Key words: the misunderstanding of multimedia primary school mathematics teaching; Countermeasure source: elf children's information station
With the continuous improvement of social informatization level, computers have been widely popularized and applied in various fields of society. People have realized that the application of new educational technology with computer as the core has updated teaching means, teaching methods and teaching modes, which will impact people's traditional education and teaching concepts and inevitably lead to changes in educational ideas, teaching theories, teaching systems and teaching contents. As an effective auxiliary teaching method, multimedia technology has played an active role in many mathematics classroom teaching, but there are also many problems in practice. We can clearly see that gorgeous multimedia technology fascinates teachers and forgets the origin of education. Investigate its root cause, there are mainly the following misunderstandings.
One of the misunderstandings: attach importance to the application of computer technology and ignore the application of other teaching methods.
The foothold of multimedia-assisted mathematics teaching should be "assistance". Although computer-assisted instruction is the representative of multimedia-assisted instruction, it does not mean that other media means and teaching methods are outdated or ineffective. Many traditional teaching methods are still essential for cultivating students' mathematical thinking quality. Proper use of modern media can promote the communication and interaction between teachers and students, and have a positive impact on students' knowledge and skills, process methods, emotional attitudes and values.
For example, the fourth grade mathematics "Parallel and Vertical" belongs to the concept class teaching. Teachers let students imagine themselves first, then draw two lines at will, show students' painting methods and summarize them through the physical display platform, and then show representative graphics through computer courseware and number them, asking students to classify these graphics. In the process of self-exploration and building new knowledge, let students discuss, exchange and learn the knowledge of textbooks independently, check the keywords or places they don't understand, and read while learning; When explaining "the same plane", it is helpful to show the real thing. When consolidating, use multimedia courseware to show carefully designed exercises; In the unfolding part, students are required to fold the vertical and parallel lines by themselves. This course adopts a variety of teaching methods, not only using multimedia technology, but making full use of booths and physical three-dimensional graphics. It also brings mathematics autonomous reading into the basic link of mathematics classroom teaching, organically combines traditional teaching methods with modern educational technology, and strives to give full play to their respective advantages and use value.
Countermeasures: Give priority to propriety and make the finishing point.
Although information technology has a great dynamic role in mathematics teaching practice, we should also pay attention to its instrumentality. It is only an intuitive means to serve teaching, which can never be usurped by others, and the more the better, the more it can not replace teaching AIDS, learning tools, tapes, projections and other teaching means. They have their own advantages and limitations, and they are not omnipotent. In primary school mathematics teaching, different teaching media can be used according to the needs of different teaching contents: for example, in the teaching of preliminary understanding of geometry, students can collect three-dimensional or plane graphics around them before class, and in class, students can feel by touching, watching and observing objects; The arrangement and review in the review class can be arranged by students themselves. Therefore, we should not only make full use of it, but also rely on it completely. In teaching, according to the actual situation of students and textbooks, we should give full play to their unique roles, learn from each other's strengths and make appropriate choices.
The beauty of a class lies not in the exquisite courseware making, but in the proper use of various teaching methods. Therefore, when we study textbooks, we should consider many factors. We should make use of many media to achieve better teaching effect, make students operate more regularly, and help cultivate students' innovative thinking ability. Then, we should give up the basics and serve the teaching goal of optimizing the course.
Myth 2: Pay attention to the application of multimedia technology and ignore the relationship between processing technology and curriculum.
Curriculum is the core of school education, and multimedia technology is a tool to serve curriculum and subject teaching. Never put the cart before the horse, let alone use technology to show your technical level. The application of technology is to better show the content, not the technology and strength. Only technology can better display the teaching content, can the two complement each other and create first-class teaching effect. Some courseware is time-consuming and laborious, but it is of little practical value in the end; Some courseware not only can't achieve the effect of auxiliary teaching, but also hinder the development of students' thinking, and even replace students' effective learning, which is not conducive to students' development.
For example, the first volume of the third grade mathematics practice class "Throw a Throw" mainly consolidates the knowledge of "combination" and discusses the possibility of events through the game of rolling dice. In teaching, the teacher set the Monkey King, and Zhu Bajie made a bet to guess the teaching situation. Using 3D animation to simulate dice throwing is intuitive and efficient, which is obviously higher than students' manual dice throwing. For a large number of simulations, students only need to input the simulation times, and the computer will automatically generate the simulation results. In this case, the teacher replaced the students' hands-on opportunities with simulated operations. It has been clearly pointed out in the mathematics curriculum standards that in teaching, teachers should let students think independently in specific operational activities, encourage students to express their opinions and communicate with their peers. Effective learning requires students to carry out, explore, cooperate and communicate independently, and teachers also need to provide appropriate help and guidance. If even the most basic practical activities are replaced by computers, students will not be able to complete the knowledge that should be experienced by students in mathematics activities.
For another example, in the teaching of symmetrical graphics, the "do-it-yourself" part organically combines traditional teaching with multimedia teaching, but the animation of scissors is not only a wonderful "performance", but also redundant. Teachers can demonstrate with real scissors, so why call it Flash animation; In "Understanding Graphics", the teacher put the pencil box, pen container and ball at your fingertips on the screen.
Countermeasures: Curriculum-oriented, combining ability training with knowledge learning.
Although multimedia-assisted teaching can achieve some tasks that cannot be accomplished in reality, some processes require students to operate themselves and experience in activities, which cannot be helped by calculation. After all, modern information technology is a tool and must be used by me.
Grasping the teaching materials well is the premise of a good class. Teachers should not only grasp the difficulties of textbooks, but also set clear and reasonable teaching objectives according to the characteristics of subject teaching, scientifically and accurately select educational resources, pay attention to students' learning, adopt diversified and comprehensive information technology application methods, and create learning environments for students with different cognitive levels, cognitive styles and development needs, so that students' learning can have a gradual process and leave room for thinking.
Myth 3: Pay attention to teachers' "teaching" and ignore students' "learning".
At present, the mode of using multimedia to assist mathematics teaching is to turn static into dynamic change, turn abstract concepts that are difficult to express in words into concrete images, or complete auxiliary teaching to solve impossible tasks and problems in reality. There are many instructional designs based on "teaching" and few instructional designs based on "learning". It is very easy to show the contents of courseware one by one without any choice, which is a phenomenon in multimedia application. In this case, the teacher becomes a player and a lecturer, and the course is naturally not artistic. This ignores the most important emotional communication between teachers and students in teaching.
For example, in the fifth-grade "Circle" class, the teacher regards the multimedia courseware as an electronic blackboard to show the problem situation and the method of measuring the circle, so that students can freely choose the measurement method, group the measurement results and talk about what they have found. Then the courseware will show the concept of pi in turn, the method of finding the circle, examples, and finally do exercises. It is worth mentioning that the teachers have made several methods of measuring the circumference by using Flash animation in the courseware, which gives full play to the characteristics of the computer from "static" to "dynamic". However, teachers did not use it well in interaction. They simply use the "Next" button to control teaching, and strictly stipulate the teaching process, revealing the answers and graphic features of questions one by one, which makes teaching easier, but hinders the leading role of teachers and students in autonomous learning.
Countermeasures: people-oriented, dealing with the relationship between good people and technology.
Simply put the book on the screen, just for the courseware and the teacher; Really good auxiliary teaching should be used for teaching and students. The application of multimedia technology and the use of courses ultimately serve people, especially students. However, there are individual differences in students' abilities, cognitive styles and life experiences, and their development needs are also diversified. It is inappropriate to use courseware demonstration to completely replace teachers' explanations and students' activities, and to use pre-designed courseware demonstration process to replace the development track of students' thinking. The basic feature of primary school students' thinking development is the gradual transition from concrete thinking in images to abstract thinking in logic, which is also a leap and qualitative change in thinking development. The real generation state of students in the classroom is our concern and concern from beginning to end. The teaching process and the presentation of courseware content should always be adjusted in time around their needs, and should not be bound by a preset "electronic teaching plan". Man-machine communication cannot simply replace interpersonal interaction.