The rapid development of modern information technology has promoted the rapid progress of modern educational technology. As a high-tech product, computer-assisted instruction has been integrated into our classroom teaching. With its advanced expression and unique characteristics, it endows knowledge with sound, shape and color, makes knowledge abstract into concrete, turns static into dynamic, vividly presents the formation process of knowledge for students, appropriately uses modern information technology, and creates teaching with concrete images, characters, sounds and images. Make abstract teaching content concrete and clear, make students' thinking actively participate in teaching activities, make students pay attention to practical operation and scientifically memorize knowledge, which is conducive to students' initiative in learning, positive thinking and active exploration, and make teachers change from teaching-oriented to student-oriented so as to improve teaching quality, optimize teaching process and enhance teaching effect.

First, the use of multimedia teaching methods to optimize the primary school mathematics classroom

(A) the use of multimedia teaching methods, so that students "enjoy learning."

Pupils are playful, active and curious by nature. Their cognitive activities are mostly based on interest and curiosity, and unintentional attention plays an important role. The emergence of any new thing can arouse students' strong interest; The accumulation of knowledge and the development of intelligence are not accomplished unintentionally, so it is particularly important to create a happy scene for learning mathematics.

1, create a problem scenario

According to the content and characteristics of new knowledge, teachers can create interesting question situations by using the vivid and interesting characteristics of multimedia, and turn students' curiosity into their desire for knowledge and interest in learning.

For example, when teaching The Age of Understanding, a rabbit's birthday party was made with a multimedia computer, and a little monkey was invited to help entertain the guests. "Today, the little monkey was invited to help entertain the guests. The little monkey is very diligent. He puts the washed radishes and apples on a plate (three apples in one plate and six radishes in the other). It also quietly told the pig that the placement of carrots and apples was wonderful. So the pig began to think: What is the wonderful relationship between radish and apple? " After the students listened to the story, I said to them, "Students, do you want to know about this wonderful relationship?" The students all say "think"!

In this way, students' curiosity is aroused at once. Driven by curiosity, students' interest in inquiry is stimulated, and students can actively participate in the study of new knowledge.

2. Create a living situation

Mathematics comes from life, serves life, brings mathematical problems into life, and allows students to personally experience the problems in situations from direct life experience and background, which is not only conducive to students' understanding of the problems in situations, but also conducive to students' experience that mathematics is everywhere in life, which is conducive to cultivating students' ability to observe and initially solve practical problems.

However, due to the limitation of time and space, conventional teaching can not effectively create more practical problem situations, which limits the development of students' ability to apply knowledge to solve practical problems. Computer teaching media can create vivid problem situations, effectively guide students' thinking into the virtual reality world, and then guide students to think about problems that need to be solved and take countermeasures. For example, after learning RMB, you can create a "virtual store" by computer, so that students can cooperate in groups and carry out shopping activities, which fully mobilizes students' learning enthusiasm. Make students feel the commodity function of RMB and learn how to use RMB in the simple process of payment, calculation and currency exchange. Make students gradually form the concept of number and develop their sense of number in rich presentation forms and practical activities.

(B) the use of multimedia teaching methods to enable students to "learn easily."

1. Show the process and cultivate students' abstract thinking ability.

Primary school students are in the transition period from concrete image thinking to abstract logical thinking, and their ability to accept abstract concepts is very poor. Using multimedia courseware to demonstrate dynamic images can not only intuitively demonstrate highly abstract knowledge, but also help students understand the essential attributes of concepts. In addition, teachers can guide students to explore and create by themselves in practice, which can promote students to form a new cognitive structure, thus promoting the development of abstract thinking ability.

For example, when teaching "subtraction within 5", use a multimedia computer to show that three children are swinging, and then take a photo of one child. I asked the students to tell what they saw. Students fully express this process and ask questions-how many children are left? This makes students have an intuitive, vivid and dynamic understanding of equation 3- 1=2. Then, the teacher demonstrated the dynamic scene of "the little monkey moved five peaches and dropped two". According to their own experience, students fully expressed this dynamic process in their own language, and guided them to find such examples from real life, so that they could explain the formula and the meaning expressed by the formula, and through a series of observations, communication between teachers and students, and communication between teachers and students in vivid and concrete situations, they realized the significance of subtraction. So as to successfully realize the transition from image thinking to abstract thinking. Teachers don't need more languages, but with the help of computers, they silently transmit teaching information and show the contents that are difficult to express clearly, vividly and vividly to students. And this kind of transmission is so attractive and inspiring that students do not feel the psychological pressure that may be brought to them because of thinking obstacles. On the contrary, they tasted the joy of success and the joy of learning.

2. Break through teaching difficulties and improve classroom efficiency.

In mathematics classroom teaching, the key and difficult points in mathematics classroom teaching can be effectively solved by flexibly and reasonably using multimedia courseware to assist teaching and visually displaying the changes of graphics. For example, the content of "angle measurement" is very operational and difficult in teaching. The difficulty lies in students' unclear understanding of the structure of protractor and their failure to grasp the essentials of measuring angles. Therefore, in teaching, we should try our best to let students know the protractor and master its composition. When teaching, you can carefully design the courseware of protractor, and click to display the shape, center, scale line and zero scale line in turn (click twice to display the internal and external scales). Show and introduce, let the students take out their own protractor, and point out the center, internal and external scales, internal and external scales and the corresponding zero line of the protractor in turn with the teacher. Then demonstrate a few angles (such as 30. Angle and 90 degrees. Angle, etc.). In the step of measuring the angle, we should combine the demonstration on the booth with the students' operation. According to the essentials of measuring angle, every time you explain a step, teachers should demonstrate it on the projection at any time, and students should follow suit, so that students can clearly grasp the method of "the center of the circle is opposite to the vertex, the zero scale line is opposite to one side, and the degree on the protractor referred to on the other side is the degree of this angle", and guide students to pay attention to distinguishing between internal and external scales. Only through such a solid and meticulous process, with the help of modern educational technology, can students master the essentials and methods of operation and improve their operation level.

(3) Using multimedia teaching methods to increase classroom capacity and realize effective and timely classroom teaching feedback and correction.

The interactive performance of the computer can also provide a variety of rich, vivid, large-capacity and fast-response feedback information. In traditional teaching, if the number of participants is small by blackboard demonstration, it has great limitations; If you use exercise books, it is not conducive to timely correction; The teaching effect can often be known by correcting students' homework or exams, and the information feedback from students is relatively lagging behind. In view of the teaching emphases, learning difficulties and the weak links of students' knowledge structure, teachers use multimedia computers to design diverse, flexible and novel exercises purposefully and hierarchically, which not only consolidates new knowledge, but also develops thinking and feeds back information. In this way, the formative test can be realized in the classroom through multimedia means, and the information of students' learning mastery can be obtained in time, which can be consolidated and corrected in the classroom, and the knowledge errors accumulated by students in learning can be eliminated more effectively. Moreover, students at different levels have the opportunity to express themselves, from which they can experience the joy of success, which is conducive to the development of students.

Second, the use of multimedia teaching methods should pay attention to the problems

1. Pay attention to the color and sound collocation of the layout.

Good layout, the colors should be soft, clear and not dazzling, which can bring some sound effects. The background should not be too long or too dark, and too much sound should not be used. Too many are easy to distract students from class.

2. Grasp the teaching rhythm.

Mastering the rhythm suitable for shooting is an art. Due to the rapid presentation of information by computers, teachers often unconsciously speed up classroom teaching, ignoring students' thinking rhythm, making classroom teaching a "cursory" teaching. Therefore, teachers must combine the teaching content, properly grasp the rhythm, give students full independent thinking, explore the space and time of knowledge, and truly experience the formation process of knowledge.

3. Intensive training should be moderate.

Computer-aided instruction can realize large-capacity and high-density information exchange, so it is easy for teachers to increase their practice in class. In order to complete the exercises, teachers easily ignore the students' thinking intensity and rhythm, and can't ensure that students have enough time to think independently and finish the exercises seriously. As a result, computers mechanically replace teachers to instill knowledge into students step by step, becoming "modern" injection teaching. Therefore, we should pay attention to carefully designing appropriate exercises to improve the quality and efficiency of exercises.

4. Give full play to the leading role of teachers.

Multimedia can help teachers solve some teaching problems, but it is impossible to replace teachers and dominate classroom teaching. In particular, every link of stimulating interest, guiding learning, training and feedback in mathematics classroom teaching is inseparable from the organization and arrangement of teachers. Because the computer part replaces the teacher's operation in the classroom, the teacher not only pays attention to imparting basic knowledge to students, but also pays more attention to students' individualized development, and actively discovers and stimulates students' learning potential. Therefore, we should clearly position multimedia teaching as an "auxiliary" role. In the process of organizing multimedia teaching, we should give full play to teachers' subjective initiative and enhance the vividness of the classroom through vivid language, expressions and actions. Flexible control of teaching to improve classroom teaching effect.

In short, teachers should carefully study textbooks, flexibly use modern educational technology as needed, effectively turn boring into interesting, abstract into concrete, static into dynamic, highlight key points, turn difficulties into easy, create a relaxed learning environment for students, fully mobilize students' interest and enthusiasm for thinking, and optimize the teaching process, thus greatly improving teaching efficiency.