1. Using information technology to create an ideal teaching environment for primary school mathematics teaching.

In recent years, information technology, as a tool of innovation in the field of education, can be used as an effective cognitive tool in the process of primary school mathematics teaching. In the past, behaviorism learning theory, which emphasized "stimulus-response" and regarded learners as passive responses to external stimuli, that is, as the object of knowledge infusion, has turned to cognitive learning theory, which emphasized the internal psychological process of cognitive subjects and regarded learners as the subject of information processing. People perceive things through a variety of senses. Through psychological experiments, it is found that the cooperative activities of multiple senses can effectively improve the memory effect and form positive transfer. Experimental psychologist Treicher has done two famous psychological experiments. One is about the source of human information, that is, the main way for human beings to obtain information. He confirmed through a large number of experiments that 83% of human information comes from vision, 1 1% from hearing, and multimedia technology can be seen, heard and operated by hands. In this way, the information obtained through various sensory stimuli is much stronger than that obtained by simply listening to the teacher's lecture, and knowledge can be better acquired. He also did another experiment, which was about knowledge retention, that is, the persistence of memory. The result is this: people can generally remember 65,438+00% of what they read, 20% of what they heard, 30% of what they saw, 50% of what they heard and saw, and 70% of what they communicated. In other words, if you can hear and see, and then express it in your own language through discussion, the maintenance of knowledge will be much better than that of traditional teaching. For example, when I was teaching to understand objects and graphics, I made courseware of objects and graphics. Through the demonstration, students intuitively perceive the characteristics of cuboids, cubes, cylinders and spheres, clearly understand and feel the different shapes of objects in life, and clearly and thoroughly find out the objects with various shapes in daily life. In this process, primary school students' interest is stronger, their attention is more concentrated, and their memories are more profound, which is conducive to the formation of "returning" mathematical thought and the study of mathematical knowledge. This shows that the application of information technology in the teaching process is not only very conducive to the acquisition of knowledge, but also very conducive to the maintenance of knowledge. Using information technology to assist primary school mathematics teaching has many characteristics, which is especially suitable for realizing the teaching environment of primary school mathematics teaching and can effectively promote students' cognitive development.

2. Make use of the interaction of information technology to play the role of goal orientation and cognitive subject in mathematics teaching.

The combination of the audio-visual fusion function of multimedia technology and the interactive function of computer has produced a brand-new rich and colorful man-machine interaction mode, and can give immediate feedback. Effectively stimulate students' interest in learning, make students have a strong desire to learn, thus forming learning motivation, generating incentives and realizing the teaching-oriented function. This feature makes multimedia computer not only a teaching method, but also an important factor to change the traditional teaching mode. For example, in the process of changing the perimeter and area caused by drawing the diagonal of a rectangle into a parallelogram in teaching, I made a courseware with Flash program and designed corresponding exercises for students to operate on the computer to observe whether the length (a) of the rectangle and the bottom (a) of the drawn parallelogram have changed, and whether the width (b) of the rectangle and the height (h) of the drawn parallelogram have changed. In the same way, the operation obtains whether the perimeter has changed. By using the function of courseware, the changing law of perimeter length and area after parallelogram is drawn into rectangle is obtained. The whole process is operated by the students themselves, and the corresponding conclusions are drawn, which fully embodies the new curriculum reform concept of students' independent acquisition of knowledge in the classroom, and changes the traditional primary school mathematics teaching process, in which everything is decided by teachers, and the teaching contents, teaching strategies, teaching methods, teaching steps and even exercises are arranged by teachers in advance, and students can only passively participate in this process, that is, they are in a state of being indoctrinated. Multimedia technology provides such an interactive learning environment. Students can choose what they want to learn, practice suitable for their own level and even choose teaching mode according to their own learning foundation and interests. For example, individualized teaching mode or consultation and discussion mode can be adopted. It is possible for students to actively participate in such an interactive learning environment.