Keywords: multimedia-assisted teaching to stimulate interest and cultivate ability
With the deepening of the new curriculum reform, multimedia modern teaching methods have been widely used in primary school mathematics classroom teaching, and classroom teaching has gradually moved towards life. In classroom teaching, multimedia should be properly selected to assist teaching in time, so as to create a teaching scene with vivid pictures and pleasant sounds, and make abstract teaching content concrete and clear; Make students think actively and participate in teaching activities with great interest; Make it pay attention to practical operation, memorize knowledge scientifically, and help students play their initiative in learning and think positively; Teachers can shift their attention from students' learning to teaching, thus improving teaching quality, optimizing teaching process and enhancing teaching effect. Mathematics teachers should study how to use computers to assist their own teaching from the perspective of their own subjects, and integrate multimedia technology into primary school mathematics teaching, just like using blackboards and chalk, so that the original abstract mathematics knowledge can be visualized and lived, so that students can not only master mathematics knowledge, but also like mathematics.
First, create a situation to stimulate interest
Introducing new courses is an important part of classroom teaching. In the initial stage of a class, it is very important to quickly concentrate students' attention, bring students' thinking into specific learning situations, and stimulate students' strong interest in learning and thirst for knowledge. Therefore, teachers should seize children's curiosity, skillfully introduce new lessons and stimulate students' thirst for knowledge. The application of multimedia in teaching can effectively open the floodgates of students' thinking, stimulate association, stimulate exploration, and constantly stimulate students' excitement, thus stimulating their interest in learning and laying the foundation for the success of a class.
For example, in the process of teaching "Understanding Circle", I used flash animation to create a life situation of animals traveling to forest parks. Show the students the pictures that the animal travel company sent three buses to pick up the animals. The teacher asked, "Guess, students, which car do small animals like best?" Why? "Then let the students look at the renderings of three cars moving: the first car, with square wheels, bumps when driving; The second car, although the wheels are round, but its axle is not installed in the middle, the car will bump when driving; Only the third car runs fast and steadily, with round wheels and axle in the middle. The teacher asked, "why does the third car drive fast and steadily?" "Want to know the mystery?" Student: "Think about it", and then the teacher: "OK, today let's meet a new friend-Yuan, and it will give you a satisfactory answer." Students' interest in learning is completely aroused by vivid pictures, showing a strong thirst for knowledge, so they can actively participate in learning activities.
Second, change the difficult into the easy, and break through the teaching difficulties.
Ushinski once said: "If the initial teaching is full of images and colors and can be accepted by children's various senses, we can make the knowledge we teach acceptable to children." However, multimedia presentation methods are diverse and expressive, which greatly breaks through the limitations of conventional teaching methods. It can vividly display all kinds of things, phenomena, scenes and processes, and is not limited by time and space. It can make the content of learning bigger and smaller, change from static to dynamic, change from far to near, and change from abstract to concrete. It can not only decompose the whole into parts, but also integrate the parts into a whole. Therefore, it can be used in teaching to make up for the lack of students' perceptual materials, to help students fully perceive the teaching materials and deeply understand the teaching materials, especially the difficulties in teaching.
For example, in the teaching of understanding time and minutes, time units are not as easy to be expressed by concrete objects as length and mass units, and they are more abstract, so students don't quite understand and accept the relationship between time and minutes. At first, I used the dynamic demonstration of the visual image of flash animation to make students understand that it is 5 points for the minute hand to walk a big grid and 1 for the hour hand to walk a big grid.
So what is the minute hand turning? In order to solve this teaching focus, through the dynamic demonstration of animation courseware, let students use the courseware to score 5 points and 5 points, and finally get the minute hand is 60 points. In the process of counting, students can also use the multiplication formula of 5 to count to 5945, and then add 5 points to a big grid to draw a conclusion. According to the students' mastery, the courseware can be operated flexibly and demonstrated repeatedly, so that students can understand it on the basis of full perception. Minute walk 1 is 5 points, and circle walk 1 is 60 points.
Understanding the relationship between time and minutes is the teaching difficulty of this lesson. In order to break through this teaching difficulty, I designed an intuitive teaching method here, using courseware to present the dynamic process and form the appearance. "Students, let's watch an interesting game. The game between the hour hand and the minute hand is about to begin. " This aroused students' interest in learning. The courseware demonstrates the process that the minute hand and the hour hand start and end at the same time. When the minute hand turns once, the hour hand just takes a big step. Through the dynamic demonstration of courseware and students' observation, thinking and discussion, I realized and summarized that 1 hour =60 points. This reduces the difficulty of knowledge, turns abstraction into image, and achieves the best effect.
Thirdly, use multimedia dynamic demonstration to cultivate students' thinking ability.
Thinking is a general and indirect reflection of the objective reality by the human brain. Thinking activities are generated and developed on the basis of perception, and perceptual knowledge is the source and foundation of thinking activities. Therefore, students should be allowed to obtain a large number of concrete and vivid materials through perception in teaching. In the application of multimedia-assisted teaching, using traditional teaching analysis and reasoning such as words, mathematics and language explanation can promote the development of students' abstract thinking ability; At the same time, the use of music, graphics, images and animation can promote the development of students' thinking ability in images.
For example, when teaching "Application Problems of Addition and Subtraction", I make two duck pictures in the textbook into courseware, so that students can show their knowledge at a glance through vivid pictures and pleasant music. There are seven ducks and two ducks swimming on the river bank. Two ducks swam in to the music. Students quickly list the formula: 7+2=9 (only one), and then guide students to think, why do you want to use addition to calculate? Because the pictures from ducks make students think more, so as to clarify this addition application problem. Then analyze the second picture, "There are 9 ducks on the river bank and 2 ducks have swam away". There are pictures of ducks swimming on the screen, so that students can think less from "swimming" Creative thinking is to reprocess the existing information in the mind and produce progressive new ideas and methods under the guidance of a strong sense of innovation.
For example, there is a question in the practice class: "How to cut a watermelon into eight pieces?" At first, some students said they could cut it, but after thinking about it, they realized it was difficult, so they began to think about it. This shows that junior high school students have poor spatial imagination. At this time, if the teacher explains out of thin air, the effect is not good, but with multimedia courseware, students can see at a glance, and the doubts accumulated in their hearts are solved at once. Teachers should take cultivating students' creative thinking ability as one of the teaching purposes and run through the whole teaching process. Imagination plays a special role in the process of creative thinking. Imagination is the source of creation. No imagination, no creation. This satisfies students' thirst for knowledge, exercises their practical ability, gives them full play space and cultivates students' creativity. The advantage of multimedia teaching is that it can not only provide intuitive images and vivid dynamic images, but also develop students' observation ability and spatial imagination ability, and can also induce happy learning emotions with the changes of images and beautiful music.
In short, the proper use of multimedia courseware in primary school mathematics teaching can stimulate students' senses, form perceptual knowledge information, stimulate students' interest in learning and enthusiasm for learning, so that students can acquire knowledge more easily, happily, quickly and efficiently, develop their thinking and form their abilities, thus achieving the best teaching effect.