Network information technology-assisted teaching is an important symbol of educational modernization and a breakthrough to realize educational modernization. It integrates the network world in front of us, integrating sound, light, shadow, color and characters, and has the characteristics of popularity, timeliness, visualization and interaction. The relationship between mathematics teaching and network information technology is getting closer and closer. If it can be used reasonably, it can help mathematics teaching achieve leap-forward development and break through the disadvantages of closed, narrow, boring and inefficient in the non-network era. We can optimize the teaching content and process, so as to achieve effective teaching objectives.

In this paper, a new mathematical thinking method-the idea of "split" in mathematics is adopted to deeply integrate the Internet and mathematics classroom. This paper expounds how Internet information technology can serve our classroom teaching from five aspects: pre-class preparation, group cooperation (example splitting), pairing clearance, classroom detection and targeted training, and also provides many junior middle school teachers with practical cases of deep integration of Internet information technology and mathematics classroom for reference.

? "Internet plus mathematics education" can not only improve students' innovative thinking and ability, but also form a wide range of new forms of education development based on the Internet. Use the Internet platform to deeply integrate the Internet with traditional education and create a new education development ecology.

2. Case characteristics

In this paper, a new mathematical thinking method-the idea of "split" in mathematics is adopted to deeply integrate the Internet and mathematics classroom. This paper makes a preliminary study and discussion on how to implement junior high school mathematics "Internet, mathematics classroom and innovative education" from five aspects: pre-class preparation, group cooperation (splitting examples), pairing clearance, classroom testing and targeted training.

The development of cases is a realistic problem we encounter in front-line education. The addition of the Internet has effectively improved our classroom teaching, and at the same time, it has timely fed back the obstacles that students encounter in the classroom, thus escorting teachers to grasp classroom teaching in a timely and accurate manner. On this basis, the innovative mathematics "split" idea and Internet information technology are used to analyze and solve these problems, and the methods and ways to implement "the integration of Internet and mathematics classroom" are put forward.

? Integration of Internet and Mathematics Classroom

? -the idea of splitting the synthesis problem of inequality and equation

Keywords: split thinking? Internet? Information technology? Classroom teaching? Mathematical activities

Teaching material analysis:

The knowledge of inequality is an important content for junior middle school to further explore the quantitative relationship in the real world after learning the linear equation of one yuan and the linear equation of two yuan. In addition to the equal relationship between quantity and quantity, there are also different sizes. It is a powerful mathematical tool to discuss inequality and equality with equations and equations. Mastering the basic properties of inequalities and equations is the basic knowledge, and solving linear inequalities and linear equations in one variable is the basic skill. It is also the basis for students to learn quadratic equations, functions and further inequalities and equations in the future. The comprehensive question between the two is also one of the key knowledge points in the senior high school entrance examination.

Teaching objectives:

1. Understand the relationship between inequality (group) and equation through examples. Understand the concept and internal relationship between the solution set of inequality and the solution of equation.

2. Cultivate students' ability to analyze and solve practical comprehensive problems. By solving practical problems, we can realize the application of mathematical knowledge in life and stimulate students' interest in learning.

3. Be diligent in thinking, be willing to explore, experience the diversity of problem-solving strategies and appreciate the value of "split thinking" in mathematics.

A Case Study on the Integration of Internet and Mathematics Classroom;

First, preview before class

Before class, students are required to preview the knowledge points according to the unique preview mode of our school and complete the preview questions. Before the formal class, teachers preset the correct answers to the preview questions on the internet platform, and students use 3 minutes before class to correct their own mistakes.

The "homework completion quality survey" in figure 1 is the correct answer to the preview questions preset in advance. Students use the tablet computer in their hands to complete self-correction and error correction three minutes before class.

Figure 2 shows that students check their answers through the Internet. This process has changed the difficulty and difficulty of correcting homework for our traditional teaching teachers. In addition, students can be aware of their own correct situation in time, so as to be aware of it.

? Figure 3 shows that students quickly check the completion of preview questions 3 minutes before class and submit them to the Internet platform.

After all the students submit, teachers can check the details submitted by students through the computer teacher system platform, and then decide which questions the students have not mastered, which questions need to be explained by the whole class and which questions belong to group discussion and learning according to the correct rate of students' questions, as shown in Figure 4.

As can be seen from Figure 4, the students have successfully completed the questions 1, 2, 3 and 4, so the groups cooperate with each other to discuss and solve them, while the correct rate of the fifth question is low, so the students' teachers can explain it to the whole class or by the teachers.

Second, group cooperation.

? According to the survey on the quality of homework completion, combined with the statistics of big data on the Internet platform, students conduct effective group discussion and study, and strive to let every student participate in group cooperation, understand knowledge points, and lay a learning foundation for the next new knowledge.

In Figure 5, each group conducts cooperative learning under the leadership of the group leader. Simply put, the students who can't do it ask the students who can, explain what can and can't be done, and don't question the meeting. In this two-way process, they help each other, improve each other and make progress, and finally complete our teaching tasks.

Through the previous study and preparation, the following is the core part of this paper, and with the support of the internet platform, the discussion and research on the innovative thinking of mathematics-the "split" thinking training of mathematics. The core idea of "split" thinking is to split the comprehensive problems (mathematical problems) in our mathematics according to the knowledge points they visited. Based on each knowledge point they visited, the teacher compiled 1? -3 questions (for example, if a comprehensive question has two knowledge points, 2-6 short answer questions will be added according to these two knowledge points). Such a comprehensive mathematical problem will turn into several simple problem groups, which simply examine small knowledge points. Then students can investigate and expose the knowledge obstacles and breakpoints when doing this kind of problems by doing "split" problem groups (of course, there are many knowledge obstacles and breakpoints for students, such as: mistakes in examining questions, inadequate knowledge points and so on. ), and carry out targeted intensive training for students' relevant knowledge breakpoints-targeted exercises. Through "targeted exercises", students' knowledge breakpoints can be reconnected, students' logical thinking can be opened, and students' thinking path can be unblocked, so as to solve mathematical comprehensive problems. In this process, our teachers need to flexibly use five sections of classroom teaching, namely, group cooperation section, pairing clearance section, group display section, upper board detection section and classroom detection section, in order to achieve the principle of teaching optimization.

? Taking the special lecture on inequality and equation as an example, this paper specifically explains how to use Internet information technology in classroom teaching and integrate mathematics classroom teaching.

Special review of inequalities and equations

1, problem-solving thinking training 1

? Because this is an innovative way of thinking, so here, first of all, teachers will give lectures to let students know what they should do. How come? Why are you doing this? Understand the purpose and significance of doing this, let students have a clear goal, so as to establish students' self-confidence and interest in learning mathematics and improve classroom efficiency.

? As shown in Figure 6, we "split" the comprehensive problem of inequality and equation into simple problems according to the knowledge points we investigated.

The setting principle of the question (1) is that this question has two letters. First, students need to know which letter is our parameter and which letter to look for, which is the unknown.

The principle of problem (2) is that students should be able to solve linear equations with parameters, that is, to investigate the knowledge points of solving linear equations. If they can't solve the equation, then this is the students' knowledge breakpoint, and they need to strengthen their practice. On the Internet platform, we can quickly identify each student's knowledge breakpoints, so as to strengthen and improve classroom efficiency.

The setting principle of question (2) is that what is examined here is the students' ability to solve inequalities, which is also a knowledge point.

Only when students successfully complete these three simple problem groups can they basically master this kind of problems. If students make mistakes or don't understand in the process of doing these three problem groups, then students will feedback the wrong information to students at the first time through submission, and students can ask our group for advice and reconnect this knowledge breakpoint through group cooperation and discussion. In order to consolidate this knowledge breakpoint, the platform has specially set up intensive exercises. As shown in figs. 7 and 8

? In Figure 8, for the intensive training of each knowledge point, three intensive exercises ensure the consolidation of students at the knowledge breakpoint.

2, problem-solving thinking training 2

This link is actually the "split" thinking of repeated thinking training one. The purpose is to let students practice (solve practical problems) by the teacher's demonstration method just now, consolidate our "split" thinking method, and transform it into students' own thinking method, so as to apply what they have learned and achieve the purpose of drawing inferences from others. As shown in fig. 9,

Third, the couple went through the customs.

Through the above examples of "split" thinking training one or two, students generally understand our new thinking method. On this basis, further strengthen students' mastery of "splitting" examples and enter the "pair transfer" link. Check each other in pairs to grasp the situation and explain what they don't understand, and all of them have mastered the use of the Internet platform to check each other, so as to achieve the goal of each student's mastery. As shown in figure 10,

Fourth, classroom testing.

According to the main knowledge points of this lesson, students use the thinking method of "split" thinking training, and try to do comprehensive exercises of inequalities and equations by themselves according to their own understanding, and then submit them. According to the statistics of big data generated by the Internet platform after students submit, teachers find out students' problems, give targeted explanations, solve the knowledge points of this class as much as possible in class, let students participate in classroom teaching as much as possible, stimulate students' interest in learning, improve classroom efficiency, successfully complete teaching tasks, free teachers from tedious correcting homework, pay attention to more students, and let students get timely homework correction and knowledge breakpoints be solved in time.

From the big data statistics in Figure 12, teachers can get the actual problems of students in the process of solving problems at the first time, and know the knowledge breakpoints of students for specific problems at the first time. With the help of Internet information technology, teachers and students can get instant feedback information in the shortest time (after the students complete the submission 1 second).

Teachers can prescribe the right medicine and give targeted explanations. Students can quickly grasp the knowledge breakpoints, where to strengthen and where to pay attention, so as to get twice the result with half the effort. Compared with the traditional classroom, it liberates teachers and students.

Verb (abbreviation of verb) classroom practice

This last link is to consolidate and improve this lesson. After the first four rounds of study, this is the harvest place. Let students use their hard-earned knowledge and thinking methods to solve our actual mathematical problems, so as to apply what they have learned, which can increase students' confidence in solving comprehensive mathematical problems and enhance their academic ability.

Note: The above classroom teaching of "split thinking" training is based on the Internet "Amy's teaching cloud system" platform, with group cooperative learning as the background and formed through practical exploration.

Liangshuijing Middle School, as a rural middle school, has done a lot of work in network teaching and made some achievements. This class is just a microcosm of our school. How to use the network to carry out teaching research and improve our teaching effect is our unremitting pursuit, and we have also made effective attempts and reflections.

In this case class, I mainly use the network software learning platform of Aika Mi teaching cloud system. Our school cooperated deeply with the platform, and the functions in the platform were obtained through our own practice, which met the teaching needs of our countryside. In my opinion, the platform mainly solves the problems of teachers' correcting homework, students' self-preview, timely feedback in class, hierarchical teaching in class, big data statistics in class, students' personality and personality problems, students' thinking training, classroom teaching display, classroom teaching norms and so on. The effect is good, which greatly improves the classroom efficiency and the difficulty of rural teaching. For teachers, teachers' participation has high enthusiasm and good reflection effect, which not only improves teachers' classroom teaching level, but also learns teachers' business. As far as students are concerned, it improves their interest in learning, enhances their autonomy in learning, deepens their inquiry and broadens their learning diversity. ? At the same time, the mathematics "split thinking" training of this course needs the help of internet technology, in order to give full play to the advantages of this thinking and make up for its shortcomings. We have achieved good results in the experimental teaching of this case class. In the future teaching, we will continue to optimize and solidify the advantages, abandon the shortcomings and form a teaching model.

Conclusion:

Mathematics classroom teaching under the guidance of internet thought should be based on students' development, centered on thinking training, based on rich information resources and supported by modern information technology. 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. At the same time, the application of network teaching is also conducive to giving full play to students' main role, promoting active learning and improving teaching effect. In the process of learning, students will fully feel the breath of modernization because of the rapid update of information technology, which not only cultivates students' knowledge and ability to acquire, analyze, process and use information, but also cultivates students' open thinking mode and autonomous learning ability, enhances students' adaptability, adaptability and problem-solving ability, and makes teaching and learning complement each other.

The organic combination of network information technology and mathematics classroom teaching is a new teaching method in mathematics teaching reform. Therefore, as long as teachers properly choose the best combination of Internet information technology and mathematics teaching, they can achieve remarkable results in classroom teaching. I firmly believe that as long as we all work together, develop together and study together, the future of internet and mathematics teaching will be more brilliant!