Under the network environment, the interactivity of multimedia computers, the diversity of external stimuli, and the richness of hypertext and network resources can create an ideal learning environment and a brand-new learning method, fully embody the main role of students, and achieve the purpose of cultivating students' innovative thinking and ability. Then, how to make full use of network resources and optimize primary school mathematics teaching will inevitably become an important topic to promote quality education and implement new curriculum standards.
First, the rational use of the network, optimize the integration of disciplines
High-quality talents in 2 1 century must have extremely high comprehensive quality. 2 1 The ability and quality of the younger generation in the 21st century are internationally proposed to include (1) basic learning skills; (2) Information literacy; (3) Innovative thinking; (4) Cooperation spirit, interpersonal skills and practical ability. This multi-dimensional comprehensive presentation of ability and quality can only be realized through integration with disciplines.
As the basic subject of the new round of curriculum reform, the close relationship between primary school mathematics itself and various disciplines, humanities and society and the extensive application of life require us to be forward-looking and holistic in the design of online education and subject integration, that is, we should not only pay attention to the cultivation of students' mathematical knowledge and skills, but also consider the implementation process and methods, emotions and values, strive to break through the subject center, realize the organic infiltration between disciplines and improve students' comprehensive quality.
For example, when teaching triangles and circles, I innovated the teaching design under the network environment:
The first step is to locate the experience and define the goal. As soon as the class begins, I will provide each study group with enough colorful building blocks in the traditional way, so that the children can cooperate to set up beautiful objects (start the competition) and report the set objects, cars, trains, buildings, animals, dancing children and so on. And guide the students to answer what building blocks, squares, triangles and columns are used for, and then propose that the teacher has a prism that can dance. do you want to see it ? Look carefully, what are the characteristics of the footprints left by the dancing of the triangular prism?
The second link is to create a network to stimulate interest. With the rhythm of music playing in the classroom network, the triangular prism makes various anthropomorphic dance movements on the screen. Every time it jumps, a new triangle is printed on the bottom, and various triangular prisms of different sizes such as right angle, acute angle isosceles, equilateral and obtuse triangle jump, which guides students to observe the imprint of cylindrical dance and is full of learning interest. Intuitive perception of triangles and circles, in the joyful appreciation of animated dance, online education completed the first abstraction from intuitive objects to mathematical figures, and a happy mind gradually formed.
The third part, online learning and independent experience, let students take out their favorite triangular prism or cylinder in the building block, look at the characteristics of the bottom edge and bottom edge of the mold, guess, and cut the triangular prism or cylinder horizontally with a knife. Guess what? What circle will you get when you cut the triangular prism horizontally in the classroom network exhibition? The same is true of cylinders. Students can choose their favorite triangular prism and touch it. What are the characteristics of the bottom surface? Draw it and observe it. What are the characteristics of drawing a circle?
The fourth link is network interaction and cooperation promotion. Ask the students to name the triangle you drew and discuss the characteristics at the same table. (Triangle, Trilateral Triangle) You don't need to draw a triangle with a triangular prism (students draw triangles on the video display platform), you can show, comment and compose children's songs on the Internet to help you remember. "The three parties are good friends, holding hands closely, and can learn from each other and advance in unity and stability." Complete the second abstraction of the triangle concept.
The fifth link, network practice, subject integration. Please put a triangle with a stick, cut out the circle you just drew on the paper, show the classroom exercises on the internet and finish it on the microcomputer. Spread out and find the circle from the ball. The network courseware shows a ball and sets another movable line segment. Students can operate horizontally, vertically and obliquely, cut the ball into an observed circle, and click on our "hot spot resource library" to find things related to circles or triangles in life: tall transmission towers, red scarves, tripods, herringbone wooden frames, headless cups, car wheels and triangles. Subject integration, the network shows the animated character Altman and the battle suit full of triangle and circle decorations, and introduces stories, asking students to give him beautiful colors of triangle and circle, and compare who filled in the most beautiful and shortest, who gave Altman a gift, so in wonderful music, students use the network to provide small brushes, fill in colors, and compete to send their works to the teacher's machine. Interested students can also find out all kinds of colorful triangles that can be dragged and assembled in the network resource library. It has activated students' innovation sparks, emerged aesthetic inspiration, exercised practical skills and improved information literacy. While evaluating students' beautiful drawings in the exhibition process, teachers lost no time in asking students to count how many triangles and circles there are in beautiful combat uniforms, which triggered the integration of mathematics, art, labor and information technology to optimize teaching design and pushed students' enthusiasm for active learning to a climax again.
Another example is "Understanding of Year, Month and Day". For the first time, the traditional teaching method was adopted, and the teacher skillfully introduced the 2008 Beijing and Olympic Games to let the students set a month for the Olympic Games. Tell me why. Some like June and Children's Day, which is more memorable. Some like March, spring blossoms, so that athletes are full of energy and achieve remarkable results; Some like 10 this month, to let the world athletes know about the prosperity and strength of China through the National Day celebrations. Inspire the students' emotions, and then ask them to make a calendar card for the 2008 Beijing Olympic Games. Through online courseware, students provided a day in the month of 2008 1 and some small illustrations. Students create the days of the month and fill them in the cards to form various novel and unique calendar cards, so that emotional education, language expression, mathematical knowledge, beautiful sentiments and information skills can be optimized and integrated, and students' comprehensive quality can be effectively improved.
Second, the rational use of the network, optimize learning methods
"Nine-year compulsory education mathematics curriculum standard" clearly points out: "Effective mathematics learning activities can not only rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. " It can be seen that helping students construct their own new learning style is the core of mathematics curriculum reform. Therefore, we must vigorously promote the universal application of network environment in the teaching process and promote the integration of information technology and mathematics teaching. Professor Han Xu, an expert in modern education, pointed out: the network environment stimulates autonomy, interests, guides students to find problems and put forward goals; Guide students to learn to choose, learn to learn the content, choose the learning style that suits them, and learn to analyze and solve problems by themselves; Guide students to learn to cooperate, discuss and exchange inquiry results; Expand the content of extended learning, make inquiry learning more autonomous and innovative, make information technology a tool to open up diversified channels and provide a broad space for autonomous learning, change "acceptance" learning into "inquiry" learning, and realize scientific learning methods.
(A) using the network to optimize autonomous learning
Autonomous learning is the main intrinsic quality of learning, and its important characteristics are: putting forward meaningful learning goals, making plans, and participating in setting evaluation indicators; Actively develop various thinking strategies and learning strategies, learn by solving problems, and gain positive emotional experience with the support of emotional input and internal motivation; Self-regulation in the process. The characteristics and advantages of the network environment, especially the friendly interaction, the diversity of external stimuli and the richness of resources, are conducive to stimulating interest, helping to acquire and maintain knowledge, pushing the emotional experience of mathematics learning to a climax and forming a positive willingness to learn mathematics.
For example, in the class of "Knowing the Circle", I make full use of the Internet to create a new environment and stimulate students' interest in learning. First of all, I showed three acrobatic troupe children riding unicycles with square, triangular and round wheels by using network courseware animation. Who is fast and steady? When the students answered that it was a round unicycle, why should they lead the study? According to the characteristics of the circle, the teacher then asked the students to observe the moving circle in the traditional way (holding a short rope with a white rubber ball at the end of the rope, waving and rotating, a white circle appeared, what is this circle made of? Then the network is used to simulate the circular motion of the white rubber ball. Every move will leave a red mark and provide a database. The cartoon "Moving Circle" requires these marks to move, and instructs students to draw a red dot on the first page, and the second page is O r cm away from the fixed point, and then point B2 and the above points in turn, which also form B3 and B4…… ............................................................................................................. It not only cultivates students' initial cognition of constructing a circle independently, but also stimulates their interest in further exploring the mysterious relationship between radius and area.
(B) using the network to optimize cooperative learning.
Constructivism holds that children gradually construct knowledge about the external world in the process of interacting with the surrounding environment, thus developing their own cognitive structure. The acquisition of knowledge is obtained by learners in a certain situation, that is, social background, with the help of others (including teachers and learning partners), using necessary learning materials and through construction. Among them, situation and cooperation are two important factors in the learning environment, and cooperative learning has become an extremely effective modern education method. Cooperative learning refers to students' mutual learning with clear division of labor in order to accomplish the same tasks in groups or teams. The characteristics and advantages of the network environment, with active cooperation, active responsibility, effective communication, effective division of labor and effective evaluation as elements, provide very favorable conditions for students' division of labor, cooperation, responsibility, communication and evaluation, greatly mobilize students' "positive" initiative, and realize scientificity and effectiveness.
For example, in the teaching of "common measurement units", I use network courseware to provide students with units of length, weight and area, and mix them together. Millimeter, kilogram, inclination, ton, 10, 100, 1000, and scales of length, surface area or weight, and there is no movable data module. Let the students divide into groups and compare which group is faster and better. Discuss division of labor or automatic combination in the group to achieve the goal.
(C) Using the network to optimize inquiry learning.
Inquiry learning in mathematics starts from the research theme determined by the actual process of mathematics or social life, creates a situation similar to academic research in teaching, and obtains the development of mathematics knowledge, skills, emotions and attitudes, especially the development of inquiry spirit and innovation ability through students' independent and independent inquiry activities such as finding problems, analyzing problems, solving problems and expressing communication. The network provides very favorable conditions for inquiry learning, especially the network environment creates vivid, vivid and intuitive images to show mathematical problems. Breaking the boundaries of time and space, revealing the laws of mathematics, providing rich research resources, and presenting the interactivity and hypertext of forms, creating a broad exploration and learning world for students.
For example, in the process of "rectangular area" expansion and innovative thinking, I designed such a practical math problem. A professional fish farmer has a 20-meter cage fence and is going to enclose it with a river bank. You designed an optimal plan to raise the most fish. Students use multimedia computers to call up network information: a river appears on the screen, with green water ripples and straight banks. There is a blue three-dimensional cage fence hanging between two trees on the shore, which is 20 meters long and 1 meter wide. You can click and drag it to the riverbank for splicing (you can also move the fence a few meters at a time). Students operate the computer to move the map and splice it to find strange rectangles.
Students experiment one by one, calculate the perimeter one by one, solve the area one by one, and compare the results one by one. They not only trained the calculation of rectangular area in this lesson, but also consolidated the formula of perimeter calculation. They are very enthusiastic and enjoy themselves, completely breaking the dull mode that teachers show a rectangle and let students calculate the area. Students' keen observation, rich imagination, positive thinking and personalized learning strategies have all been tempered. More importantly, students' exploration spirit and strict international logical thinking in order to achieve their goals fully show the scientific and powerful vitality of the integration of information technology and mathematics. In addition, the teacher lost no time to guide, if the fence is not 20 meters long but 30 meters and 40 meters long, how will the design scheme be designed and verified one by one? Is there a law to be found in this wonderful and practical mathematical problem? In fact, we will study the maximum problem in the future. There is a saying in the Revolution of Learning: "The mind is not a container to be filled, but a torch to be lit", which is igniting the spiritual fire of students' love for mathematics and their desire to explore.
In a word, I think that using network to optimize mathematics teaching can effectively promote the establishment of students' independent inquiry and cooperative learning mode, effectively cultivate students' quickness, flexibility, profundity, originality and criticism of mathematics thinking, greatly improve the quality of mathematics teaching in primary schools, promote the in-depth development of quality education in schools, and thus innovate and optimize.