First, use multimedia flexibly and create teaching situations skillfully.
The famous educator Duo Shui 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. As the saying goes, "A good beginning is half the battle". Therefore, how to skillfully use multimedia technology to assist teaching, scientifically and reasonably create novel teaching situations and improve teaching methods, effectively mobilize students' subjective initiative in learning and vigorously stimulate students' creativity in learning is an urgent problem for us to solve. In the initial stage of classroom teaching, teachers should skillfully use multimedia technology, carefully design vivid, vivid and interesting teaching software that students like, 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.
Second, the flexible use of multimedia, clever breakthrough in teaching.
The application of multimedia technology in teaching, with a brand-new concept, breaks the monotony of traditional teaching and innovates the way of classroom teaching. Multimedia optimizes the teaching process with its unique vivid image, vivid picture, flexible animation and stereo sound effect, and is a new teaching aid. It is easy to concretize abstract things, simplify complex problems, and use multimedia courseware to solve important and difficult problems in teaching. In the process of teaching, it is difficult for teachers to demonstrate the teaching links clearly by themselves. As long as the animation in the courseware is shown to students, it can help students to see every detail clearly, turn abstraction into concreteness, and let students establish their representations more quickly and comprehensively, deepen their understanding, grasp the learning content quickly and improve the teaching effect. For example, when teaching the formula for calculating the area of a circle, it is difficult for students to understand the derivation process, especially the more equal parts, the closer the figure is to a rectangle. If multimedia demonstration is used: divide a circle equally, use red and blue to represent two semicircles, then divide the two semicircles into eight equal small sectors, and let the small sectors "run out" one by one from the circle (there is still a dotted circle left) and arrange them in two columns to form an approximate rectangular flashing display, and then cut and repair them in turn by the method of 16 and 32, so that students can get an intuitive understanding through comparison. On this basis, through moving demonstration, students can establish the relationship between the radius of a circle, half of the circumference and the length and width of a rectangle, and thus deduce the calculation formula of the area of a circle. This kind of demonstration, which turns static into dynamic, step by step and advances circularly, can leave a deep impression on students' minds, make knowledge difficult, successfully break through the teaching difficulties, enrich the perception from different angles, clear the learning obstacles, find the breakthrough point of the problem, and make students understand the knowledge more thoroughly and learn faster and better.
Third, use multimedia flexibly and highlight exercises skillfully.
The integration of multimedia and primary school mathematics teaching has the unique function of conventional audio-visual media, which can integrate the advantages of both. Teachers all know that as far as practice is concerned, students will get bored or even do their homework if they simply rely on traditional rigid practice forms such as blackboard, paper and books for a long time. The cultivation of knowledge and skills, mathematical thinking, problem solving, emotion and attitude in mathematics curriculum needs various forms of practice. Multimedia courseware design can arrange several levels of exercises according to teaching requirements, and each level of exercises strives to be diverse, novel and interesting. For example, when I was teaching Arrangement and Review of Simple Operations, I used multimedia to divide the exercises into "filling" 76×102 = 76× ()+76× (); Sentence sentence is 7.5× 99+7.5 = 7.5× (99+1); "showdown" 382+75+618+125; Think about it is 0.7× 24.5+0.7× 76.5-0.7; Try18× 25+0.25× 60+41× 0.25+0.25; "Dynamic" is 20.09×37+2009×0.63, and so on. With the help of existing mathematical experience, students can communicate freely and discuss with each other, and the difficulty of practice is deepened step by step. The climax of students' cognitive activities is also set off one after another, and students learn easily without boredom. Using time-saving and changeable multimedia courseware, the classroom capacity is increased, the information feedback is enhanced, the practice skills are improved, and the classroom space is really returned to the students. In class, the teacher is relaxed and easy to control the class process. Teachers mainly focus on how to play a leading role and inspire students' thinking. The questions are diverse and interesting. Basic training questions, goal achievement questions and ability expansion questions are progressive from shallow to deep, which meets the needs of personalized teaching. Every time students pass the first-level exercise, the computer will make a judgment in time and reward them in new forms (such as pictures, words, animations, etc.). ), skillfully broke the situation of "urgent March", so that students at different levels can fully develop their abilities.
In addition, multimedia exercise courseware can also overcome the limitations of teaching materials and increase the capacity of classroom exercises, so that students can give timely feedback and receive more and more valuable exercises because they don't copy the questions. In this way, the use of multimedia courseware not only maximizes students' knowledge, but also cultivates students' emotions and attitudes.
To sum up, the effective integration of multimedia and primary school mathematics classroom teaching is conducive to stimulating students' enthusiasm for learning, fully mobilizing students' enthusiasm and initiative for learning, improving students' mathematical thinking ability, creating a broader development space for students, stimulating students' creative learning, promoting students' all-round independent development, making the whole teaching process full of fun and effectively improving teaching quality.