The New Curriculum Standard requires that "information technology should be used as a powerful tool for students to learn mathematics and solve problems" and adopts the strategy of "vigorously developing" information technology into the field of curriculum teaching. This requires that computers and networks should become an important means for students to learn mathematics. Teachers are required to use multimedia to carry out teaching activities, and some mathematical contents that can only be understood through thinking, representation and imagination in the past can be expressed and processed intuitively. Some complex operations related to data processing can be run by computers, and the real situation and virtual situation of mathematics will be integrated through information technology. Information technology, a powerful cognitive tool, will undoubtedly greatly affect the development of mathematics curriculum. The water of information technology is bound to carry the boat of mathematics teaching thousands of miles a day, which is lighter than the mountain.
First, the role of information technology in mathematics teaching
The application of information technology in mathematics classroom teaching makes mathematics class no longer boring, creates many interesting scenes for students, satisfies their strong desire for knowledge, and makes them feel the colorful world of mathematics. Therefore, as long as we deeply understand the essence of modern education, inherit the advantages of traditional teaching in information technology-assisted teaching, and strive to explore a new model of mathematics teaching under the network environment, we can optimize classroom teaching, cultivate students' innovative thinking and comprehensively improve students' comprehensive quality.
(1) Information technology provides the necessary information for mathematics teachers to make courseware.
Making multimedia courseware needs a lot of materials and information sources. In traditional teaching, this kind of information is mainly transmitted to students through books, pictures, audio and video recordings and other limited means, with limited information sources and lack of flexibility, convenience and interaction. We can use modern information technology to obtain multi-directional information such as words, images, sounds, animations, videos and even three-dimensional virtual reality through CDs and the Internet. It is used to make courseware, or to get materials directly from the internet, which greatly enriches the content and expression of courseware.
(B) Information technology can fully optimize mathematics classroom teaching.
Through careful preparation, advanced multimedia means such as computer and projector are used in teaching to show students illustrated and vivid teaching contents, so as to increase the flow and capacity of classroom language, thus optimizing mathematics classroom teaching and improving teaching effect.
1. Create situations to stimulate students' interest in learning.
The main purpose of stimulating students' interest in learning in classroom teaching is to arouse their enthusiasm for learning and promote them to actively explore knowledge. In mathematics teaching, it is easier to stimulate students' interest in learning by learning mathematics knowledge in active and lively situations, while computer teaching can display beautiful images, beautiful music and interesting animations, create a good teaching situation and stimulate students' interest in learning to the maximum extent.
2. Show the process, deepen cognition and cultivate students' thinking ability.
Using computer animation, gradual change, superposition and other effects and computer audio-visual functions, we can visualize knowledge difficulties and some processes, stimulate students' senses with various media, deepen understanding, and cultivate students' thinking ability by revealing internal laws and phenomena. The application of multimedia can turn static into dynamic, and strengthen the understanding of concepts; It can be demonstrated from many aspects and angles to strengthen arithmetic teaching; Can change static into dynamic, and break through the difficulties in teaching; It can change static state into dynamic state and cultivate students' thinking of seeking differences.
3. Let mathematics enter the lives of primary school students.
Mathematics is boring and mysterious, mainly because it is not close to life. Real-life materials can not only make students realize that what they have learned is closely related to the problems they are exposed to, but also greatly stimulate their interest in learning mathematics and make them realize that there are rich mathematical problems hidden in real life. Therefore, the selection of mathematics learning materials should pay great attention to students' real life and effectiveness.
(3) Information technology can improve students' comprehensive quality.
In the teaching process, the prepared audio-visual materials can be made into web pages, and students can be taken to the computer room for computer operation, so that students can learn independently through computer means, which enriches the connotation and extension of knowledge. It makes students expand from simply learning the limited knowledge in textbooks to spreading from the knowledge points in textbooks to infinite knowledge space, and from passive acceptance to active exploration and acquisition, which arouses students' strong thirst for knowledge.
Second, how to use information technology in mathematics teaching
In mathematics teaching, make full use of the storage function of multimedia technology, pre-store some graphics, topics and the analysis or solution process of topics in the computer as needed, and reproduce them in front of students in class at an appropriate time; You can also use the characteristics of high-speed information processing of computers to draw pictures quickly and accurately in class. Through computer software, teachers can realize real-time control of teaching target information and make formulas, formulas and graphs at any time; You can also make the display object exist or disappear objectively at any time; Images can be made randomly; You can interfere with the moving objects appearing on the screen at any time, and let them stay still on a certain picture like a movie freeze frame, so as to close up some sports results that need to be emphasized; Graphics (or images) can be enlarged locally, and so on. This greatly enriches the teaching methods, expands the channels of communication between teachers and students, and meets the learning needs of students.
(a) Using multimedia to create scenes and stimulate participation interest.
The new curriculum advocates students to learn in situations. Using information technology to create a pleasant, joyful and enjoyable situation can make students have a feeling of seeing someone, hearing someone's voice and being there, prompting students to actively explore, stimulating students' interest in learning and helping students actively explore and learn, thus greatly improving the efficiency of classroom teaching. When creating scenes, teachers can show what they want to learn with exquisite pictures or flash animations to stimulate students' interest in learning.
For example, in the practice class of "two plus one (carry plus)", I created a story situation-going to the Mathematics Palace. There are three links in this story. The first link is on the way to the Mathematics Palace: I set off by plane and three stars blocked my way. Seeing this vivid picture, the children couldn't help screaming with excitement. In order to reach the mathematics hall smoothly and solve three problems, the children are full of passion and meet the challenge without hesitation. One of the problems is the "forest doctor", who treats trees, finds that the formula is wrong, modifies it, and reports it after mass sending. Children are helpful. They take the role of "forest doctors" and are duty-bound to "treat diseases for trees", and everyone is scrambling to make suggestions. The second link is to enter the nursery door of the Mathematics Palace, and the computer plays the dialogue between the lovely mother rabbit, brother rabbit and sister rabbit picking mushrooms. Calculate according to the questions in the conversation you hear. Then the computer shows that there are many sporting goods in Bear's shop. Let the children think about which two to buy and how much. Talk to your good friend. This link uses a vivid fairy tale, so that students can't help but walk into the story, actively show their wisdom and solve the problems in the story.
According to students' cognitive rules and psychological characteristics, choose stories close to students as situations and organize teaching reasonably. Teaching practice has proved that modern information technology can give full play to its advantages of image, vividness and image, provide students with diversified external stimuli, create diversified situations, explore the charm of mathematics itself, transform abstract unit knowledge into visible life situations, stimulate students' desire to think, understand and master mathematical problems, and improve students' sense of participation.
(B) using multimedia to introduce new lessons to stimulate students' interest.
As the saying goes, a good beginning is half the battle. A clever and successful beginning of a class can make students focus on the content of classroom teaching quickly, stimulate students' strong interest in learning and thirst for knowledge, create a good learning situation, make students' learning state change from passive to active, and learn knowledge in a relaxed and happy atmosphere. As the famous educator Duo Shui said, "The art of teaching lies not in the ability to teach, but in inspiring, awakening and encouraging. Using multimedia education technology, students can be provided with physical images and movement processes, and the teaching content can be visualized and visualized by means of amplification, repetition, chronic and freeze-frame stunts, which can stimulate students' senses and create a positive and lively teaching atmosphere that students like, thus improving students' interest in learning.
Such as; When I was talking about Knowing the Left and Right, I put an animation at the beginning: the Monkey King and Zhu Bajie stood face to face at the upper and lower ends of the stairs respectively, and they were arguing fiercely about which side to take when "taking the right". The Monkey King said this way, and Pig said that way. I asked the students: Which of them is right? What knowledge can students use to help them solve this problem? In this way, the whole classroom will be active at once, which not only greatly stimulates students' interest in learning, but also attracts students' intentional attention. In the teaching process, I continue to use multi-segment animation as a guide, so that students' hearts are always guided by teachers. The teaching is compact and natural, which makes the teaching process go smoothly and improves the teaching efficiency.