Einstein said, "Interest is the best teacher." Numerous examples have also confirmed the correctness of this statement. Therefore, it is imperative to improve classroom teaching efficiency and students' interest in learning. In class, it often happens that the teacher speaks eloquently on the podium, while the students are sleepy under the podium, showing very negative emotions. What's more, they are doing other things quietly and don't listen to the teacher at all. The main reason for this situation is that students are not interested in what the teacher says, and the teacher can't stimulate the students' learning enthusiasm and have no motivation to learn. Mathematical knowledge itself is abstract and boring. If traditional teaching methods are used for teaching, students' enthusiasm for learning cannot be mobilized. If students' enthusiasm is not mobilized, the learning effect will naturally be low, not to mention the development and improvement of students' innovative ability. If multimedia is used effectively, this situation can be changed to a great extent and some difficulties in teaching can be solved. Teachers can use multimedia to create a good teaching situation for students, or turn some abstract content in learning into intuitive content to present to students through multimedia, or something that students often come into contact with in real life, which can mobilize students' enthusiasm for learning and make students change from "asking me to learn" to "asking me to learn". For example, when teachers explain geometric figures, they can use multimedia to let students intuitively understand the formation process of knowledge. The influence of interest on students' learning is far greater than the teacher's urging and preaching. Therefore, the primary task in the process of mathematics teaching is to stimulate students' interest in learning content. Multimedia transmits information to students, so that they can actively acquire knowledge in a happy state.

Second, handle the relationship between teacher-led and student-centered.

The design of multimedia courseware should embody the principle of "people-oriented" and change auxiliary teaching into auxiliary learning. To put students in the main position, we should pay attention to the cultivation of students' ability and reflect their way of thinking, not teachers' way of thinking. Therefore, when compiling courseware, we must understand the students' knowledge base and learning level, and proceed from the age characteristics and cognitive rules of primary school students, so as to achieve clear and accurate content expression, appropriate difficulty, strong interest, easy acceptance of questions by students, reasonable matching of vision and hearing, and careful selection of sounds and pictures. We cannot understand multimedia teaching in primary schools as a multimedia demonstration of the whole class. The essence of classroom teaching is the interaction between teachers and students. Teachers should pay attention to the feedback of knowledge and the communication between teachers and students in class. In class, teachers ask questions in a targeted way, so that primary school students can explore knowledge in action. For example, when teaching the content of "the meaning of fractions", students can design a part to operate. You can show 16 apples at the end of the class, ask students to take out all the apples 1/2, raise their hands enthusiastically, and let more students go on stage to operate on the computer. Then ask for 1/2 of the remaining apples. After comparison, the students found that although they all came up with 1/2, the difficulty was solved because of the different numbers. Because this operation is done by students themselves, it is easy for students to form the concept of "1". Multimedia computer-aided instruction has ignited the sparks of students' interest in learning, and made those pupils who usually don't like learning like mathematics. In this way, teaching and multimedia are closely combined to stimulate students' interest in learning, improve teaching quality and realize teaching modernization.

Third, use multimedia to deepen classroom training, consolidate new knowledge and develop students' mathematical ability.

Another advantage of multimedia over traditional teaching is that it can provide students with a lot of information in a unit time. Teachers can make use of multimedia network to prepare lessons carefully, make courseware, design novel, interesting and targeted exercises, consolidate what they have learned and develop students' mathematical ability. Teachers can use multimedia to let students practice in different forms, and they can also use changeable questions and multiple solutions to a problem to train, which not only consolidates new knowledge, but also develops students' thinking, and also enables students at different levels to develop correspondingly and get opportunities for self-expression. Students can experience the happiness of success, improve their interest in learning, increase their self-confidence, and are more willing to learn mathematics. Moreover, teachers can use the network to call out the required content according to students' needs, which not only saves time and speeds up the teaching pace, but also can extend and expand after class in a targeted manner, thus improving students' ability to draw inferences from others and apply what they have learned. In addition, the network can also integrate a lot of necessary knowledge, increase classroom teaching capacity and improve teaching efficiency. Therefore, the power of the network is enormous. Teachers must make full use of the advantages of the network to create a superior learning environment for students, build the most favorable learning platform for students, and let students devote themselves to learning with the highest enthusiasm.

Fourth, handle the relationship between teaching content and teaching form.

Multimedia is just a teaching aid and a form, and only the teaching content is the core of teaching. Content determines form, and form is content service. So in this sense, it is necessary to decide whether to use multimedia-assisted teaching, where to use it and what purpose to achieve according to the teaching content. Only in this way can multimedia-assisted teaching be targeted and consistent with teaching content and teaching purpose. In the design of multimedia courseware, on the one hand, we should consider the optimal design of teaching content, on the other hand, the expression form should also conform to the students' cognitive law. If multimedia is just for multimedia, the main focus is on the teaching form, and the result is lively classroom, but the actual effect is mediocre. Multimedia courseware needs the help of certain artistic forms, but not just for art, but for superficial articles. Only the organic combination of substantial content and perfect external form can truly achieve the purpose of imparting knowledge, mobilizing students' enthusiasm and improving teaching environment.

Mathematics is one of the most creative subjects, and it is a science that studies the spatial form and quantitative relationship of the real world. Then multimedia information technology can create inspiring questions, stimulate students' innovative thinking, and thus improve students' innovative ability. Therefore, as junior high school math teachers, we must make full use of the advantages of multimedia, mobilize students' multiple senses, and let students actively think and explore math problems.