Advantages of Multimedia Technology in Mathematics Teaching

1. Simplify complex knowledge. Part of the knowledge system of mathematics is complex in content and lengthy in process. Use multimedia courseware to peel off gradually. By extracting knowledge points and main lines, students are guided to summarize, and at the same time, words and graphics are gradually released to form a concise knowledge tree. Students systematically learn and understand knowledge in the classroom, focusing on mastering the knowledge tree. After class, they gradually extend and spread the backbone of their knowledge, and review and consolidate all the knowledge they have learned in class, which greatly improves the learning efficiency.

2. Visualize abstract knowledge to facilitate difficult knowledge. For abstract concepts, the expression process of basic properties, etc. Static wall charts can't reflect the dynamic process, and there are too many pictures on the blackboard to play back. With the help of multimedia technology, static illustrations are made into three-dimensional dynamic images, video interpolation is added to increase the interaction between animation special effects and courseware, and the changes caused are demonstrated with moving pictures, illustrated with pictures and combined with audio and video, so that students' spatial concepts can be established, the relevance of knowledge can be deeply understood, and teaching difficulties can be facilitated.

Advantages of Banbantong Multimedia Assisted Teaching in Mathematics Classroom

1. Make use of the interest of Banbantong multimedia to create teaching situations and stimulate students' interest in learning.

Compared with the traditional teaching methods, the teaching situation created by Banbantong multimedia is more vivid, conforms to psychological characteristics, and can arouse students' curiosity and interest in learning, thus mobilizing students' learning enthusiasm. For example, in the teaching of parallelogram area calculation, we might as well use courseware to demonstrate the process of parallelogram changing into rectangle. At this moment, with the help of multimedia-assisted teaching, students can be well mobilized to actively participate, arouse their enthusiasm for learning mathematics, stimulate their desire for knowledge, and urge them to actively explore knowledge and successfully complete teaching tasks.

2. Use the intuition of multimedia to optimize cognitive understanding and help students break through key and difficult points.

There are many difficulties in classroom teaching of various subjects, and sometimes it is difficult for students to understand them only by teachers. Multimedia teaching is intuitive, which can visualize and concretize abstract knowledge and make it easy for students to master. This can not only increase the sense of vitality, but also facilitate the acquisition of knowledge, thus highlighting key points, diluting difficulties and getting twice the result with half the effort.

3. Make use of the interactivity of multimedia to highlight the teaching theme and cultivate students' inquiry ability.

A remarkable feature of multimedia teaching is interactivity, and the new curriculum standard emphasizes students' subjective participation. With the support of computer technology, teachers can create a brand-new teaching environment for students according to the necessity of teaching objectives and the feasibility of teaching content, and use multimedia teaching software to guide students to learn actively. Students effectively break through the obstacles of understanding mathematical knowledge in hands-on operation, active inquiry, cooperation and exchange, and interactive evaluation, and gain a real sense of self-achievement.

For example, in the teaching of "side length of a cuboid", in order to let students explore the relationship between the length, width, height and the sum of side length of a rectangle, teachers may wish to vividly show their knowledge with the image of "geometric sketchpad". So as to explore the relationship between number and shape.

4. Banbantong is rich in learning resources. Do "review the past and learn the new"

Rich learning resources, both for teachers and students. For teachers, because the online content is the same, the styles, forms and emphases of courseware made by different teachers are different. Teachers can learn multimedia courseware made by excellent teachers online, sum up their own advantages and disadvantages, constantly improve their teaching ability, and finally make excellent multimedia courseware suitable for their teaching habits and students. Compared with students, it provides students with vivid, rich and fast resources, broadens their horizons while studying, and cultivates their autonomous learning ability. On the other hand, multimedia courseware eliminates the practice of controlling the classroom rhythm by the teacher's voice and the speed of writing on the blackboard in traditional teaching. After being erased from the blackboard, the knowledge points can't be reproduced, and it's easy to forget if there are too many contents in a class. Multimedia teaching makes all teaching information stored in the form of files through whiteboard tools, which can be played back and replayed at any time, and the key points are obvious, and the key points and difficulties are prominent, which is conducive to helping students recall the teaching process in class and deepen their grasp of knowledge points. And using whiteboard tools can achieve better teaching results.

Third, the multimedia-assisted teaching in the half-class problems

1, the distraction of students' attention

In the traditional mathematics classroom, whether the teacher talks or the students listen, the teacher makes a demonstration on the podium and the students watch and think; Whether students do it or teachers patrol, the attention objects of teachers and students are consistent not only in content, but also in spatial position, which provides an effective channel for emotional communication between teachers and students and is conducive to teacher-student communication. The class-to-class teaching mode will inevitably lead to the separation of students' attention. Students' attention is focused on the computer screen, which blocks the effective channel of emotional communication between teachers and students-eye contact. Practice has proved that the teaching effect without emotional communication between teachers and students can not be guaranteed, and the teaching efficiency is bound to be greatly reduced.

2. Courseware usurped the role of host.

Many teachers attach importance to the appreciation of courseware, which leads to too many colors and complicated backgrounds, and the pictures of courseware change frequently throughout the class. As a result, students' attention is easily distracted, ignoring knowledge acceptance and ability training. The students watched it with relish, even beaming, but they were out of breath and had a little knowledge of the experimental content and equation writing. "Just watch and don't practice fake style." The implementation of any teaching means should draw a circle back to the starting point and be implemented in writing. According to the advantages and characteristics of chemistry, through the observation of experimental phenomena, the writing of reaction equations, the analysis and calculation of reaction principles, and the connection with real life, the all-round development of students' ability can be promoted. The quality of courseware is not determined by color, pattern and background. Too fancy templates will only usurp the role of the master. Therefore, the application of courseware should be cautious.

3, lack of interaction, still stuffing ducks.

Knowledge is not heartless, teachers and students are lovers. The mode of teachers' multimedia classroom: teachers give instructions to multimedia, then let students think and learn through multimedia pictures, and then teachers provide answers through multimedia pictures. To a great extent, this does not give full play to the characteristics of natural science, and ignores the vivid demonstration role of teachers and the cultivation of students' communication ability with teachers and students. How can you be happy without the passion of hands-on operation and the spark of thinking?

4. Narrow thinking limits students' thinking.

Because the answers have been entered into the computer in advance, in order to get the "best" answers and make the students' answers as consistent as possible, teachers will try their best to guide students to develop into established ideas, and as a result, the classroom has become a "teacher-centered" temple. Students unconsciously passively accept, and their imagination and creativity are completely limited. Students' thinking has no choice under the influence of courseware, and all seeds only bear one kind of fruit.

Fourthly, make full use of Banbantong multimedia-assisted teaching in primary school mathematics classroom.

1, multimedia courseware can only be used as an auxiliary teaching means.

The application of Banbantong in teaching does not mean that the teaching quality can be improved, but whether it can be used properly is very important. Among them, the key is to arrange the time, opportunity and broadcast times of media content reasonably. Generally speaking, the good time for media content to appear is: when learning key content, when breaking through difficulties; Appears when students have no intention to pay attention to the transition to intentional attention; Appears when helping students consolidate their knowledge. In teaching, the teacher first shows the thinking problem, and then plays this video. Students can easily break through the difficulties through audio-visual and graphic comparison. Due to the appropriate and timely introduction of media in teaching, students' non-intelligence factors are fully mobilized, and students can learn actively, which can receive good teaching results.

2. Guide students to make full use of courseware.

Because multimedia courseware exists in the form of files and is rich in resources, it can guide students to make full use of multimedia courseware to preview, review, digest and understand classroom knowledge, improve learning efficiency, and change the traditional passive learning mode into active learning mode, so as to better communicate and interact with teachers in the classroom, and finally achieve a "twice the result with half the effort" learning effect.

3. Full feedback evaluation.

In the process of using Banbantong teaching, as long as students are organized to listen and watch, they should be asked to give feedback on the audio-visual content. The process of students' feedback is the process of acquiring knowledge and cultivating ability. If there is feedback from students, there must be evaluation from teachers. Evaluation is also a kind of feedback and an important link for teachers to play a leading role. This link, teachers or guidance, or regulation, or encouragement. Feedback should be timely and accurate. In this way, "audio-visual, thinking, feedback and evaluation" runs through classroom teaching, so that students' main role and teachers' leading role can be fully brought into play.

4. Correctly handle the relationship between classroom and students' acceptance.

The application of various media technologies will inevitably lead to the expansion of classroom teaching capacity, which makes the classroom teaching capacity and students' acceptance ability contradictory. Therefore, the classroom capacity of audio-visual education course is not infinite, but moderate. This degree is to mobilize students' learning enthusiasm to the maximum extent and improve their ability to accept information, with the acceptance of most students as the degree. Students' ability to receive information is not immutable, which is closely related to the design of audio-visual education software, the design of audio-visual education courses, the proper arrangement of media and the interest of software. In the process of audio-visual education, the design of audio-visual education software should fully consider this point, students' information acceptance ability and timely feedback, the links and means of feedback and regulation should be fully considered in audio-visual education design, and teachers should also pay attention to collecting feedback information, timely regulation and control, and master the process of feedback and regulation in the process. Students' ability to accept information grows and develops through continuous practical activities. Therefore, teachers should constantly pay attention to cultivating and improving students' ability to receive information in various educational activities. Otherwise, the increase in capacity will not bring good results, but will have a negative impact.