First, the preparation resources before class are rich and vivid.
1. Provide reference for teachers to prepare lessons before class.
Because of the functions of computer and network resources and information collection and processing, teachers can not only use teaching materials and teaching reference materials, but also obtain more information and materials related to teaching content through network resources, thus broadening teachers' horizons, expanding teachers' classroom thinking and enriching classroom teaching resources. On this basis, teachers can integrate information according to their actual teaching situation, and constantly improve the quality and artistry of classroom teaching design.
2. Provide students with ways to prepare learning materials.
The rapid development of information technology has expanded the ways of information transmission, enriched the types of information resources, improved the means of information processing, accelerated the speed of information transmission and enhanced people's information awareness, making information technology not only a teaching tool for teachers, but also a tool for students to learn and acquire learning resources. Using various websites, valuable digital learning resources can be obtained under the network environment; Students can use the local and school educational resources to find the learning materials they need.
Second, multi-dimensional display classroom, harmonious teaching atmosphere
1. Stimulate students' interest in learning
According to the laws of psychology and the learning characteristics of primary school students, the duration of intentional attention is very short, and classroom thinking activities are tense. After a long time, students are prone to fatigue, inattention and reduced learning efficiency. At this time, choose appropriate multimedia methods to stimulate students, attract students, create new excitement, stimulate students' thinking motivation, and keep students in the best learning state. Only when students are interested in learning can teaching achieve good results. According to the principle of situational education, creating a learning atmosphere full of beauty and wisdom can make students get concrete feelings about objective situations, stimulate corresponding emotions, put themselves into learning and fully develop their potential abilities. Multimedia teaching can well show the connection between knowledge, stimulate interest and help to better understand knowledge.
2. Enrich classroom teaching content
The integration of information technology and mathematics teaching in primary schools has the unique function of conventional audio-visual media and can integrate their advantages. Computer-aided instruction has brought the modernization of teaching methods. The computer can store a large amount of information in advance, which is convenient and quick to operate. It can prevent teachers from wasting time in some links in class and win more time for students to practice and think, thus increasing teaching capacity, enriching classroom teaching content and improving classroom efficiency.
3. Solve the teaching difficulties
Multimedia technology optimizes the teaching process with its vivid images, vivid pictures, flexible animation and musical effects, and is a new teaching aid. Using multimedia courseware can easily solve the key and difficult problems in teaching. In the teaching process, it is difficult for teachers to demonstrate clear teaching links by themselves. Using animations or images in courseware to show students can help students see every detail, establish representations more quickly and comprehensively, and deepen their understanding, which is very obvious for students to quickly master the learning content and improve the teaching effect of teachers.
4. Inspire students' thinking
Multimedia information technology has the intuitive effect of multi-sensory synchronization, which can present the teaching content one by one, show the teaching situation to students, provide a rich process of perception and presentation of thinking, make students smell the sound, see the shape and be there, make students grasp the teaching content faster, more accurately and deeply, and greatly support students' search and research on logical reasoning, problem solving and mathematical concepts. Especially in the process of guiding students to summarize some abstract mathematical knowledge, multimedia information technology is used to make a dynamic demonstration in classroom teaching, which vividly reveals the generation process of knowledge, turning abstraction into concrete and rationality into sensibility. Let students take the initiative to participate, inspire thinking by observation and comparison, and gradually explore the formation process of knowledge, so as to grasp the essence of knowledge more deeply.
5. Make up for the shortage of teaching materials
Due to the limitation of time and space, students can't visit some practical teaching contents in textbooks, which limits their ability to apply knowledge to solve practical problems. Using information technology and mathematics to integrate teaching can present a real or virtual learning environment for students to experience, learn to learn mathematics in the information-based learning environment, learn mathematics in life, actively build their own learning experience, and make up for the shortcomings of teaching materials.
For example, "the understanding of yuan, jiao and fen" and "the understanding of kilogram and gram" are difficult for the second grade students in primary school mathematics textbooks to master. In teaching, the "virtual reality" supermarket situation is created by using simulation teaching courseware. Students actively participate in the interaction, and each student naturally integrates what he has learned with real life through information technology, which shortens the distance between the content of teaching materials and life experience, not only improves students' ability to solve practical problems, but also improves the efficiency of classroom teaching.
Third, continue to extend after class and enrich the knowledge system.
1. Using information technology can expand classroom teaching.
At present, the teaching form of our school is mainly the class teaching system, that is, students give lectures at school in a centralized way, which is limited by the unified teaching time. 2 1 century, human society will enter a brand-new information age, and new teaching forms should be added to the teaching of information integrated mathematics. Based on this idea, we consciously let students consult materials or conduct social surveys, and extend mathematics learning from in-class to out-of-class, which not only broadens students' knowledge horizons and enriches students' extracurricular knowledge, but also cultivates students' ability to explore knowledge independently and improves students' ability to collect and process information.
For example, when teaching decimal counting and number generation, the teacher analyzes and processes the teaching materials according to the teaching objectives before class and presents them to students in the form of courseware or web pages. In the classroom, after students accept the learning task, under the guidance of teachers, they use the information provided by teachers (or look for information by themselves) to carry out personalized and collaborative autonomous learning and use information technology to complete the task. Finally, teachers and students evaluate and give feedback together.
2. Provide channels for students to continue learning mathematics.
Constructivist learning view emphasizes that learning is not a process in which teachers transmit knowledge and information to students and learners passively accept it, but a process in which learners actively construct the meaning of knowledge. Every learner actively chooses and processes new information on the basis of existing knowledge and experience, thus constructing his own understanding.
After class, we can provide students with digital resources in the form of multimedia, hypertext, animation and friendly interactive interface by using computers and multimedia tools, and provide channels for students' follow-up study with the network as the carrier. For example, online classroom is a good channel for students to continue learning mathematics.