Mathematics is a science that studies quantitative relations and spatial forms. It is abstract and logical, which is undoubtedly an iron gate bolt that keeps students out of the door. However, with the development of science and technology, especially the information technology represented by multimedia has entered the campus, and after the advanced classroom, the abstraction and rigor of mathematics have instantly become intuitive and vivid, becoming an important subject that students are willing to learn. Because it can create a good information environment, stimulate students' interest in learning and improve the teaching effect, it is deeply loved and favored by teachers. However, in recent years, some teachers have suffered from multimedia dependence, and always use multimedia in class, ignoring the auxiliary positioning of multimedia in teaching. How to use multiple media in mathematics teaching. This is not only a technical problem, but also a problem of ideas and methods. Let me talk about what ideas should be adhered to in the design of mathematics teaching under the multimedia environment.

First, adhere to the concept of equality between teachers and students.

Equality between teachers and students is a new concept that should be adhered to in all teaching environments, but it is more important in multimedia environment. Because multimedia is not only a teaching tool, that is, a teaching aid, but also a learning tool for students. When the same equipment becomes a teaching aid and a learning tool at the same time, teachers and students need to use it interactively. This kind of interaction requires teachers and students to be equal and to negotiate and talk like friends. Compared with the traditional classroom teaching under the background of teachers' dignity, this is obviously a great progress in concept. Because we know that traditional teaching lacks technical means and intuitive teaching AIDS, and there are many mathematical concepts, properties, laws, definition theorems and formulas. The teacher needs to explain it repeatedly, and even made many figurative metaphors. In this way, it takes a lot of time, and the students' mastery is still not ideal and the effect is not obvious. Nowadays, multimedia has entered the classroom and become a tool for teachers and students. We should not only make it play a full role in teaching and present the content to students intuitively, vividly and vividly, but also make it play a role in learning and become a good auxiliary tool for students to acquire number sense, arithmetic, spatial concept and reasoning thinking. In just 40 minutes, only interactive use on the basis of equality can highlight its important role in teaching and learning and embody the new curriculum concept of mathematics teaching design under the information technology environment.

Second, adhere to the concept of effective utilization.

Effective use of multimedia is not only the original intention of teachers' design, but also the goal of teachers' teaching. To this end, the new curriculum standard clearly requires: "The design and implementation of mathematics curriculum should reasonably use modern information technology according to the actual situation, pay attention to the integration of information technology and curriculum content, and pay attention to practical results." In order to integrate multimedia and mathematics effectively, even deeply, and give full play to the role of multimedia, we need to grasp a degree, not to turn "teaching by people" into "machine-irrigated" classroom, and let multimedia cross the boundary of "auxiliary" and become "mainstream". In practice, many teachers are prone to such problems and rely too much on multimedia technology. As everyone knows, this ignores the cultivation of students' thinking ability and the formation of emotions, attitudes and values. Although the use of multimedia can increase the classroom capacity and speed up the teaching process, students' attention and acceptance are limited, and overwhelming presentation can only make them exhausted. To some extent, this deprives students of the time and space for independent thinking, imagination and study, which is not conducive to the improvement of students' thinking ability. Students don't have time to look carefully, to think independently, to deepen their cognition, to collide with their thinking, let alone the emotional communication between teachers and students and the shock of their hearts. Therefore, rational use is the premise, and it should not be overused, abused, or used at will. Everything should be designed from the perspective of helping students understand, explore and think, and strive to optimize the teaching effect. In addition, it must be mentioned that effective use is also a taboo. Multimedia has become a "blackboard", just a presentation carrier. If so, we might as well use the traditional blackboard, which is more conducive to protecting students' eyesight.

Third, adhere to the concept of entertaining.

Traditional teaching also pays attention to entertaining, but the methods are very limited, except for the teacher's verbal stimulation, which is just some simple games. In the multimedia environment, entertaining is a "piece of cake", because it can not only make written words and videos, static knowledge actions and silent symbolic sounds, but also change the macro to the micro, the micro to the macro, and quickly become static, so that students can see the "magic and eccentricity" that are invisible to the naked eye. This is very effective for stimulating students' interest in learning, motivating students' learning motivation and even their strong desire to explore the scientific world. In addition to this "fun" of using multimedia's own presentation function to "shock" the vision, it is also good at the following places, and it can "be interested" in boring mathematics and "enjoy" boring learning.

1, implement life-oriented teaching. Mathematics comes from life, and the teaching concept of returning to nature can not only make students realize the purpose and significance of mathematics learning, but also give full play to its application value, and also educate students to have the confidence to feed back life and the ability to solve problems. Due to the lack of presentation means in traditional teaching, knowledge is always divorced from the specific life background, so it is impossible to carry out the learning activities of "mathematical modeling" emphasized in the new curriculum standard and to offer special courses on mathematical application, which leads students to learn pure abstract mathematics. In the multimedia environment, there is no "wall" between life and mathematics, which can "provide some practical background of basic contents" and make mathematics knowledge put on the "coat of life" and become real and tangible. This can not only stimulate interest, but also cultivate students' modeling thinking and develop their mathematical thinking ability.

2. Dynamically display the mathematical space. We know that multimedia can not only present static knowledge through text, graphics, sound and animation. It is also necessary to simulate "translation, rotation, symmetry, similarity and projection of graphics" and show "coordinates describe the position and movement of graphics" so that students can practice in more real situations and enhance their experience and cognition. In solid geometry, multimedia can easily help students understand things that were difficult to understand in the past, such as conic curve, the concept of derivative, the relationship between monotonicity of function and derivative, etc. Let students experience a sense of success and enhance their learning confidence.

3. Link mathematics culture. Mathematics has accumulated a lot of mathematical culture in the long-term development process. The new curriculum standard clearly requires: "Mathematics curriculum should properly reflect the history, application and development trend of mathematics, as well as the ideological system of mathematics science, the aesthetic value of mathematics and the innovative spirit of mathematicians." In the past teaching, teachers can only "look at the ocean and sigh", which is impossible to achieve. But after multimedia enters the classroom, all this can only be realized by teachers' "thinking". As we know, in classroom teaching, connecting with mathematical culture and developing special topics such as "Special Lecture on the History of Mathematics" can not only make students understand the cultural value of mathematics, but also inspire students to study hard and be determined to serve the country with the spirit of exploration of scientists.

Fourth, adhere to the concept of teaching students in accordance with their aptitude.

The concept of teaching students in accordance with their aptitude requires teachers to proceed from the reality of students and carry out targeted teaching according to their age characteristics and individual differences. Using multimedia in teaching can easily realize hierarchical teaching and achieve the ideal teaching effect of teaching students in accordance with their aptitude. By default. We can use hyperlinks in flash animation to set up four teaching modes: A, B, C and D, so that students can learn interactively according to their learning ability, or choose appropriate learning methods to flexibly arrange their learning progress. Of course, homework selection is easier to arrange and realize, but it needs to convey information through visual stimulation to satisfy the information preference of visual learners, stimulate the learning interest of extroverted learners through interactive classroom activities, and give play to the advantages of tactile or operational learners in "learning by doing" through computer-aided means. Through the application of multimedia technology, the purpose of teaching students in accordance with their aptitude is achieved, so that students become bitter and tired of learning, learn with pleasure, cultivate students' independent thinking and dare to explore, so that teachers can fully understand the learning situation of all students in time, quickly grasp the individual differences of students, and prescribe the right medicine, thus giving timely counseling.

Five, adhere to the concept of learning.

Design based on learning situation is an important embodiment of "humanistic care" and also the premise and foundation of successful teaching. In teaching design, it is necessary to scientifically analyze students' existing background knowledge and cognitive level, and even study habits, and take this as the basis for presupposition. In the multimedia environment, we should not only analyze students' internal knowledge structure and understanding, but also analyze students' communication personality, preferences, ways and possible means of information exchange, especially students' multimedia operation ability, electronic whiteboard and smart TV usage. These are all important factors that we must consider when we preset. In addition, combined with the special requirements of mathematics, comprehensively analyze and evaluate the influence of interactive mode on teaching process and teaching effect, form targeted interactive teaching strategies, and implement effective interactive behavior monitoring. Only in this way can the design that conforms to the learning situation be regarded as a scientific design, which can contribute to classroom teaching and realize the teaching ideal that "everyone can get a good mathematics education and different people can get different development in mathematics". As the new curriculum standard says: "The wide application of modern information technology is having a profound impact on the content of mathematics curriculum, mathematics teaching and mathematics learning." Therefore, when we use multimedia, we should "seek advantages and avoid disadvantages, foster strengths and avoid weaknesses", give full play to its role as far as possible, and combine it with new teaching concepts to make it a powerful tool for teachers and students to solve teaching and learning problems and an indispensable assistant in efficient classrooms.