With the increasingly extensive and in-depth application of computers and the rapid development of information technology, the network has entered people's lives. The new round of curriculum reform has put forward more requirements for educators. Some original teaching methods can no longer meet the increasingly updated knowledge structure, and even restrict the advancement of curriculum reform. As an effective auxiliary teaching method, multimedia technology has played an active role in many mathematics classroom teaching. The extensive application of modern information technology in primary school mathematics teaching can be summarized as follows:

First, the use of information technology to create situations to stimulate interest

Kong Ziyun: It is better to know than to do, and it is better to be happy. It can be seen that learning interest can make students have a strong thirst for knowledge and enhance their sense of participation. However, mathematics knowledge is abstract and generalized, and students have some difficulties in understanding some knowledge points, which makes students feel afraid in the learning process and leads to a weak sense of participation. Modern educational technology attracts students' attention with its sound and emotion, dynamic and static combination, strong appeal and other characteristics, feels the pleasure of seeking knowledge in vivid animation, arouses the desire to explore knowledge, and thus actively participates in learning.

When a person is interested in an object, he is willing to touch it and try to know it and understand it. As Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Therefore, in primary school mathematics teaching, according to the age and characteristics of students, information technology is used to create situations to stimulate students' interest in learning. For example, in the addition and subtraction teaching of 6, I made an animation with multimedia tools: there is a clear lake with many beautiful lotus flowers and lotus leaves. Among them, six cute little frogs croaked on a lotus leaf, and suddenly three frogs jumped into the water. The students were attracted by the beautiful interface, realistic frog calls and the smooth action effect of frog diving. Students seem to be watching their favorite cartoons, with high interest, and unconsciously enter the learning role and master the knowledge. Another example is to design exercises into game courseware in math practice class. If you do an exercise correctly, Pikachu animals reward an apple and put it in the basket, saying, "You are great"; If you make a mistake in an exercise and there are no apples in the basket, Pikachu will say, "Never mind, you can do it again." Using information technology to create situations in this way not only stimulates students' interest in learning, but also induces their thirst for knowledge.

Second, using modern information technology, we can reproduce life scenes and show the process of knowledge formation.

Experiments show that 83% of the information obtained by human beings comes from vision, 1 1% from hearing, 3.5% from smell, 1.5% from touch and 1% from taste. Multimedia technology can be seen, heard and operated by hand, and collected and sorted by http://www.LWlm.cOm Paper Alliance. Therefore, the amount of information obtained through the stimulation of eyes, ears, hands and other senses is much larger than that obtained by simply listening to the teacher. Therefore, when teaching some abstract problems in mathematics, we can demonstrate them through information technology, so as to visualize and concretize some abstract concepts and achieve the effect of optimizing classroom teaching. For example, some abstract concepts such as "walking in opposite directions", "walking in opposite directions", "starting at the same time" and "going first and then returning" are the characteristics of encountering or catching up with problems. How to understand them correctly is related to whether the problem can be solved smoothly. The problem is solved by demonstrating the driving situation of two cars through multimedia scenes. When encountering similar problems again, students can borrow the pictures played by the media in their minds to contextualize the complex problems and then simplify them into clear line segments, so that the formation process of knowledge can be fully and clearly displayed.

Thirdly, the advantages of modern information technology are used to cultivate students' innovative consciousness.

Modern educational theory shows that students should not only get correct results in their studies, but also master the formation process of knowledge and find out the ins and outs of knowledge. Only by letting students know what it is and why, can we lay a solid foundation of mathematics knowledge and cultivate students' innovative consciousness of daring to explore, discover laws and seek truth. Through the demonstration of knowledge formation by information technology, some abstract concepts can be visualized and concretized, and the effect of optimizing classroom teaching can be achieved.

For example, when teaching cuboid volume, if students are told cuboid volume = length × width × height at the beginning, they can solve cuboid volume by remembering this formula, and then continue to consolidate the practice and memorize it. This kind of teaching is cramming and cramming, and it can't cultivate high-quality talents with innovative spirit. At this time, through information technology, combined with mathematical tools, it will achieve twice the result with half the effort. Through the computer projection screen, a cuboid appears. The cuboid's length, width and height are constantly changing, which makes the cuboid's volume change accordingly, which vividly shows that the cuboid's volume changes under the influence of length, width and height, and is closely related to length, width and height. At this time, students are eager to know their internal relations, and their thirst for knowledge is high. Once again, a cube with a side length of 1 cm appeared on the computer, and at the same time, they used mathematical tools (300 cubes with a side length of 1 cm were prepared in advance) to perform grouping operations as required: ① Arrange five such cubes in a row; (2) putting out four cuboids arranged in a row to form a layer; (3) Then use these three layers to form a cuboid. Through these steps, students know very clearly that a cuboid is five 1cm (5cm) long, four 1cm (4cm) wide, three 1cm (3cm) high and 60 1cm (60cm) in volume. Then organize students to discuss and summarize, and you can accurately get the volume of a cuboid = length x width x height.

Using modern information technology to assist mathematics teaching, the process of knowledge formation is fully displayed in front of students, so that students can naturally acquire profound conceptual knowledge and lay a solid foundation for their all-round development.

Fourthly, using modern information technology to turn abstraction into intuition and promote students to understand mathematics knowledge.

Due to age characteristics and life practice, primary school students can't understand some mathematical concepts effectively through words. Using multimedia to pave the way for students and gradually reduce the difficulty of thinking can achieve the purpose of understanding concepts. Using information technology can intuitively show the whole process, give students an immersive feeling, build a bridge from image thinking to abstract thinking for them to learn mathematics knowledge, and help them understand knowledge.

For example, when teaching "hours, minutes and seconds", a big clock was made in advance, and the squares on it were clearly displayed. Click Run to move the hour hand, minute hand and second hand simultaneously. Click Pause to let students read the time on the clock, or drag the second hand or minute hand to rotate automatically, so that students can understand that the second hand goes once, the minute hand goes once and the hour hand goes once.

For example, in the teaching of "Understanding the Circle", we use multimedia courseware to demonstrate the formation process of the circle: tie a small ball at each end of a rope, fix one of them, and shake the other to make it move in a circle. Guide the students to observe and ask: What do you see? How did this circle come into being? Please use a mathematical point of view: What is the relationship between points, lines and surfaces in this geometric figure? The students talked about it one after another, and some said, "I see two points and one line;" One point is fixed, another point moves around the fixed point ... and finally forms a circle. Some people say, "The distance between a fixed point and a moving point is constant. ... this combination of demonstration, observation, operation and language expression not only makes students have an image perception of the circle, but also permeates the concept that "in a plane, the distance to a point is equal to the trajectory of a point with a fixed length", which lays the foundation for further study of the circle.

In a word, choosing the best combination point of information technology in mathematics classroom teaching properly and using multimedia appropriately to exert its maximum effect can reduce students' learning burden, stimulate their learning enthusiasm, mobilize their learning enthusiasm, create a broader development space for students, effectively promote their independent development and make the whole teaching process full of fun. It is the need of modern education to improve the efficiency of classroom teaching, promote the implementation of quality education and effectively cultivate innovative talents. Mathematics teaching under the new curriculum reform can not be separated from modern information technology, but it is a tool of mathematics teaching after all, and whether it can play a big role in mathematics teaching depends on the mathematics teachers who use it. "Water can carry a boat and also overturn it."