First, use information technology to create valuable mathematical situations and stimulate students' interest in learning.
The famous educator Dostoevsky said: "The art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging." It can be seen that the art of teaching permeates in the teaching process, and every teaching situation is so important. A successful class must be composed of every good teaching link, and "beginning" is the most important one. Therefore, how to be "fascinating" from the beginning, how to skillfully use multimedia technology to assist teaching, carefully design students' favorite, vivid and interesting teaching software, and consciously create the situation of mathematics activities. For example, a question, a story, a video, a piece of music, a picture, a game, an experiment, a plot, a state and so on. It aims to stimulate students' intrinsic interest and motivation in learning, stimulate students' curiosity, fully stimulate students' thirst for knowledge and change students' ideas. When the students' mind changed from passive "I want to learn" to active "I want to learn", for example, when I was teaching "Understanding Circle", I designed such an opening scene: Hohart was going to red kangaroo by car, and the car with rectangular wheels could not start first. Then I changed to a car with oval wheels. Although the car started, it was unstable and bumpy. Finally, it got on a car with round wheels, and the car ran forward, which was very comfortable. Problems naturally arise. What's the difference between a circle and a rectangle or ellipse? Why do cars with round wheels run smoothly? ..... vivid pictures, wonderful music, childlike language, enhanced students' interest in learning, sprouted students' desire for learning, and students were eager to try and express their opinions. At this time, teachers should seize the opportunity in time and introduce new lessons, so as to grasp the students' hearts and entrust their thoughts.
Two, the use of information technology, break through the difficult teaching, improve students' thinking.
Students generally go through a process of "perception-understanding-accumulation-application" when learning knowledge. Information technology can deal with abstract concepts and difficult experimental activities in primary school mathematics teaching and vividly show them to students. For example, when teaching the area of a circle, it is not easy for students to deduce the formula for calculating the area of the circle. As for the derivation of the area formula of a circle, although the textbook adopts the experimental method, the circle is divided into 16 equal parts, and then pieced together into an approximate rectangle, and then the area formula of the circle is derived from the area formula of the rectangle, and S=πr2. However, the experimental process is complex and difficult to operate, which makes it difficult for students to understand and master. Moreover, when the approximate rectangle is composed of circles, students can imagine that the more copies are divided, the closer the figure is to the rectangle (permeated with the idea of "limit"), which is difficult for primary school students to imagine. Students can only see a rectangle composed of circles, which makes them doubt the accuracy of the formula. In the teaching process, I give full play to the advantages of information technology-assisted teaching, and use the area formula of a circle to deduce the dynamic display of the process, so that the abstraction is concrete and the difficulty is easy to achieve the best effect.
The integration of information technology and primary school mathematics teaching can make up for the deficiency of traditional media and break through some teaching difficulties. For example, when explaining what the angle is related to, it is difficult to explain the key points clearly by traditional means, including intuitive operation and projection demonstration. It can be demonstrated conveniently by multimedia computer: two angles are translated and overlapped, and the length of both sides of the angle can be changed at will. By observing the dynamic process, students can easily come to the conclusion that "the size of the angle has nothing to do with the length of both sides, but with the size of the bifurcation on both sides of the angle."
In mathematics teaching, teachers use modern educational technology to show the key points, difficulties and abstract process of knowledge formation, so that students can understand the process of knowledge formation and seek the best solution in the process of intuitive and vivid changes in pictures, texts, sounds and images.
Third, apply information technology to optimize classroom exercises and deepen students' thinking.
The integration of information technology and primary school mathematics teaching can optimize exercises and further develop students' thinking. Practice is the basic way for students to understand knowledge, master knowledge, form knowledge and form skills, and it is also an important means to develop skills by using knowledge. We need slope, multi-angle and multi-level exercises to consolidate what we have learned. When practicing, we can use multimedia technology to save time, have large capacity and broaden our thinking, so as to strengthen the practice effect and improve the practice efficiency. For example, after teaching the understanding of "yuan, jiao and fen", I created a "virtual store" with a computer, and let students be salespeople and consumers respectively, and conducted simulation exercises. Because the information technology demonstration has the functions of "contingency" and "repetition", this kind of exercise can be repeated continuously, so that the effect of the exercise can be continuously strengthened. For another example, after students understand the concepts of "acute triangle, right triangle and printed triangle", we use information technology computer to design such a judgment exercise: If one of the three angles of a triangle is given, can we judge what triangle it is? ① Expose an obtuse angle; (2) at right angles; (3) Show an acute angle for students to judge in turn. In the judgment of "acute angle", some students said it was "acute triangle", so they deliberately let the screen display "right triangle"; Students say "right triangle", let the screen display "obtuse triangle". Encourage students to think deeply. Through thinking, students realize that because all three triangles have acute angles, it is impossible to judge what triangle it is just by revealing an acute angle. It guides students to think deeply, thus cultivating students' ability to analyze and solve problems.
Fourthly, apply information technology to cultivate students' ability to explore and solve problems independently.
Suhomlinski said: "In people's hearts, there is a deep-rooted need to become discoverers, researchers and explorers, which is particularly strong in children's spiritual world." Mathematics Curriculum Standard points out that "students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." These ideas all emphasize that teaching should be student-centered, build a platform for students to explore independently, and let students give full play to their desire for exploration, curiosity and creative potential. Put an end to the teacher's single-handedly arranging and give students "ready-made meals". For example, solve "why are there triangles on the roofs of bicycles and houses?" In this question, I asked the students to build a rectangle and a triangle with sticks in their school tools, and pull the two figures hard respectively. What did you find? Through hands-on operation and comparison, students will immediately find that triangles are not easy to deform and have stability. Another example is to solve the problem that the figure surrounded by three line segments is called a triangle. Can any three line segments be surrounded by triangles? When I ask this question, let the students explore the reasons in the game. Ask the students to cut a straw into three sections at will. Q: Can you put the three pieces you cut into a triangle? Some students answered loudly: Yes! . Some students whispered: no, then I said: "In order to verify whether your guess is correct, please put the cut three pieces on the table." Let students use their own learning tools in the operation, explore independently and find the answer. If they encounter difficulties, they can discuss them at the same table. Give students enough time and space to explore. At this time, teachers participate in students' discussions as collaborators and give timely guidance and guidance to students with learning difficulties. Students made new discoveries through hands-on operation and discussion, and rushed to report them. Then use multimedia courseware to demonstrate that when the sum of two sides is less than or equal to the third side, it cannot form a triangle; A triangle can be formed when the sum of two sides is greater than the third side or the three sides are equal. Students' exploration achievements can be verified through demonstrations, operation methods can be revised in demonstrations, and opinions and discussions can be improved in exchanges. Boali, a famous mathematician, believes that "the best way to learn any knowledge is to discover it by yourself, because this discovery is the most profound to understand and the easiest to grasp the internal laws, properties and connections." In the process of solving problems, students are experiencing scientific inquiry methods and feeling the joy of successful and cooperative learning.
In a word, mathematics classroom teaching under the guidance of modern educational ideas should be based on students' development, with thinking training as the core, rich information resources as the foundation and modern information technology as the support. Through independent inquiry, cooperative discussion and active innovation, students can improve their knowledge and skills, meet their interest and emotional needs, and improve their mathematics quality and information literacy. The effective integration of information technology and mathematics teaching is a new teaching method in mathematics teaching reform. Therefore, the integration of information technology and primary school mathematics curriculum will be the dominant course learning mode in the information age and will become the main way of school education and teaching in 2 1 century. We should actively advocate and explore the teaching of effective integration of information technology and curriculum. I firmly believe that as long as we work together, develop together and study together, the future of mathematics teaching will be more brilliant.