People's knowledge is not only directly given by the outside world, but also produced by the interaction between the outside world and people's internal psychological activities. Therefore, we must give full play to students' initiative and enthusiasm in teaching. The integration of information technology and mathematics teaching can improve the way of teaching and learning, strengthen the guidance and inquiry in the learning process, highlight the initiative and participation of students in the learning process, and thus improve the learning efficiency.
First, the change of teachers' concept
Now is the era of knowledge explosion. In today's information age, it is absolutely impossible for teachers to have new ideas, new concepts, new knowledge and new abilities only by chalk and blackboard. However, because of its own characteristics, middle school mathematics does not have the vividness, vividness and concreteness of some subjects, and students tend to feel bored when studying, thus affecting their enthusiasm for learning. Therefore, we must learn multimedia teaching design and skillfully use multimedia courseware in teaching, not only in open classes and research classes, but also in home-made classes, so as to give full play to the role of information technology and improve classroom teaching efficiency. Therefore, teachers put pressure on themselves, learn new educational concepts, learn courseware making techniques and improve their ability to process information.
Secondly, the integration of multimedia information technology into classroom teaching helps to reduce the teaching burden of teachers.
In the process of preparing lessons, teachers need to consult a lot of relevant materials, and the huge stacks have only limited resources. Moreover, the teacher has to search page by page, turning page by page, which consumes a lot of time for the teacher. Network information provides endless teaching resources for teachers and opens up a shortcut for teachers to carry out teaching activities. Every teacher can download the information he needs in a short time as long as he enters the URL in the address bar, which greatly saves the time for teachers to prepare lessons. With the rapid development of computer software technology and the establishment of distance education network, a huge communication space has been created for educators, and a large number of practice software and computer-aided testing software have appeared, which allows students to consolidate what they have learned in practice and testing, decide the next learning direction, and realize personalized tutoring teaching. In this process, computer software has partially replaced the functions of teachers, such as setting questions and evaluating. , thus reducing the burden on teachers. Therefore, it is more and more necessary for mathematics teaching to reflect the informatization of teaching process, and multimedia information technology, which was originally used as an auxiliary tool for teaching, has gradually shown its irreplaceable role in mathematics teaching.
Thirdly, combining information technology with the subject characteristics of mathematics teaching is conducive to improving students' learning enthusiasm.
Interest is the best teacher. Good interests bring good learning motivation, but not every student has a good interest in learning mathematics. But "curiosity" is the nature of students. They are interested in new things and things they know but have never seen. Therefore, to stimulate students' enthusiasm for learning mathematics, we must find ways to arouse students' curiosity. However, traditional teaching and many current teaching are carried out in strict accordance with the syllabus, and students are closed in boring textbooks and monotonous classrooms, completely isolated from rich resources and reality, which leads to a decline in students' interest in learning mathematics. Integrating multimedia information technology into classroom teaching, using the characteristics of multimedia information technology to create various situations for students, such as illustrations, synchronized audio and video, dynamic and intuitive images, can mobilize the participation of students' various senses, stimulate students' strong desire for learning, and stimulate their learning motivation and interest. This fully illustrates the role of multimedia information technology in teaching.
Fourth, teaching should be good at using information technology.
Mathematics in middle school is abstract and logical. The comprehensive processing of graphics, images and animations by information technology and its powerful interactive function make the multimedia classroom fully create an illustrated and lively teaching environment, so that students can always maintain an exciting and happy psychological state and stimulate their interest in learning.
Some abstract problems in teaching are presented to students through multimedia-assisted teaching, which can greatly stimulate students' interest in exploring knowledge. For example, when congruent triangles was a first-year professor, the students had no perceptual knowledge of the concept that the triangle that can be overlapped by translation, rotation and folding is congruent triangles. Although they can step by step in some simple topics, they can't find corresponding points, corresponding angles and corresponding edges in the face of some complex topics. At this time, if we can use multimedia to make triangles move and let students see which two triangles are congruent, students' interest will be aroused and it will be easy to learn. The use of multimedia means is also essential in function teaching. For example, in the third grade, when talking about the nature of images and quadratic functions, through multimedia, students saw images drawn with smooth curves through lists and points, and got images with parabola as quadratic functions. They were all very excited and wanted to draw them themselves. When the parabola moves left and right, up and down along the X and Y axes, students can draw the translation law of the function intuitively and remember it firmly. Students can also draw their own conclusions about whether the left and right sides of the axis of symmetry are rising or falling. Multimedia teaching is used when talking about function images and properties, which is convenient for students to understand. Animation simulation can not only completely change the imagination in traditional teaching, but also fully stimulate students' subjective initiative in learning and produce unique teaching effects.
Multimedia can play a very good role in transforming abstraction into images, and can also play a very good role in creating teaching scenarios to stimulate students' interest. Mathematics comes from life, and presenting some practical problems in life to students through multimedia-assisted means can greatly stimulate students' interest in exploring knowledge. For example, when teaching the chapter of fractions in the preparatory grade, the concept of playing cakes through video and then getting fractions through dividing cakes makes students impressed with fractions and easy to really understand. When talking about the third grade similarity chapter, we can use some pictures to enlarge and narrow the similar concepts. Therefore, students know clearly whether similar shapes are enlarged or reduced, and the graphics are similar. For another example, in the section of "the position relationship between circles" in the third grade, the animation from the occurrence to the end of the solar eclipse can show the changes of the position relationship between the two circles in front of students very clearly, helping them understand and deeply remember the knowledge points. In junior high school mathematics teaching, the introduction of some concepts and new lessons, if played by multimedia courseware, can show the concrete situation of problems encountered in real life to students in just a few minutes in class. This kind of teaching has greatly stimulated students' interest and thirst for knowledge, mobilized students' enthusiasm for learning, and the teaching effect is of course good. Teachers don't need more languages, but with the help of images displayed by computers, they silently convey teaching information, show the contents that are difficult to express clearly, vividly and vividly in front of students, transform some abstract concepts into concrete images, and improve students' recognition ability and learning initiative.
Using multimedia to improve students' practice effect.
Junior high school mathematics teaching requires students to be strict in logic, changeable in topics, and open in teaching ideas and teaching processes. Teachers are not the masters of the classroom. Teachers and students can be partners. The source of teaching content is not limited to textbooks, let alone teachers. More channels and wider scope. The topic itself will tend to be open, with uncertain conditions, diversified methods and different answers. Using the powerful interactive function in multimedia-assisted teaching, we can carry out different forms of exercises, as well as training with changeable questions and multiple solutions to one question. This not only consolidates new knowledge, but also develops thinking and ability. For example:
It is known that △ABC and △DCE are equilateral triangles, DC >: AC, connecting AE and BD.
1) As shown in the figure, when points B, C and E are on a straight line, do you think AE=BD holds? Please provide a justification for the answer.
2) Do you think AE=BD holds when B, C and E are not in a straight line? Please explain your reasons.
In this example, we can use the geometric sketchpad to show students the movement process, so that students can draw conclusions by observing the phenomenon of multimedia presentation. Multimedia can help teachers change from static to dynamic and help students understand better.
In addition, physical projection in multimedia also plays a very good role in middle school teaching. Using it, students can present all kinds of problems and solutions in practice one by one, encourage students to find problems themselves, correct them themselves and practice repeatedly, and students will have a joy of success after being correct. Praise some good solutions and processes, and students are interested in learning mathematics. They can also hold various competitions and trainings to cultivate students' self-study ability and good study habits. Of course, it can also reduce teachers' repeated math and tutoring, so that teachers can have more time to communicate with students. More importantly, you can also use physical projection to show the experimental process to students completely, which is simple and clear.
5. The use of information technology does not exclude traditional teaching methods.
As a modern educational technology, information technology can be regarded as an organic part of category learning, and it is a revolution to the traditional teaching methods in order to better accomplish the curriculum objectives. Because of its great function, it has advantages over traditional teaching methods, but this does not mean that it should be used in the whole classroom, let alone every day. Traditional teaching methods, whether material or intelligent, have survived to this day because of their great educational functions. It is impossible for information technology to simply and completely replace the traditional teaching methods. Therefore, it is necessary to avoid putting information technology in front of the window, blindly pursuing "high", "sophisticated" and "sharp" and abusing it, not to lose the exemplary role of chalk and blackboard, not to have timely communication between teachers and students, and to continue to give play to the advantages of traditional teaching such as the active atmosphere in which teachers organize and discuss problems. In fact, under the traditional teaching AIDS of chalk and blackboard, it takes a certain time for teachers to write on the blackboard, which is the time for students to investigate and think, and the key contents can always be preserved. However, this often happens after blind use of information technology. Teachers think that many things can be presented to students soon, but the series of contents are often not in place, and there is no time for students to think. Therefore, in teaching, only by attaching importance to the application of information technology and reasonably absorbing the rationality of traditional teaching methods can we complement each other and give full play to its teaching function.
The development of the times requires competitors to improve their own quality, and also requires school education to be at the forefront of development. The development direction of school education requires teachers to update their teaching methods, which are mainly dominated by educational concepts. Therefore, we must first change the concept of education and really apply information technology to teaching. With information technology as an auxiliary teaching tool, give full play to the advantages of information technology in students' autonomous learning, active exploration and cooperation and exchange, and realize the transformation of teachers' roles well. The role of information technology in mathematics teaching can not be underestimated, and it is better than any previous technical means in assisting students' cognition. But it is only an auxiliary tool for classroom teaching. The core of the process of teaching activities is the process of emotional interaction between teachers and students, which is irreplaceable in information technology education. In the process of interactive teaching and learning between teachers and students, information technology has become a signpost to produce mathematical problems and promote the diffusion of students' thinking. However, we can't blindly replace the position of teachers in teaching activities with information technology. Therefore, applying multimedia information technology to classroom teaching objectively and reasonably and actively exploring the integration method of multimedia information technology and classroom teaching are the concepts that modern teachers should change in their teaching activities.
In a word, the organic combination of information technology and middle school mathematics teaching is a new teaching method in mathematics teaching reform. Because of its audio-visual combination, hand-eye combination, simulation and timely feedback, it has great potential in teaching. I firmly believe that as long as we all work together, develop together and study together, the tomorrow of middle school mathematics teaching will be more brilliant and more brilliant.
On how to give full play to students' main role in middle school mathematics teaching The new curriculum emphasizes students' development, pays more attention to the cultivation of students' personality, potential, ability and intelligence, and requires that while strengthening basic knowledge learning and basic skills training, it also pays attention to the cultivation of basic abilities and attitudes. In teaching, mathematics teachers should carry out the concept of new mathematics curriculum, explore new mathematics textbooks, give full play to students' main role, and constantly cultivate students' quality and ability.
First, kiss his teacher and trust his way-how grateful.
"Kiss your teacher and trust his way." It is the premise of mutual learning to keep students in the best physical and mental state and establish a harmonious relationship between teachers and students. The teacher stepped off the platform and walked among the students, changing from the role of authority to the role of organizer and guide. He is not only a good teacher for the students, but also a useful friend for them. Only when students identify with teachers in the world can they have great interest in the subjects taught by teachers.
Teachers should respect every student, try their best to tap their bright spots, especially those students with learning difficulties, and encourage them to become talents as long as they pay attention to their learning methods and persevere. It should be noted that because everyone's innate and acquired growth conditions are different, it will naturally lead to differences in ability, but this is not the only determinant of their future success. Moreover, people's intelligence and ability develop at different speeds. Even those famous scientists may not have first-class academic achievements when they are young. Our casual prejudice and indifference may make the world less Edison. For example, Zhang Lin, a student, has just failed in junior high school mathematics and has always been afraid of this subject. Through observation, I found that she actually has learning potential, mainly because she didn't develop good study habits from childhood, which led to unsatisfactory grades and lack of self-confidence. So I usually pay more attention to encourage her, give her scientific learning methods regularly, and set periodic learning goals for her according to her actual situation, strengthen the consolidation of basic knowledge, and stimulate her interest in learning. Through three years' efforts, her math scores in the senior high school entrance examination jumped to the upper middle school. Therefore, teachers' encouragement and support is the best way for students to regain their self-confidence and enterprising spirit.
Second, in the classroom "taste" situation settings
Designing a good situation is the first prerequisite for teachers to stimulate students' curiosity in classroom teaching. The situations provided in textbooks are often just general, which requires teachers to adjust measures to local conditions, combine the actual situation of students, and carefully design some questions that interest students, so that students can realize that mathematics is not a boring accumulation of numbers and symbols, but is closely related to our production and life, and realize the value of mathematics from it, so as to cultivate students' ability to see the world from a mathematical point of view and solve problems in life with mathematical knowledge.
For example, in the teaching of "fan chart", I consider that students have already got a preliminary understanding of fan chart in the senior stage of primary school, so in addition to arranging students to collect fan charts in newspapers and magazines before class, I also invite students to register the number of students in different areas of the class in groups of four, and try to draw a fan chart by themselves through pre-class preparation and color it with their favorite colors. Because the course starts with the life content that students are familiar with, every student has a great interest in the classroom content, the classroom atmosphere is active, and the teaching effect has been significantly improved. In this research-based learning process, students explore and find interesting problems, and learn to use mathematical knowledge to analyze and solve practical problems through data collection, analysis and processing, teacher-student communication, student-student communication, independent thinking and induction. In a harmonious and lively learning atmosphere, students can fully integrate into classroom learning and improve their mathematics ability and learning efficiency. In the process of studying the problem, some students also put forward the advantages and disadvantages of fan-shaped statistical charts reflecting the data situation, which improved the knowledge of teaching materials. In this way, we can learn mathematics through exploration, so that our mathematical knowledge and experience can rise to a new level, so that students can feel the pleasure of using knowledge to solve problems, enhance their enthusiasm for learning, and achieve the purpose of developing their potential and improving their ability, thus making the math class "interesting" and students like it very much.
On the application of information technology in primary school mathematics teaching: the first task is to straighten out the unequal relationship between teachers and students in the past and create a relaxed and harmonious teaching atmosphere. Especially in middle schools, because the psychological development of middle school students is still immature, teachers' words and deeds will have a great positive effect on students. Therefore, in the classroom, teachers should not put on a "shelf" of "respecting teachers and attaching importance to teaching", and the language should be kind and change the top-down teaching method. Whether teaching knowledge, talking with students or tutoring students, we should fully respect and love all the needs of students and strive to be the guide of students' learning.
On how to cultivate students' thinking ability in middle school mathematics teaching: vocabulary is the basic unit of language. If a language is compared to a building, sentence patterns and grammar are the structure of the building, while words and phrases are the bricks of the building. In the usual English teaching, measuring a student's English level largely depends on students' knowledge of vocabulary and their application in language practice activities such as listening, speaking, reading and writing. It can be seen that how teachers teach vocabulary vividly and efficiently and cultivate students' good vocabulary learning habits is also a key and difficult point in teaching practice. Therefore, it is particularly important to strengthen the intuition of vocabulary teaching, enhance the interest of vocabulary teaching, make use of context and highlight the integrity of vocabulary teaching.
Keywords: entertainment, effectiveness, overall awareness, solid foundation
Vocabulary learning is the basis of English learning. If you don't master enough vocabulary, it will be a big obstacle to improve your English learning ability. The linguist McCarthy (1990) pointed out that no matter how well a person learns grammar and how beautiful the language is, if he doesn't have enough vocabulary to express his feelings or understand the other person's views or ideas, he can't communicate with others in this language. Second language acquisition theory also holds that a large number of vocabulary recognition is the basis of cultivating language skills. Therefore, in the actual teaching practice, vocabulary teaching has been paid great attention by English teachers. Everyone is trying to do a good job in vocabulary teaching. How teachers teach vocabulary effectively has a more direct impact on students' vocabulary accumulation and learning.
First, create an English learning environment, focusing on interest and entertaining.
English vocabulary often gives pupils a boring feeling, and they have no interest at all and can't remember vocabulary. Therefore, it is very important to create a good English learning environment, stimulate students' interest and entertain and educate. In the teaching process, teachers can use word cards, objects and so on. Let the students' brains get excited through vivid and intuitive teaching situations. The scientific memory law tells us that the brain's excitement will have higher memory efficiency. Of course, the meaning of objects and cards is not only to read, guide and follow them repeatedly, but also to make students feel bored and tired in the long run. Teachers should be good at using and advocate "clever" use. For example, it is very important for students to study in a relaxed environment by using related interesting games. In addition, situational teaching can be set up to fully integrate teaching and learning into colorful real scenes, stimulate students' enthusiasm for learning in a happy and active atmosphere, cultivate students' interest in learning, turn abstraction into intuition, turn rigidity into vividness, and help students find shortcuts to master English learning. For example, in the lower grades, combining with the personality characteristics of lower grade students, vocabulary teaching is integrated into sentence practice, and then relevant scenarios are created to make students have fun in learning and learn from them. Vocabulary learning in middle and senior grades requires students to master the spelling and spelling ability of words on the original basis, which is a very important stage of vocabulary learning. The increasing vocabulary makes many students confused about English learning. Pay attention to cultivating students' spelling ability in teaching and guide students to spell words correctly and effectively. At the same time, students in this grade have a short time to concentrate, so organizing activities in teaching should take students' interests as the starting point.
Second, solid vocabulary teaching on weekdays will make vocabulary teaching more comprehensive and effective.
1, cultivate students' spelling ability.
Spelling words is inseparable from a thorough grasp of letters, because letters are the basic elements of word formation. When teaching students to spell words, spelling should be based on correctness, supplemented by speed, and speed should be improved while ensuring correct spelling. When spelling, we should emphasize standardization in order to achieve the purpose of combining sound and shape. The training mode of spelling without reading often leads to the decline of students' reading ability and listening and speaking ability. Take the word pencil as an example, the spelling method we advocate is: pencil p-e-n-c-I-l pencil, in which the rising tone and falling tone can naturally cadence the language in use to adapt to different sentence patterns. In addition, in spelling, in order to improve the aesthetic feeling of hearing, students are usually guided to spell letters with rising tone until the last letter. Finally, help students summarize the pronunciation of letter combinations in time, improve students' spelling ability and improve the efficiency of learning words.
2. Integrate words into sentences to make them complete.
The purpose of learning vocabulary is to enable students to combine isolated words into different sentences to express what they want to express. Therefore, the words mastered in the sentence are words with vitality. Integrating words into sentences can not only help students understand the meaning of words correctly, but also help to cultivate their sense of language.
3. Pay attention to pronunciation and intonation, and stimulate students' interest in learning through the change of pronunciation and intonation.
Students' pronunciation and intonation directly affect the efficiency of vocabulary learning. In teaching, it is very important for teachers to actively guide, teach students correct pronunciation and intonation, and cultivate students' good pronunciation habits. Boring and repetitive reading often can't attract students, while diversified reading can not only attract students, but also make them happy to read. For example, when teaching words, let students feel the change of intonation and let them read the rising and falling tones of words. When showing the words, ask the students to read the intonation of the words quickly according to the teacher's gesture. For another example, the volume changes from strong to weak, and the speed changes from slow to fast, so that students can learn words happily in constant changes, and the learning effect is very good.
4. Adopt various training methods.
Teaching vocabulary is inseparable from practice, but a lot of mechanical practice makes students eat tasteless and discard it tasteless. Creating some exercise activities consciously can get twice the result with half the effort. In addition, games and competitions are students' favorite activities, which can make students remember words in the process of games. It is also an effective way to promote word learning through competitions. There is a strong sense of competition among students. In order to win the competition, students will redouble their efforts to understand and learn words and use them.
How to use information technology mathematics as an important basic subject in middle school mathematics teaching, the teaching process needs to fully reflect logic, rigor, accuracy and creativity, not only to cultivate students' memory ability, thinking ability and observation ability, but also to cultivate students' exploration ability and spatial imagination ability. Traditional middle school mathematics teaching is mainly teacher-centered teaching, and students' participation and interaction are not strong in the teaching process. Students don't understand some abstract concepts deeply, and they are often just simple memories and can't really understand them. The development of information technology provides conditions for optimizing teaching mode. The application of information technology in middle school mathematics teaching to realize auxiliary teaching is helpful to increase students' cognitive understanding of knowledge and improve teaching efficiency.
What role does the application of information technology play in primary school mathematics teaching? First, the application of information technology to stimulate students' interest in learning.
Interest is the best teacher, and interest is the basic starting point for doing anything well. When primary school students are interested in one thing, they will devote themselves wholeheartedly. In mathematics teaching, the proper use of information technology can create a learning scene in which students enjoy and love learning, quickly focus students' attention on the content of classroom teaching, stimulate students' strong interest in learning and strong thirst for knowledge, and make students' learning state change from passive to active, and master knowledge in a relaxed and happy atmosphere.
For example, in the class of "The Basic Nature of Fractions", the teacher used the courseware to play an animated story of "Pig Eight Rings Eating Watermelon". First, a watermelon is divided into four parts on average, with Pig Bajie taking 1 and Pig Bajie not taking it. He thinks that taking 1 is too little. Divide watermelon into eight parts on average, whether it's pig or not; Finally, the watermelon was divided into 12 portions on average, and Pig Bajie happily took three portions this time. Ah ... the students laughed. The teacher asked: Why is the pig so happy now? ..... Like this, playing a wonderful story and introducing topics will make the whole class active at once, which will not only greatly stimulate students' interest in learning and attract students' attention, but also attract students' hearts to teachers all the time, so that the teaching process can go smoothly and improve teaching efficiency.
Another example is teaching the lesson "The Meaning of Comparison". A bright red flag 3 meters long and 2 meters wide appears on the screen of the teaching courseware. By comparing the two quantities, the students have learned what is called "ratio", mastered the names of various parts of the ratio, and soon learned to calculate the ratio. If they practice repeatedly, the students seem a little tired. At this time, the teacher opened the "Tiananmen National Flag" webpage, and a bright five-star red flag fluttered in Tiananmen Square. This is a special kind of national flag. Who can find out how long and wide it is? As soon as the students listened, they became interested and rushed to surf the Internet. Finally, let the students find that it is 5 meters long and 3.33 meters wide. At this time, students are very curious. Some students are talking about the aspect ratio of this national flag, some students are calculating the aspect ratio, and some students are discussing and comparing the national flag of our school. Class is over, still talking.
Through the application of multimedia technology, a harmonious and relaxed learning atmosphere and a good learning environment are created, which fully stimulates students' interest and desire for knowledge and mobilizes their initiative in learning.
Second, apply information technology, highlight key points and break through difficulties.
The application of multimedia and network technology fully embodies the characteristics of information technology, such as concrete image, combination of dynamic and static, and rich sound and emotion. Therefore, the proper use of information technology can turn the abstract into concrete, mobilize students' various senses to participate in coordination, and solve the content that teachers can't explain clearly and students can't understand, so as to effectively realize intensive reading, highlight key points and break through difficulties.
For example, in explaining the lesson of "area of a circle", in order to let students better understand and master the difficulty of the derivation process of the formula for calculating the area of a circle, I downloaded the courseware about "area of a circle" from the Internet, and used the vivid cut-and-paste animation of the courseware to divide the circle into two equal parts *** 16, and then put the two parts together in a staggered way through animation, so that they can be put together. Let the students intuitively realize the process of turning a circle into a rectangle, and then let the students cut it themselves. Finally, they realized that the approximate rectangular area was completely equal to the original circular area. Guide the students to observe how this circle is transformed into the nearest rectangle. Then, 32 and 64 clip-and-paste animations were displayed during the vivid activities. 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 of finding a circle is deduced, which is convenient to break through the difficulties of this course, greatly improve the teaching efficiency and cultivate students' spatial imagination ability.
Another example is: when teaching the derivation of the formula for calculating the rectangular area, let the students guess first and set up their own learning tools, and then the teacher fully demonstrates the process of knowledge generation, development and formation with the help of teaching media, highlighting the main points of formula derivation. First show a rectangle with a length of 5 cm and a width of 3 cm, and then place it with a square of 1 cm 2. Look at a * * *, how much can be put, and the area is several square centimeters. The key point is to put several squares in a * * *, so that students can observe the picture carefully: a square of 1 cm2 does not fill the long sides in turn, and five squares are put in a * * *, which is consistent with the number of centimeters long; Three more rows along the wide side. Through dynamic demonstration, students can find that the area of a rectangle = length × width. In the teaching of this course, the teaching media makes students understand the formula of rectangular area vividly with its unique dynamic demonstration picture. And make students use the existing knowledge, ability and methods to explore and acquire new knowledge, and cultivate students' exploration ability and creativity. It not only effectively solves the key points in teaching, but also breaks through the difficulties, so that students' personality can be fully developed and the quality of education can be improved.
The introduction of information technology into mathematics classroom can make abstract concepts concrete and visualized, especially the characteristics of information technology, such as concrete image, dynamic and static combination, rich sound and emotion, which make up for the shortcomings of traditional teaching methods in intuition, three-dimensional sense and dynamic sense. Using these characteristics of information technology can solve the problems that are difficult to deal with in traditional classroom, stimulate students' interest in learning, give students a vivid, full and vivid visual impression, and provide modern teaching means for teachers to solve teaching difficulties, break through teaching priorities and improve classroom efficiency and teaching effect.