of situations. It is precisely because abstract scenes cannot be displayed and analyzed intuitively and effectively, which further increases the difficulty for students to understand and master, thus becoming a difficult point in teaching. When multimedia teaching enters the classroom, abstract concepts can be concretized and visualized, especially the computer can perform dynamic demonstration, which makes up for the shortcomings of traditional teaching methods in intuition, three-dimensional sense and dynamic sense. Using this feature, we can deal with problems that other teaching methods are difficult to deal with, stimulate students' interest, enhance intuitive impression, help teachers solve teaching difficulties, break through teaching priorities, and improve classroom efficiency and teaching effect.
Multimedia-aided teaching is to help teachers solve teaching problems by using multimedia courseware, so multimedia courseware should be used as an auxiliary means of teachers' classroom teaching, and can not completely replace teachers' teaching. Moreover, not every class needs to be assisted by multimedia courseware, and the actual effect of using multimedia courseware in some classes is not as good as that of traditional teaching methods. Therefore, the application of multimedia courseware in mathematics classroom teaching must be closely related to teaching objectives and teaching contents, and different multimedia technologies should be selected and used according to the characteristics of different teaching objectives and teaching contents, so as to give full play to their advantages in teaching, and mathematics should not be turned into an exhibition of computer multimedia functions. ?
(2) The design of multimedia courseware should complement the advantages of traditional teaching. ?
In teaching, we must make it clear that multimedia application is only a means, and only by this means can we improve our education and teaching quality and achieve our teaching objectives. We should not aim at the application of multimedia. We should avoid the blunt insertion of multimedia means in the teaching process, and even consider avoiding the interference of multimedia in some interactive processes that need to communicate the thoughts and feelings of teachers and students in time. We should realize that multimedia teaching cannot completely replace the role of teachers. Therefore, we can't make courseware a mere formality, demonstrate one lesson at a time, and engage in blackboard-writing classroom teaching. Just considering the convenience of teachers, making all classes into computer demonstrations will only be counterproductive. Modern teaching methods should be combined with traditional teaching methods (teaching AIDS, learning tools and blackboards) to complement each other and optimize the teaching methods as a whole. ?
For example, multimedia teaching cannot completely give up the teacher's blackboard writing. Blackboard writing is a syllabus or chart written on the blackboard by teachers to meet the needs of teaching and practice. Generally speaking, blackboard writing not only includes the relatively fixed part designed in the course of preparing lessons, but also includes the part written temporarily for specific problems and situations in the course of class. The process of teachers writing on the blackboard is also the process of students thinking gradually. The blackboard writing content of demonstration courseware is a relatively fixed part designed in the process of preparing lessons, which often appears line by line and has a great leap in thinking. On-site instant blackboard writing can better meet the needs of students in the learning process, and also has a certain demonstration role for students. For example, the demonstration of some basic skills such as the writing of some mathematical symbols and the drawing of graphics and images should not be replaced by multimedia. ?
At the same time, multimedia teaching should not be understood as a multimedia demonstration of the whole class, nor should oral communication between teachers and students be ignored. The essence of classroom teaching is the interaction between teachers and students. The teaching process is not only a process of imparting knowledge and developing ability, but also a process of emotional communication and the formation of students' personality. Teachers should pay attention to the feedback of knowledge and the communication between teachers and students in class. In class, teachers ask questions in a targeted way, which not only helps students to know their learning situation in time, but also enhances the emotional communication between teachers and students. In terms of teaching methods, we advocate heuristic teaching and oppose injection teaching. Through the efforts of several generations of mathematics educators, many new educational ideas have been injected into the traditional mathematics teaching mode. For example, creating problem scenes in the classroom can make students have a strong desire to solve problems. Another example is the "variant" teaching of problem solving, which advocates "one problem is changeable" and "multiple solutions to one problem" and so on. These are the advantages of traditional teaching, and we should continue to carry them forward.
To sum up, the integration of junior high school mathematics and multimedia technology does not emphasize that all mathematics content is suitable for computer multimedia-assisted teaching, it can only be skillfully used and cannot be abused. Only under the premise of improving teachers' comprehensive quality and changing educational concepts, and skillfully using the excellent performance of modern information technology, can the organic integration of the two be raised to a new height, thus optimizing the learning process and learning resources of mathematics.