Keywords information technology classroom teaching
The 20th century is an era of globalization, networking and information-based knowledge economy, which requires teachers to update their educational concepts, adjust teaching contents and reform teaching modes. The core of the transformation of teaching mode is to cultivate students' innovative spirit and practical ability. Mathematics is an abstract logic subject, and the thinking of primary school students is in the transition stage from concrete image thinking to abstract logic thinking. Primary school mathematics must build a bridge between the abstraction of mathematical knowledge and the visualization of students' thinking, and information technology is such a bridge. Under the new situation, it is the requirement of the information age and innovative education to master modern information education technology and apply it to classroom teaching correctly and reasonably. But how can we effectively use information technology to carry out fruitful innovative practice in primary school mathematics teaching? This paper makes some preliminary discussions on how to effectively use information technology in primary school mathematics classroom teaching.
First, create problem situations to stimulate curiosity.
Primary school students are curious, and the only way to constantly stimulate students' curiosity is to create problem situations. In classroom teaching, teachers are the planners, organizers and instructors of classroom teaching activities. If teachers can grasp the creative factors contained in textbooks, stimulate students' learning emotions, create changeable learning situations that can stimulate new strangeness, make full use of students' curiosity, and introduce students into a process related to problems, they will be in a state of suspense psychologically and in a state of "trying to get through".
For example, when teaching the subject of "area calculation of plane combined graphics", we should first help students to clarify the relationship between "combined graphics" through review, and then observe the application diagrams of various combined graphics displayed on the computer network in daily life, and put forward: What should we think if we want to calculate the area of these physical graphics? Students answer, look at what kind of figure the physical map is similar to, and use the formula to calculate the area of the figure. After the computer turns the physical drawings into regular figures, it asks: Can you calculate their areas now? Students found that although they were replaced by regular figures, they could not be calculated because they had not studied their area calculation formulas. At this time, I asked: What do you want to know most now? This question aroused the discussion of the students. Some people say that the figure is divided into several previously learned figures, and the area of the figure is calculated by addition and subtraction. Finally, teachers and students * * * summed up the method of "area calculation of plane combination graphics". This topic is to arouse students' curiosity after showing the mathematical situation in life through computer network, and then they will find the problems themselves. After asking questions, they are eager to try to solve them. At this time, students' interest in learning reached the highest point, their thinking became active, and they were fully prepared to participate in the learning activities of the new lesson. This kind of students' thinking is completely the performance of active learning, and it is indispensable to cultivate innovative consciousness.
Thirdly, using information technology to assist teaching and break through the teaching difficulties.
Primary school students' thinking is in the transition period from concrete thinking in images to abstract thinking, which constitutes the contradiction between the image of primary school students' thinking and the abstraction of mathematics. How to solve this contradiction and use multimedia in teaching can successfully realize the transition from concrete image to abstract thinking. Because multimedia images are concrete, dynamic and static, and sound and emotion are combined, if used properly, it can turn abstract into concrete, mobilize the cooperation of students' various senses, and solve the content that teachers can't explain clearly and students can't understand, thus effectively realizing intensive reading, highlighting key points and breaking through difficulties.
For example, in explaining the lesson of "area of a circle", in order to let students better understand and master the key point of calculating the area of a circle, I first draw a circle on the computer, then divide the circle into two equal parts *** 16, and then stagger the two parts through animation to make an approximate rectangle. Repeat the demonstration many times, so that students can feel and finally realize that the approximate rectangular area is completely equal to the original circular area. Ask the students what else they have found. What is the relationship between the length and width of this approximate rectangle and the circle? Thus, the area formula for finding a circle is derived. Let the important and difficult points of this class break through easily. It greatly improves the teaching efficiency and cultivates students' spatial imagination.
Third, pay attention to the guidance of learning the law and change "teaching fish" into "teaching fish"
French educator Dostoevsky said: "A bad teacher gives up the truth, and a good teacher teaches people to discover the truth." In teaching, our teacher should not only let students know some ready-made theories, but more importantly, guide students to understand how these theories are obtained. What should be emphasized is the process of "discovering" knowledge, as well as the creative methods to solve problems and form the spirit of inquiry, rather than simply drawing conclusions. Professor Ding Zhaozhong, the Nobel Prize winner, once warned our teachers, "Don't memorize knowledge, but teach students ways to open their minds and cultivate their self-study ability. Teachers should realize that it is better to teach people to fish than to teach them to fish. "
For example, in the teaching of deriving the formula for calculating the area of a circle, students cut the circle in groups, and some cut it into an approximate rectangle; Some put round scissors together into an approximately flat quadrilateral; Some put round scissors into an approximate triangle; Others put round scissors into a trapezoid. Students use different methods to derive the calculation formula of circular area from different angles. In this process, students can taste the fun of independent thinking and cultivate their divergent thinking ability. The students were immersed in the joy of victory. The teaching of deducing the formula of circular area is over here, but the teacher didn't stop there, and asked, "What kind of figures are most easily combined into circular scissors?" The teacher's questions pushed the students' thinking interest to a climax. At this time, the teacher gave full play to the advantages of multimedia courseware and showed various methods to deduce the formula of circular area one by one. The students quickly summed up the simplest method and explained the reasons. In this way, students can know not only what it is, but also why. Raise students' thinking to a new height.
Fourthly, using multimedia when students are distracted can adjust students' mood and stimulate students' interest.
Interest is the best teacher. Someone once said, "Compulsory learning without interest will stifle students' desire to seek truth. "According to the laws of psychology and the learning characteristics of primary school students, the duration of intentional attention is very short, and classroom thinking activities are tense. After a long time, students are prone to fatigue, inattention and reduced learning efficiency. At this time, choose appropriate multimedia methods to stimulate students, attract students, create new excitement, stimulate students' thinking motivation, and keep students in the best learning state. Only when students are interested in learning can teaching achieve good results. According to the principle of situational education, creating a learning atmosphere full of beauty and wisdom can make students get concrete feelings about objective situations, stimulate corresponding emotions, put themselves into learning and fully develop their potential abilities.
In short, choosing the best combination of multimedia application and mathematics classroom teaching properly and using multimedia appropriately will play the role of "moving a child and living a child" and give full play to its maximum effect, which can reduce students' excessive learning burden, improve classroom teaching efficiency, promote the implementation of quality education, cultivate students' non-intellectual factors, meet the needs of modern education and effectively cultivate more cross-century creative talents.
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