Multimedia computer integrates the functions of text, graphics, images, animation, sound, video and so on, and has powerful information expression function. Computer-aided multimedia teaching is to make full use of the excellent functions of computers, combine a large number of words, tables, graphics, images, photos, audio, animation, television, etc., and integrate various teaching media to assist teachers' classroom teaching and students' course learning. Traditional teaching methods show students abstract theories and flat images, which makes some students think that mathematics is difficult to learn, difficult to understand, monotonous and boring. With the introduction of multimedia computers, the powerful functions of computers can change this situation. The computer has powerful graphics processing function and animation processing function, which can provide students with almost all the media you can imagine, including sound, pictures and videos. With the help of some tools and software, teachers can edit and process these multimedia objects conveniently, and solve the unclear, ambiguous, understandable and indescribable problems in teaching, so as to meet the requirements of our mathematics teaching. For example, the relationship between the probability of two sides of a coin and the number of throws is studied. If it is thrown manually, the number of throws is often not enough due to time constraints, and the credibility of the result is relatively poor. Using coin toss courseware, more throws can be realized, thus revealing the inherent law of positive and negative appearance probability. In the process of demonstration, students are actively guided to participate in the experiment by using the controllability and interactivity of the courseware, and the throwing speed and times can be set by the students themselves, so as to obtain relatively reasonable and reliable experimental results. In the process of mathematics teaching, teachers can make full use of these media to attract students' attention, deepen their impressions, highlight key knowledge, break through teaching difficulties and effectively improve the quality of classroom teaching.
Secondly, the application of multimedia-assisted teaching in mathematics classroom teaching is conducive to improving teachers' quality and promoting the smooth implementation of the new curriculum reform.
The teacher preaches, teaches and dispels doubts. In traditional teaching methods, teachers play a vital leading role. In terms of role orientation, teachers are the makers of teaching objectives, the designers of teaching strategies, the implementers of teaching processes and the evaluators of students' learning effects. The whole teaching process is under the control of teachers, while students are in a passive dominant position, so it is difficult to play their role as learning subjects. If multimedia computer is used for teaching, some good courseware can realize interactive operation. For example, interactive courseware designed with Authorware and other software. Students receive information from teachers and computers in class, feed back their learning situation to teachers, and feed back to computers through interactive operation. Teachers and computers evaluate students' learning situation and decide the next learning goal according to the feedback. This seems to weaken the role of teachers, but in fact, because computers can realize one-to-one teaching, as the designer of courseware, teachers' knowledge literacy level, mastery of students' learning situation and professional knowledge have become the key to the success or failure of this course. Teachers must learn all aspects of knowledge and learn to use PowerPoint and Flash to make courseware. Teachers can design courseware from the perspective of the lecturer, which is more suitable for the needs of teaching methods. Therefore, teachers must master all aspects of knowledge to meet the requirements of multimedia teaching. Therefore, multimedia teaching puts forward higher requirements for teachers. In this teaching mode, teachers just go from the "foreground" to the "behind the scenes", and their leading role is reflected in the control of the teaching process through computers.
Thirdly, the use of multimedia-assisted teaching in mathematics classroom teaching is conducive to improving students' interest in learning mathematics.
With the continuous development of science and technology, teaching AIDS are constantly improving. Now computer multimedia technology has entered the classroom and is playing an increasingly important role in teaching. This requires us to make vivid, colorful and infectious courseware to assist classroom teaching according to the content of teaching materials and the teaching characteristics of mathematics class, so as to change the serious and boring classroom image of mathematics class and stimulate students' interest in learning. Especially in the teaching process of solid geometry, students often feel afraid of difficulties because they lack spatial imagination and can't imagine the spatial shape of geometry. After adopting multimedia teaching methods, its image and intuitive characteristics are fully displayed. It can even observe geometric figures from different angles to help students understand the relationship between points, lines and surfaces of three-dimensional figures. If students' interest in learning is improved, the course content will be easy to master. For example, in the teaching of projection and view, because students lack the concept of space, it is difficult to understand the three views, and it is difficult to achieve good teaching results only by teachers' preaching. Using multimedia technology, courseware can be done well, and using rotation technology, students can observe from all angles conveniently to achieve the predetermined teaching effect. In addition, some excellent mathematical softwares, such as Maple, MathCAD, and "Geometry Sketchpad", can create plane or even three-dimensional images of the functions to be taught, and after setting the numerical values, they can also realize the animation display of the images. This will greatly enhance the intuition and visualization of mathematics courses. Students can use various images to deepen their understanding of mathematical knowledge. All these will greatly enrich teachers' teaching methods, improve teaching effect and make mathematics classroom lively and colorful. Interest is the best teacher. In classroom teaching, by stimulating students' interest in learning, the image of math class in students' minds is changed, and students are truly "willing to learn, eager to learn and willing to learn", which enhances the emotional communication between teachers and students and improves classroom efficiency.
Fourthly, the application of multimedia-assisted teaching in mathematics classroom teaching is conducive to expanding classroom information capacity and improving mathematics classroom teaching efficiency.
In traditional mathematics teaching, teachers need to spend a lot of time writing and drawing on the blackboard due to the lack of available teaching methods and advanced presentation methods of teaching content, so the time left for students will be reduced accordingly, and the classroom capacity will be small, and the students' practice will be insufficient, and the classroom efficiency will be reduced accordingly. Using multimedia-assisted teaching, teachers can make courseware with the help of computers and networks before class, and can provide and process a large amount of information quickly in class. For example, when showing problems, you can use the simplest Powerpoint to produce a variety of text cutting effects, and stimulate students' vision and hearing in an all-round way through animation, sound effects, colors and other information, so as to deepen students' impression of problems and promote students' memory and understanding of mathematical concepts. When explaining some complex geometric figures, courseware can also be used to finish them in advance, thus saving class time and improving the information capacity of the classroom. When teaching the image and properties of quadratic function, it is necessary to make the image of quadratic function. In the traditional teaching method, teachers should teach students how to draw parabola in class and show them the process of drawing parabola, which takes up a lot of teaching time and the effect is not good. And using multimedia-assisted teaching, you can use the courseware made, and with the teacher's click, you can fully and vividly show the drawing process of parabola. When analyzing the properties of quadratic function, students can experience the different changing trends of functions on both sides of parabolic symmetry axis through animation. It takes a lot of time to make a square table or draw a tree diagram when calculating probability by enumeration in teaching. The traditional teaching mode of "chalk and blackboard" is inefficient and boring, and the classroom atmosphere is dull. With the help of multimedia-assisted teaching, it not only saves the time of making lists and expands the teaching capacity, but also stimulates students' interest in learning, attracts students' attention, enlivens the classroom atmosphere and improves the classroom teaching effect with its vivid expression.
Practice has proved that the flexible use of multimedia computer-aided teaching in the teaching process, creating situations, stimulating students' interest in learning, highlighting key points and breaking through difficulties can make mathematics classes more lively and make students easily enter the door of mathematics kingdom. In short, under the background of China's active promotion of educational modernization and informatization, it is of great practical significance to advocate and explore the integrated teaching of information technology and middle school mathematics for developing students' mathematics "information literacy" cultivation and cultivating students' innovative spirit and practical ability.