First, the role of multimedia information technology in junior high school mathematics teaching
1, multimedia teaching can easily stimulate students' interest in learning. Bruner believes that the best stimulus for learning is interest in the materials learned, not external goals such as grades or future competition. This argument tells us that to stimulate students' interest in learning mathematics is mainly to cultivate their interest in mathematics knowledge itself, so that students can generate an internal learning motivation through their interest in mathematics. Static words and teachers' words sometimes hardly arouse students' interest in learning, but using multimedia technology to transmit information in three-dimensional ways, such as pictures, words, sounds, images and animations, is easy to stimulate students' interest in learning and can play an incomparable role in traditional teaching methods. When I was teaching Colorful Graphic World in the seventh grade of People's Education Edition (I), I showed my students some pictures of famous cities at home and abroad, some local scenery in Ankang (Xiangxi Cave, Hanjiang Bridge, An Lan Tower, etc.) with courseware. ), household appliances, fruits, etc. Then gradually transition to various geometries, guide students to observe and summarize the characteristics of various geometries, and play background music at the same time. The scenery and sweet music that these students are familiar with deeply attract students and greatly stimulate their interest in learning.
2. The application of information technology in mathematics teaching can easily achieve some special effects that cannot be achieved by traditional methods. The dynamic change of computer multimedia can organically combine shape and number, show students movement and change, provide rich and dynamic images and graphics, and vividly and intuitively show a wonderful mathematical world. Modern teaching methods can be used to carry out mathematical experiments. Taking the teaching of Pythagorean Theorem as an example, the side length of a triangle is accurately measured with a geometric sketchpad, and the measurement results are quickly fed back, showing the arbitrariness of a right triangle and verifying the conjecture. This is a new combination of the essence of traditional culture and modern civilization. This typical example shows that computer technology can provide a good teaching platform for the combination of traditional culture and modernization of mathematics education. The arbitrariness of the right triangle shown in this example is a dream that traditional teaching methods can't realize. When studying the positional relationship between straight line and garden, I use multimedia technology to make straight line and garden move relatively, and guide students to capture the three positional relationships of separation, tangency and intersection in movement, and further reveal the concept. This treatment effect is obviously better than the static treatment method. Multimedia is a good choice for the teaching of translation, rotation and central symmetry of graphics, which is intuitive and easy for students to accept.
3. Using information technology can increase teaching capacity and improve teaching efficiency. Math class is inseparable from copying questions and drawing pictures. Some of these tasks are mechanical and repetitive, while others are quite complicated. For example, the teaching of histogram, from presenting a large amount of data to listing the frequency distribution table and drawing the histogram of frequency distribution, is quite time-consuming if it is operated step by step on the blackboard with traditional methods, but each step is easy to realize with multimedia teaching. The new curriculum standard emphasizes students' autonomous learning and cooperative inquiry learning. In actual teaching, some teachers worry that it will take up too much time, reduce teaching efficiency and affect teaching progress. Using multimedia teaching can increase teaching capacity, save teaching time, and make it possible to change teachers' teaching methods and students' learning methods.
4. The application of information technology is beneficial to the hierarchical teaching of junior high school mathematics. The hierarchical teaching of junior high school mathematics can make the teaching activities more suitable for each student's reality and make each student get the most ideal development. However, due to the limitations of traditional media in the layered presentation of exercises and the layered arrangement of homework, it is difficult to operate specifically. With the help of multimedia information technology, these problems will be easily solved.
Second, the problems that should be paid attention to in the application of multimedia information technology in junior high school mathematics teaching
Multimedia teaching gives people a refreshing feeling with vivid pictures and vivid demonstrations, which can achieve the effect that traditional teaching can not achieve. Of course, we should not exaggerate the role of multimedia teaching and abuse it. Combined with my teaching practice, my experience is as follows:
1, according to the teaching content, choose the part suitable for multimedia teaching and use multimedia teaching appropriately. There is no denying the role of traditional methods, and some calculation problems may be better with traditional methods. For example: rational numbers, the operation of algebraic expressions, equations, equations, inequalities, solutions of inequality groups, etc.
2. It is debatable whether it is appropriate to pay attention to the combination of traditional methods and modern information technology, screen presentation and blackboard writing, and only demonstrate courseware without any blackboard writing.
3. The vivid pictures of courseware can strongly attract students' attention, which is what we hope, but we should pay more attention to education and guide students, and when we appreciate the formal beauty of vivid courseware, we can quickly focus our attention on the learning content that should be paid attention to. On the other hand, when making courseware, we should pursue clarity and conciseness, not excessive pursuit of fancy.