The visualization and abstraction of the concept of space itself make it more difficult for students to understand space and graphics. The formation of primary school students' spatial concept plays a vital role in improving their spatial imagination ability, which directly affects the learning of plane geometry and static geometry knowledge in the future. When we teach geometry knowledge, we very much hope and strive to improve students' spatial concept through various ways and means, but in actual teaching, there is always a lack of a more flexible means for students to fully feel, operate and imagine in classroom teaching. For example, in our teaching, we will encounter such embarrassment:
Case 1 The lesson of "Wonderful Picture and Text Dense Shop", under the teaching concept of the new curriculum standard, the design of this lesson should consider the following two points:
First, let students experience the process of exploring the intensive laying conditions of plane graphics;
Second, students should be given enough time to verify whether they can shop secretly in groups;
Through these two processes, we can deepen our understanding of the characteristics of dense shops, cultivate students' abilities of observation, guessing, verification, reasoning and communication, and develop students' rational reasoning ability.
However, in traditional courses, such teaching often occurs: patchwork experiments with the help of plane graphics.
It should be the most intuitive, vivid and operational to study whether a plane figure can be densely laid and spliced with the help of physical objects, but there are two unavoidable problems, which are not conducive to the organization of teaching:
First, moving objects are easily disturbed. The same physical graphics are difficult to prepare, and students are easily disturbed when operating experiments. If it is a pattern made of paper, it is often put together, take a breath and fly away; If some concrete objects are used, it is more difficult to find the same object. Even if it is found, students often fall to the ground to pick it up during the operation.
Second, it is difficult to feedback the results after the show. It is a way to show with the help of the physical display platform, but first of all, you need to put the physical objects on it, so it takes time to show them in groups.
Through the above cases, we can see that the traditional teaching of mathematical geometry will have the following problems in improving students' concept of space:
1. Lack of communication between intuition and abstraction.
In the past, when using multimedia PPT courseware, you will find that in the normal demonstration process, you can only show it in a flat way, which is not a good way for three-dimensional graphics. For students, what is in PPT, what is on the blackboard, or plane graphics, for junior students, the space imagination is still limited. How to convert this three-dimensional figure into a figure that students can understand has become a difficult problem.
2. Lack of dynamic graphic demonstration and change.
In the usual teaching process, the display of geometric figures is static, even if it is dynamic, it is also a simple plane dynamic, without a large number of three-dimensional dynamic demonstrations and changes of geometric figures. For example, observing cubes and cuboids, students can only see three faces at most, even if the physical display is not very intuitive, let alone the plane graphics in PPT. Students can't observe graphics from multiple angles, which has no effect on establishing the spatial concept of geometric graphics. The result is only simple knowledge infusion, which can't improve students' spatial thinking.
3. Students' hands-on practice and interaction are superficial.
Primary school students' thinking is in the transition stage from intuitive image to abstract logical thinking. Their understanding of geometric shapes mainly depends on intuitive observation and repeated practice. They obtain representations through observation, operation, imagination, reasoning and expression, and finally form the concept of space. However, in the actual teaching process of geometry elementary knowledge, many teachers often ignore the cultivation of students' spatial concepts, only pay attention to the teaching of basic knowledge and directly explain concepts and formulas. Although some teachers have intuitive teaching AIDS, they just go through the motions and don't give students the opportunity to observe, analyze, abstract and summarize. In this way, students' spatial concept will be very weak, and their spatial imagination ability will not be further inspired and expanded, which will directly affect the development of students' mathematical thinking.
4. The loss of classroom resources and students' thinking
In the traditional classroom, when using PPT courseware, you will find that you can't correct your mistakes in production during normal demonstration, or you can't add the inspiration that suddenly flashed in the classroom during PPT demonstration, which leads to misleading students and the loss of effective teaching resources in the classroom, and there is no interactive process.
Electronic whiteboard is a new teaching platform with intuitive and dynamic abstract model display and powerful interactive function. In view of its professional teaching function, we propose to use the electronic whiteboard as a teaching medium to promote the cultivation of students' spatial concepts, improve students' spatial thinking ability and learning enthusiasm, make students abstract, turn objects into mathematical models, have mathematical geometric thinking ability and enhance spatial concepts.
Second, thinking-what are the advantages of electronic whiteboard to enhance the concept of space?
(A) the connotation of thinking
Electronic whiteboard: a new media based on computer technology, integrating software and hardware systems and resource systems, integrating electronics, induction and network technologies, and effectively combining traditional blackboard and modern multimedia technology. When applied to the classroom, it can change the teaching structure, make the teaching process smoother, display teachers' personal charm to the maximum extent, and gradually transform teachers' operation behavior between educational technology and multimedia into students' autonomous learning behavior, thus achieving the purpose of promoting the development of teachers and students.
This paper mainly uses the professional geometric sketchpad, real-time dynamic demonstration and deep interaction functions in the electronic whiteboard, and enables students to improve the concept of space through effective communication of intuition and abstraction, dynamic graphic demonstration and change, and the process of students' hands-on practice and interaction.
Concept of space: Curriculum Standard 20 1 1 explains the concept of space as follows: "It mainly refers to abstracting geometric figures according to the characteristics of objects and imagining the actual objects described according to the geometric figures; Imagine the orientation of objects and the positional relationship between them; Describe the movement and change of graphics; Draw pictures according to the description of the language. " My understanding of this passage is that teachers should help students to establish the internal relationship between the realistic prototypes of geometric shapes and geometric figures and their names and characteristics.
In this paper, through the use of electronic whiteboard, students can acquire the necessary knowledge and skills in the classroom, provide students with a large number of vivid teaching resources, create a more harmonious and democratic interactive teaching environment, gradually accumulate experience in mathematics activities, and feel the thinking method of mathematics. Through the cultivation of spatial perception, spatial representation, spatial imagination and spatial ability, it plays an important role in the initial development of spatial concepts and the cultivation of students' initial innovative spirit and practical ability. Electronic whiteboard is changing our classroom teaching mode with its intuition and interactivity, from forming an open classroom teaching atmosphere to promoting students' active learning.
(B) the advantages of thinking
The new curriculum standard of primary school mathematics points out that mathematics is a science that studies quantitative relations and spatial forms. Mathematics is closely related to human activities, especially with the rapid development of computer technology, mathematics is more widely used in all aspects of social production and daily life. With the continuous promotion and deepening of information technology, our school gradually promotes the interactive teaching of electronic whiteboard, understands the great auxiliary role of mathematics classroom teaching and deeply understands its value.
1. It can shorten the distance between teachers and students.
Electronic whiteboard can reduce the trouble for teachers to switch back and forth between computer and blackboard. In front of the whiteboard, they can operate the computer freely and demonstrate the process of the formation and change of geometry knowledge, which further narrows the distance between teachers and students, and teachers have more time to teach students.
2. Attract students' attention in class.
Whiteboards can attract students' attention. The original screen can only be seen, and now you can write and draw on it. Students will definitely want to try it. If we use marking, masking, cloning, drawing, dragging, hiding and other functions. Electronic whiteboard, and introduce other courseware, especially the function of suspension control and marking animation video at any time to design teaching courseware and teaching activities, I believe math class will be full of fun. Whiteboard technology integrates words, sounds, pictures and images. As a new teaching method, it not only helps to stimulate students' interest in learning, but also makes students' learning easier and more convenient.
3. Improve the initiative of students' thinking.
With the support of whiteboard software, human-computer interaction operations such as annotation, dragging and rotation can be realized. For example, in the course of "Graphic Dense Shop", in the whiteboard environment, you only need to prepare some flat graphic materials, and you only need a stylus to drag, rotate and splice graphics. In the actual teaching process, students can choose two boards at will on the computer, drag unlimited copies from the top to the box below, and design dense shops. Teachers can also use electronic induction pens to operate intuitively on the whiteboard, or let students operate on the whiteboard.
4. Flexible display of students' thinking process
Interactive whiteboard generally has the functions of handwriting saving and annotation, and teachers can play back every step of the operation in class. The content displayed on the whiteboard of the whole class, together with the teacher's voice and all the information interacting with the students, can be recorded as video files, stored in the computer and can be played back at any time.
In the process of teaching practice, as a math teacher, I especially feel that whiteboard software provides a more intuitive, interactive, experiential and generative environment for primary school mathematics, especially geometry teaching, which greatly plays the role of whiteboard intuitive teaching, effectively promotes the formation of students' spatial concept, promotes the improvement of students' reasoning ability and promotes the formation of students' good mathematical literacy.
Third, practice-the strategy of electronic whiteboard to enhance students' concept of space.
(A multi-dimensional sensory channels to enrich students' spatial perception.
Spatial sense refers to the perception of the shape, size, distance and orientation of objects and graphics. Obtaining a large number of spatial perceptions is the basis for students to form spatial concepts. When people study, the knowledge gained through vision accounts for 83%, hearing accounts for 1 1%, smell accounts for 1.5%, taste accounts for 1%, and others account for 3.5%, which requires us to provide students with multi-dimensional sensory channels and enrich their spatial perception. Teachers should enrich students' object prototypes and geometric figures in class according to the cognitive characteristics of primary school students, so that students can enrich their spatial perception in observation and perception. The powerful resource pool and rich sensory channels of electronic whiteboard can fully cultivate students' spatial perception ability.
1. Illustrated with pictures and rich sounds, it stimulates students' sense of space.
Electronic whiteboard can make students' learning content vivid, vivid and vivid, and mobilize students' multiple senses to accept information. It can realize the combination of number and shape, sound and shape, build a favorable platform for teacher-student interaction, help students master the content of mathematics teaching, and combine conscious learning with unconscious learning, so that students can improve their learning efficiency and study easily and happily, which has its unique advantages.