The integration of information technology and mathematics classroom teaching refers to a new teaching method that organically combines information technology, information resources, information methods, human resources and teaching content to accomplish classroom teaching tasks together. It can reform the traditional teaching mode and cultivate students' innovation and practical ability.
Therefore, in order to keep pace with the times and adapt to the new curriculum standards, we should make full use of the advantages of information technology, give full play to its advantages and actively and consciously integrate with it.
First, the advantages of information technology in teaching
1, information technology can fully mobilize students' enthusiasm for learning mathematics.
In mathematics teaching, the use of multimedia technology can create colorful teaching situations for students, increase questions and skillfully set suspense, so that students can observe, experiment and think more actively, which is conducive to giving full play to students' dominant position in learning, stimulating students' thirst for knowledge, fully mobilizing students' enthusiasm for learning, and making students change from passive acceptance of knowledge to active learning. Make the goal clearer in students' minds. For example, in the teaching of "the sum of internal angles of polygons", I start with the sum of internal angles of triangles, and when I find the sum of internal angles of quadrilateral, I convert it into the sum of internal angles of two triangles (computer graphics demonstration: the quadrilateral is divided into two triangles by the diagonal drawn from one vertex of quadrilateral), and then I find the solution of the sum of internal angles of pentagon. In this way, students can be inspired to review and further think about the solution of quadrilateral internal angle sum, ask appropriate questions combined with demonstrations, encourage students to think positively and stimulate their desire to explore new knowledge. This laid a solid foundation for the proof of the inner angle and formula of N polygon, and quickly achieved the goal of students mastering this knowledge point.
2. Information technology helps to solve the key and difficult points in teaching.
Computer can make dynamic demonstration, which makes up for the shortcomings of traditional teaching methods in intuition, three-dimensional sense and dynamic sense. Using this feature, we can deal with the problems that other teaching methods are difficult to deal with, arouse students' interest, enhance the intuitive impression, and provide a modern teaching method for teachers to solve teaching difficulties, break through teaching priorities, and improve classroom efficiency and teaching effect. At the same time, the dynamic change of computer multimedia can organically combine shape and number, show movement and change to students, provide rich and dynamic images, be vivid, intuitive and vivid, and show a wonderful mathematical world. For example, when learning that the three bisectors of a triangle intersect at one point, the traditional teaching method is to let students draw, observe and draw conclusions. But every student always makes various mistakes when drawing, which leads to the three lines not intersecting at one point. Even if they intersect at one point, they will wonder: is it an individual phenomenon? It makes it difficult for students to understand the essence of mathematics content. But using information technology is different. In the geometry sketchpad or "Z+Z" intelligent teaching platform, as long as you draw a triangle and draw three corresponding lines with menu commands, you can observe the fact that the three lines intersect at a point, and then drag the vertices of the triangle at will to change the shape and size of the triangle, and find that the fact that the three lines intersect at a point will never change. In this experiment, besides the teacher's demonstration, students can also do it by themselves and experience it by themselves, which greatly improves students' interest in learning mathematics.
3. Information technology can improve the efficiency of classroom teaching.
Painting is always needed in math class. Some of these drawings are mechanically repetitive and some are quite complicated, and sometimes the drawing itself is of little significance to achieving the teaching objectives of this course. If you draw various three-dimensional figures (balls, cylinders, cones, cuboids, cubes, etc. ) and some plane graphics, if you use the geometry sketchpad or the "Z+Z" intelligent teaching platform, a menu command will become. Another example is "graphic translation". First tell the computer the translation direction and distance (one vector is enough), and then select the translation object to complete the translation, which is simple, clear, intuitive and vivid. Using computers instead of teachers and students to do these tasks not only completely reduces the burden, but also helps teachers and students to apply their energy and attention to higher-level teaching and learning, and at the same time helps teachers and students to better understand and be familiar with information technology, thus significantly improving the teaching effect.
Second, the role of information technology in integrating teaching with junior high school mathematics
1, information technology can be used as a tool for information processing.
In life, we always use all kinds of information, and select valuable information after processing, which is to be stored and transmitted. In this process, we often use information technology to obtain information, process information, store and transmit information. Information technology is a tool for information processing. In the implementation of integrated mathematics teaching, firstly, the teaching content should be informationized to form learning resources, and teaching should be carried out in the information environment, so that students can obtain valuable information and knowledge by using information technology, and finally construct the meaning of knowledge. Information technology provides rich background resources for mathematics teaching design, which enables students to give full play to the synergy of vision, hearing, touch and other senses and learn mathematics more effectively.
2. Information technology can be used as a tool for calculation, drawing and data processing.
In the study and application of mathematics, we often need to do a lot of complicated calculations, make complicated graphs or images, and process a lot of data. Information technology can help us to complete these basic mathematical activities, so that we can concentrate on thinking and analyzing problems, explore and reflect the laws of mathematics, understand and grasp the essence of mathematics, and thus improve the efficiency and effectiveness of mathematics teaching.
3. Information technology can display and develop mathematical thinking.
Mathematics is an abstract thinking discipline, and the core of mathematical activities is mathematical thinking. Mathematics has distinct characteristics, with highly abstract mathematical concepts, scientific and concise mathematical language, rigorous mathematical logic system and profound mathematical thinking methods. When we encounter obstacles in abstract thinking, we can use information technology to display mathematical objects intuitively, and we can also show the structure and changing process of mathematical objects, reflect the essence of mathematics and display mathematical thinking. Therefore, information technology can visualize mathematical objects and make mathematical relations obvious, which can show and develop mathematical thinking, help us understand and master higher-level mathematical objects and carry out high-level mathematical thinking activities.
5. Information technology can provide rich learning resources.
In the teaching process, information technology can be used as a convenient teaching aid. Teachers can use information technology to make courseware and create teaching scenarios, or they can use ready-made courseware and resource library to comprehensively utilize various resources, choose resources that can reveal the mathematical essence of the required problems, intuitively demonstrate mathematical objects, dynamically show mathematical relations, reveal the mathematical essence, express mathematical thinking, and create mathematical scenarios that show the generation, development and change of knowledge, so as to attract students to take the initiative to enter the learning scenarios to feel.
Problems needing attention in the integration of information technology with junior high school mathematics.
1, students should be the main body.
We should realize that information technology is a tool for students to acquire knowledge and develop intelligence more effectively. It is emphasized that information technology should serve mathematics learning and become a tool for students to learn. Don't be technical for the sake of technology, but serve students' learning and change auxiliary teaching into auxiliary learning. We often see that some teachers make great efforts to make a courseware, and a class is lively, and students get nothing. Teachers' teaching activities should be based on the principle of building a situation in which students are willing to learn. Therefore, teachers should provide resources for students, create situations, and guide students to actively participate in acquiring knowledge and developing intelligence. In the comprehensive research, we are opposed to demonstrating a courseware in one class until the end, and to engaging in blackboard-writing classroom teaching. Just considering the convenience of teachers, it will be counterproductive to make all classes into computer demonstrations. The starting point of using information technology is to make good use of the advantages of information technology, promote students' thinking and help students learn mathematics knowledge.
2. It should supplement the advantages of traditional teaching.
Integration should not only give play to the advantages of information technology, but also give play to the leading role of teachers, complementing the advantages of traditional teaching. In a popular saying: "McDonald's is coming, and we still want to eat rice." Speaking of integration, our teacher thinks that every class should be taught and learned by computer. In fact, comprehensive teaching activities should not be understood as class demonstrations based on computers or multimedia, and written expression and oral communication, reading, calculation and proof should not be ignored. Meanwhile, students' activities should not be free. "After a class, the students knocked on the computer for a long time and gained little." What can be clearly stated in one sentence and demonstrated by a teaching aid is not necessarily through a computer. Pay attention to practical results. Integration is not to start a new stove, but to organically combine the advantages of all aspects. Therefore, in our integration research, we screened the teaching content at the beginning of the semester, and we must teach some traditional methods with the same or better effect. For example, the operation of rational numbers, equations and the solution of equations. As effective as traditional teaching; The relationship between equations and functions and many geometric problems are taught by multimedia technology, which is intuitive and vivid, and can show the mathematical method of combining numbers and shapes, and its effect is incomparable with traditional teaching.
Four. Concluding remarks
Generally speaking, information technology has a profound impact on junior high school mathematics learning, and the integration of information technology and junior high school mathematics curriculum is inevitable. As a teacher, we should fully learn and master information technology, and carry out integrated teaching of information technology and junior high school mathematics curriculum under the guidance of advanced educational concepts. By presenting the process of knowledge development, we should carry out mathematics experiments, create cooperative and inquiry learning situations, and let students experience, feel and construct knowledge, change learning methods and learn to learn.