In the process of mathematics classroom teaching, the application of multimedia combination teaching method can organically link traditional teaching with modern teaching media, complement each other, and give full play to their respective teaching functions: the mathematics teaching courseware compiled by using multimedia technology to comprehensively process words, sounds, graphics, images, animations and their powerful interactive characteristics can fully create a vivid and vivid teaching environment. Providing image expression projects for the smooth implementation of teachers' teaching can effectively reduce students' academic burden, stimulate students' interest in learning, truly change the monotonous mode of traditional education, make music learning implemented, optimize classroom structure and improve classroom teaching effect and quality. Reasonable use of multimedia to assist mathematics teaching, follow the law of teaching itself, follow the principle of teaching students in accordance with their aptitude, follow the principle of efficiency, follow the law of human perception, get rid of its disadvantages, reduce its negative impact, optimize the teaching classroom and improve the effect of intellectual education classroom.
First, the advantages of multimedia-assisted mathematics teaching
(A) enhance students' interest in learning and stimulate learning motivation.
Multimedia-assisted teaching is a teaching form in which people use advanced electronic technology to develop all learning resources except people and achieve the best teaching goal. CAI expressed by multimedia is also called MCAI. It is an information technology that combines words, graphics, images, animations and sounds to complete a series of random interactive operations. People can obtain relevant information through various senses and improve the efficiency of information dissemination. For example, in the class of "Axisymmetric Phenomenon", we can use colorful multimedia and beautiful patterns to vividly reproduce things and give students the feeling of seeing with their own eyes. Teachers can use Flash software to design the method of unfolding and folding polyhedron, and the graphics obtained from geometry are different from different directions. Maple leaves, butterflies, window grilles, Chinese characters, capital letters, isosceles triangles, airplanes, the Great Hall of the People and other design patterns are displayed one by one, and the symmetry axis is displayed with red lines, so that students can observe and feel the essence of such graphics. The image display is realistic, the atmosphere is rendered, and the artistic conception is created. Students learn, think, understand and remember with great interest, which mobilizes their "internal drive" to the greatest extent. The practice of modern pedagogy proves that students can only keep 70% after three hours and 10% after three days if they only rely on hearing when acquiring knowledge. If you only rely on vision, you can maintain 72% after three hours and 20% after three days; If you rely on vision and hearing comprehensively, you can keep 85% of the information after three hours and 65% of the information after three days. The thinking of mentally retarded students can be well developed by vision.
(B) conducive to the cultivation of students' creative thinking
The core of modern educational thought is to emphasize the cultivation of students' thinking ability. In mathematics classroom, multimedia-assisted teaching can vividly reproduce the generation and formation of knowledge and the learning and thinking process of students seeking knowledge, show this process to students and promote the development of students' logical thinking ability. At the same time, it can vividly simulate the thinking world, reproduce the thinking process, promote students' multi-directional thinking and divergent thinking, and help cultivate students' creative spirit and practical ability. For example, in the course of "Understanding Corners", it is an important content to teach students how to draw corners. I draw on the blackboard in the traditional way, which has some shortcomings. For example, students with mental retardation are inattentive, and some students start to wander when I draw, making small moves and not paying attention to the teacher's operation. At the same time, when I draw, my body will block the sight of some students, which will affect the teaching effect to varying degrees. However, the situation of multimedia-assisted teaching is different. Let me first demonstrate the steps and basic methods of drawing corners with multimedia. Because of the novel means, students pay attention and leave a deep impression on them. After the demonstration, I will demonstrate drawing corners on the blackboard, and finally let the students try to draw corners themselves. This teaching process design not only meets the psychological needs of students, but also makes students clear the method of drawing corners, and the teaching effect is good.
(3) It is conducive to saving teaching time and improving classroom teaching efficiency.
In the traditional "blackboard+chalk" teaching mode, it sometimes takes a long time to write a series of long formulas and draw figures or images. And I use multimedia-assisted teaching, which saves time such as writing on the blackboard and wiping, and can provide students with various math exercises in a short time. It can also partially free me from the heavy workload and lectures in class, and effectively play a leading role, so that its role in encouraging, guiding, inspiring, organizing, communicating and evaluating in teaching is more obvious, thus improving the teaching effect.
(D) Improving learning initiative and enthusiasm is conducive to the development of students' intelligence.
Because CAI system has the characteristics of large amount of information, vivid picture, rich content, diverse questions and instant feedback, multimedia-assisted mathematics teaching can stimulate students' interest in learning and improve learning efficiency.
(5) It is conducive to the overall improvement of teachers' teaching level.
In the teaching process of multimedia-assisted teaching, teachers can mobilize their enthusiasm for educational research, urge teachers, especially young teachers, to actively learn relevant multimedia knowledge, study teaching materials and teaching methods, exchange learning experiences with each other, and promote teachers to form a good teaching and research atmosphere.
Second, the application of multimedia in mathematics teaching
(A) the use of multimedia to draw images, improve teaching efficiency.
Multimedia-assisted mathematics teaching can be illustrated, vivid, fast and infectious, which can break through the limitation of time and space, improve students' sensory perception efficiency, give full play to individual potential, and thus accelerate students' understanding, acceptance and memory of knowledge.
For example, when teaching the content of "yes, no", multimedia images can be used to vividly demonstrate the two concepts of "yes" and "no". In the previous teaching of intellectual development, teachers used many physical demonstrations, such as putting a piece of chalk in one hand and not putting chalk in the other hand, so that students can distinguish whether there is chalk or not. When multimedia-assisted teaching is used, animation can be designed. Through the vivid animation process, students can fully understand the process from existence to nothingness, and under the visual stimulation, the cerebral cortex can deepen its acceptance of new knowledge.
(B) the use of multimedia to break through teaching difficulties
A considerable number of students are used to static analysis and are often confused about some problems that need to be solved through abstract thinking. Multimedia can be used to simulate the demonstration that is difficult to be completed by conventional mathematics teaching methods, and transform abstraction into intuition, which is conducive to successfully breaking through the teaching difficulties.
In our view, a simple process, in the eyes of mentally retarded students, is not so easy to understand. When teaching subtraction, I was thirsty on the podium and tried my best to explain it, but it was still difficult for students to understand why subtraction was used, and multimedia-assisted teaching was introduced, and many animations could be used to demonstrate the process. When explaining subtraction, I didn't engage in a war of words, but invited students to watch the animation of birds pecking at balloons, so that they could know that birds pecked at balloons and reduced the number of balloons. This intuitive and vivid expression is helpful for teachers to break through the teaching focus.
(C) the use of multimedia to diversify teaching forms
The traditional teaching form is that teachers teach, students attend classes and internalize their knowledge. This teaching method has limited classroom capacity, monotonous and slow feedback and narrow information channels, which is not conducive to personalized learning. Multimedia can change simple preaching into situational edification, forcing old teaching modes such as "injection" and "full-house irrigation" to quit the classroom. Multimedia-assisted teaching provides knowledge in the form of pictures, words, sounds and images, which creates favorable conditions for the implementation of "heuristic" and "discussion" teaching, and provides various teaching forms such as demonstration exercises, talking and practicing.
After using multimedia teaching, I think it is imperative to promote multimedia-assisted teaching. Multimedia has the ability to accept users' commands, perform different tasks according to users' different requirements, and organically integrate numerical values, characters, sounds, images and animations to fully display the results. Using multimedia teaching, student-centered and human-computer interaction, we can truly realize two-way and multi-directional communication and personalized teaching. When teaching, teachers can not only teach all the staff, but also teach individually at different levels, which is convenient to embody the teaching principle of teaching students in accordance with their aptitude and guiding them by classification.
Three. Concluding remarks
A correct understanding of mathematical concepts is the premise of mastering mathematical knowledge. However, due to the influence of living environment, basic knowledge, learning ability and thinking level, students are prone to fail to learn mathematical concepts. According to the requirements of the Outline of Basic Education Curriculum Reform (Trial), we should vigorously promote the universal application of information technology in the teaching process, promote the integration of information technology and subject courses, give full play to the advantages of information technology, and provide a colorful educational environment and powerful learning tools for students' learning and development. The advantages of modern educational technology, especially multimedia technology, are obvious. It integrates pictures, texts, sounds, colors and images, and provides rich educational and teaching resources for teachers and students. In concept teaching, the application of modern educational technology can not only stimulate students' interest in learning, but also mobilize students' multiple senses to participate in learning and promote students' all-round development. Using modern educational technology, we can turn abstract into concrete, promote students' transition from image thinking to abstract thinking, cultivate students' innovative ability and improve the teaching efficiency of mathematical concepts.