First, use information technology to create problem situations and stimulate students' interest in learning.
Interest is the best motivation to guide students to explore and discover new knowledge independently. Pupils are lively and active, pay short attention to time, and like the changeable teaching environment. The traditional way of displaying information with chalk, blackboard and pictures can only display information statically, and students are easily bored and have no interest in life. Therefore, students' attention is not concentrated in class, and their thoughts are easily distracted, which leads to unsatisfactory teaching results. The information display form created by information technology, which integrates sound, image and animation, is deeply loved by students. Its bright colors, dynamic pictures, and sweet music attract students' attention, so that students are exposed to multimedia stories or life scenes, constantly stimulated by new information, and their brains remain excited all the time, thus stimulating a strong desire to learn and enhancing their interest in learning.
For example, in the first class of teaching the third grade of primary school to understand the score of "one point", the pictures of Wukong and Pig Bajie in Journey to the West with an average of 4, 2 and 1 peach are displayed one by one with information technology courseware. Combined with the teacher's narration, vivid story scenes are presented to the students, which deeply attracts students to observe and think about how to score each grade, so as to step into the problem scene of how to express the average grade with scores.
For another example, when teaching the second volume of "One Translation and One Rotation" in Grade Three, the teacher showed pictures of children's playgrounds with multimedia: moving cars, boats in rapids, rotating wooden horses, planes and so on. Then ask the students to classify several kinds of sports in the picture according to the different sports modes. These childlike and familiar life pictures will arouse students' interest in exploring hidden math problems, and students will actively think about the answers to the questions according to their own life experiences.
The situation created by multimedia and information technology, with its advantages of being lively and interesting and close to students' lives, stimulates students' strong thirst for knowledge and lays the foundation for learning new knowledge in classroom teaching.
2. Visualize abstract knowledge with information technology to help students realize the leap from visual thinking to abstract thinking.
The thinking of primary school students is in the stage of thinking in images, which is contradictory to the abstract content of mathematics. Using information technology can concretize and visualize abstract mathematical knowledge, so that students can deeply understand that mathematics comes from the essence of life through observation and thinking, find and summarize abstract mathematical knowledge from many concrete phenomena, and make it easy for students to leap from visual thinking to abstract thinking.
Thirdly, information technology is used to reveal the relationship between old and new knowledge and dynamically show the transformation and formation process of knowledge.
The study of new mathematics knowledge is based on students' original knowledge and realized by the method of knowledge transfer and transformation. In teaching, teachers use information technology to reveal the relationship between old and new knowledge and dynamically show the transformation and formation process of knowledge, which can enable students to realize the transformation of this mathematical thinking method and understand and master the knowledge they have learned.
For example, when teaching the calculation method of parallelogram area, let students try to cut the prepared parallelogram paper into previously learned figures. After the students cut the parallelogram paper into a rectangle, the teacher will use multimedia to show the cutting process with animation, and at the same time keep the two figures before and after cutting on the screen, so that students can observe and compare the two figures before and after cutting and find that their areas are equal. The length of splicing rectangle is equal to the base of parallelogram, and the width of splicing rectangle is equal to the height of parallelogram. Guide students to sum up the calculation formula of parallelogram area by using mathematical thinking methods such as transformation and substitution: parallelogram area is equal to the bottom multiplied by the height. In the teaching process, information technology is used to reveal the relationship between old and new knowledge, dynamically show the transformation and formation process of knowledge, and enable students to actively participate in the exploration and discovery process of new knowledge, so as to understand and master what they have learned.
Fourth, use information technology to create various variant exercises, expand the content of exercises and improve the efficiency of classroom teaching.
From learning to mastering new mathematics knowledge, a certain amount of practice is needed, but simple and repetitive exercises in monotonous form can easily make students feel bored and bored. In teaching, using information technology to create various variant exercises and expand the content of exercises can attract students' attention with different topics, keep students' strong interest in practice and realize the consolidation and mastery of knowledge.
For example, in the course of "getting one point" in teaching, we can use the computer network to design the exercise into a game to get through, and divide the topic into several levels according to the difficulty of the exercise: first, send the graded baby home, that is, choose the score that can represent the colored part of the picture from the given score; The second level, you can judge right or wrong with your eyes to see if the score of the colored part in the representation is correct; The third level, look at the scores and color the pictures ... It is set that only the first level can get through the second level, and each level has an encouraging program. Students can experience the pleasure of answering questions correctly and passing the exam smoothly in the process of completing exercises with their mouths, hands and brains, so as to consolidate and master new knowledge through practice. Using information technology to design variant exercises is easy to save and show, which can increase the amount of exercises. Using its novel presentation method, students will not get bored, actively participate in exercises and experience the fun of using what they have learned to solve problems.
Fifthly, use information technology reasonably, correctly and appropriately in mathematics classroom teaching.
First of all, the application of information technology in classroom teaching has changed the traditional teaching methods, provided a lot of convenience for teaching and improved teaching efficiency. However, it is not necessary to teach information technology in every class, and we should not use it reluctantly. For example, when teaching "Understanding of Cuboid and Cube", there are many such objects around students: books, pencil boxes and so on. Observe the characteristics of these three-dimensional graphics, at a glance. If making courseware is to let students observe objects and recognize features from the screen, students will find the wrong features because they can't see the back. Therefore, as the teaching content of understanding the characteristics of three-dimensional graphics, it is appropriate to observe the physical objects directly and understand the characteristics. Secondly, information technology courseware should not be too fancy, and it should have a clear definition. Using information technology and curriculum integration, multimedia is just a teaching method, aiming at serving teaching. Therefore, when using information technology in teaching, we should start from the teaching content, determine the form according to the content, give priority to the practicality of teaching, and then consider aesthetics on the basis of practicality. The lace and decoration of the courseware should not be too fancy, the color should not be too bright, and the sound should be soft and pleasant, which should not affect the teaching effect. In addition, use multimedia technology to teach, and don't lose the classroom blackboard. Writing on the blackboard is not a heartless thing. Blackboard writing can show the teaching content of this lesson concisely, convey the teaching information intuitively, leave room for students to think, and further ferment what they have learned in their minds.
The integration of information technology and primary school mathematics is a beneficial change in mathematics teaching reform, and it is the exploration and practice of all primary school mathematics teachers. With the development of information technology and the deepening of curriculum integration, information technology teaching methods will play a more important role in mathematics teaching. In teaching, we should constantly explore the method of integrating information technology with mathematics, and strive to improve the efficiency of mathematics classroom teaching by using information technology, so as to promote students to better understand and master mathematics knowledge and improve their mathematics literacy.