While affirming its superiority and advancement, it is necessary to examine, understand and discover the multimedia teaching of primary mathematics from another angle for further reflection and exploration. With the continuous updating and improvement of modern educational technology, the popularization and application of modern educational technology marked by multimedia computer and network communication technology in teaching are increasingly extensive and in-depth. It can not only promote the rapid updating of teaching content, keep up with the pace of scientific and technological development, make teaching methods vivid and better cultivate students' thinking, imagination and creativity; But also plays a positive role in the dissemination and reuse of teaching resources. It combines various media, such as electricity, light, shape and sound, in the form of pictures and texts, audio and video, which is suitable for both static and dynamic, creates a situation conducive to learning, enables students to give full play to their audio-visual role, promotes students' active learning, deepens their understanding of teaching content, and greatly improves teaching efficiency, thus introducing classroom teaching into a new realm. Modern educational technology is rich in information and can effectively improve teaching efficiency. Its colorful teaching environment and novel and lively teaching methods have greatly mobilized students' learning enthusiasm, greatly enriched the teaching content and enlivened the classroom atmosphere. It is an effective way to implement quality education and practice new curriculum standards, and is deeply loved by teachers and students. Using modern educational media to develop and provide students with richer learning resources can change students' learning methods and make them willing and have more energy to devote themselves to realistic and exploratory mathematics activities, which has a very broad application prospect. Especially in the past two years, the development speed of multimedia computer-aided teaching is amazing. Many teachers are actively learning and using this technology, and have summarized many successful experiences, but there are also some problems that cannot be ignored. This paper talks about the problems existing in multimedia technology teaching and its countermeasures, in order to cause more in-depth thinking.

First, the analysis of problems in multimedia teaching

1, emphasizing form over content.

Multimedia courseware integrates sound, image, text and other information, which greatly meets the sensory needs of students such as audio-visual and stimulates students' great interest in multimedia classroom. Therefore, many teachers make a big fuss about this aspect, and concentrate a lot of sound and image information in the courseware to make full use of it in the classroom. But in this way, students' thinking is limited, which is not conducive to students' imagination. I once saw the scene of a teacher's first-grade "Understanding of Subtraction" class: the screen showed a quiet lake with blue sky and white clouds, and the picture was very bright and dazzling, accompanied by pleasant music. At this time, five swans flew over and danced, and then two swans flew away lightly. Teachers want to focus students' excitement on the concept of "subtraction" in teaching, but students are intoxicated with pictures and sound effects, intoxicated with the beautiful world, and do not really understand the meaning of "subtraction". There is no doubt that this courseware design is a failure. For example, in mathematics teaching in grade one, a teacher asked students to calculate several carry additions and design a beautiful maze, wrote the formula in the maze, and then asked the students, "Who worked it out first?" Few children have studied it, because most students are fascinated by the beautiful maze, and such multimedia courseware deviates from the teaching goal and dilutes the teaching theme.

2. Pay more attention to the media than teachers.

Multimedia is a modern teaching tool, which can really improve the teaching effect, so some teachers regard multimedia as a panacea to improve the teaching effect and pursue and use it excessively. In some multimedia teaching courses, there will be a phenomenon of over-reliance on media technology and rigid use of modern media regardless of course content. Some teachers simply use multimedia instead of blackboard writing and wall charts, and they are quite complacent about using multimedia. Some teachers even form a situation that "there is no open class without multimedia". The so-called multimedia courseware they use is only simple words and pictures, which can be realized by slides, which is overqualified and wastes a lot of resources. Multimedia has become a veritable exhibit. In the classroom, besides imparting knowledge and developing skills, it is more important to have emotional communication between teachers and students. This kind of emotional communication is varied, usually including language gestures, body movements and demeanor. However, some current CAI teaching lacks teachers' active participation. The teacher became the projectionist of the courseware and the students became the inactive audience. Courseware has become a "textbook" for students to watch. It is not conducive to students' attention and thinking, but also increases students' visual burden, which is very unfavorable to students' autonomous learning. I think modern media can only be an auxiliary means for teachers in teaching activities. In the whole teaching process, teachers' dominant position and students' dominant position should not be lost. Modern educational technology is one of the means to achieve teaching objectives.

3. Adult design.

When designing the script of CAI courseware, we ignore that our object is the primary school students with relatively poor knowledge and incomplete understanding of things. Courseware design tends to be adult. CAI courseware is designed from the perspective of adults' aesthetic taste, ways of understanding things and problems. In my opinion, we should stand in the perspective of primary school students and design courseware that conforms to their physical and mental characteristics, cognitive rules and aesthetic interests for students. Through the design of teaching process and flexible operation, multimedia can play the best teaching function. At the same time, the basic teaching rules and requirements of multimedia in teaching operation are discussed from the aspects of the relationship between people and multimedia, teaching content and multimedia, so that multimedia can play a targeted role under the guidance of teachers. For example, in places where observation is vague, people can be stimulated in different degrees with different colors to remind students to pay attention; In the links that need imitation and practice, students can create opportunities to simulate learning "virtual reality"; Use different figures and pictures to show, improve students' ability to analyze and solve problems; Use animation to help students understand the process of "evolution" and "operation"; Use simulated sounds and bright pictures to create scenes and atmosphere, and stimulate students' positive emotional experience.

4, cognitive bias.

Some teachers have a one-sided understanding of modern educational technology and think that modern multimedia teaching will be carried out as long as modern teaching equipment is used, so multimedia must be used in open classes. Some teachers spend most of their energy on making courseware for an open class. In order to express artistic beauty, they use a lot of music in courseware, and some even use background music when students think about problems. Media and teaching content are not completely integrated, which is helpful for students to analyze what content is good and how to use it well. Some teachers also ignore that multimedia technology is only an auxiliary means for teachers to carry out teaching activities. When designing courseware, the content covers all the contents of a class, including passion introduction, questioning, example explanation, exercises, extracurricular knowledge and so on. In this way, teachers are only multimedia operators, and such a large amount of information is bound to cause the media to stimulate students for a long time. In this environment, students often focus on the ever-changing screen, ignoring important knowledge points, and have no time to analyze and understand, which leads to indigestion and difficulty for students with weak foundation to master. In addition, long-term use of multimedia teaching will make students lose their freshness. If teachers do not organize teaching properly, students will feel monotonous and tired, and it is difficult to achieve the expected results. Multimedia teaching should carry forward the essence of traditional teaching, and must not abandon its advantages when using multimedia teaching, just to keep up with the fashion and put on airs. In multimedia teaching, teachers should combine modern educational technology with traditional teaching methods, give full play to their own characteristics and unique functions, and make them learn from each other in teaching.

Second, the primary school mathematics multimedia teaching strategy

1, contact with real life and promote interest cultivation.

The new curriculum standard of mathematics puts forward: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience, and find and put forward mathematics problems from real life. "Therefore, in mathematics teaching, we should contact the problems in life, tap the life connotation of mathematics knowledge, and make mathematics more practical and close to life. Realize the mathematization of living materials and the life of mathematics teaching. I think that the courseware developed should not be a whole bound by a complete teaching program, but should be a "courseware fragment" that is conducive to breaking through thinking obstacles and achieving teaching goals. In class, teachers should select some "fragments" in time, and add "courseware fragments" made by their own collected and accumulated teaching information and materials to integrate the CAI courseware of this class. In the process of teaching, teachers can selectively and exploratively use part of the content according to the actual situation of students, rather than from beginning to end. This can avoid the disadvantages of using the same courseware. There is only one kind of teaching design, which is conducive to cultivating the creativity of both teachers and students, shortening the preparation time of the last CAI class, improving the practicality of the courseware and promoting CAI in the long run. Therefore, it is necessary to develop the "integrable ware" of courseware fragments, actively manage excellent courseware, assign special personnel to decompose the good "complete courseware", remove the parts that are meaningless for promotion, leave the parts that are meaningful for promotion, and store them in topic units. Teachers can refer to it at any time when necessary. In this way, excellent courseware can be transformed into daily teaching resources to the maximum extent. This will greatly improve the teaching quality and teachers' teaching level. There is mathematics everywhere in real life, and there are mathematical ideas everywhere. Teachers should be good at combining the contents of classroom teaching and collecting mathematical examples in life to serve classroom teaching. For example, when teaching Understanding Circle, the teacher designed Mickey Mouse and Donald Duck to have a riding competition. First, Mickey Mouse rides a "triangle" wheel and Donald Duck rides a square wheel. Although they tried their best to make the car turn, it was very funny and made all the students laugh. In the second game, Mickey Mouse rode a car whose axis was not in the center of the circle, and Donald Duck rode a car whose axis was in the center of the circle smoothly. Let students ask their own questions about mathematics, and then solve them in groups, which narrows the distance between mathematics and life, not only makes students feel the role of learning mathematics, but also feels that mathematics and life are together, not mysterious, which greatly stimulates students' interest in boldly exploring and solving mathematical problems. Reasonable use of multimedia technology can create vivid, vivid, audio-visual and audio-visual teaching situations for students, create a good learning atmosphere, help students understand the problem structure, eliminate text obstacles, form the concept of space, and successfully achieve teaching objectives.

For example, two people, A and B, ride bicycles from Ganzhou and Nankang at the same time, in opposite directions. A walks 10 km per hour, and B walks 8 km per hour. Two hours later, they met. How many kilometers is it from Ganzhou to Nankang?

In this kind of teaching, I think it is necessary not only to help students understand the concept of movement direction, but also to guide students to learn to analyze the quantitative relationship of "problems encountered", master the thinking and methods of solving problems, and improve their ability to solve problems.

Scheme 1: Make an animated picture with the help of multimedia technology: After a bell rings, Party A and Party B walk in opposite directions from two places at the same time, and use different colors to indicate the distance traveled at the same time. According to the demonstration on the screen, I guide the students to think: Find the sum of their travel distance after 2 hours, which is the distance from Ganzhou to Nankang. The formula is: 10×2+8×2=36 (km).

Scheme 2: I use multimedia animation technology to move the pictures of the distance traveled by A and B within 1 and 2 hours respectively, and then merge them together. Then I asked with animation, "How to find the sum of the distances traveled by two people in 2 hours?" According to the picture demonstration, the students quickly came to the conclusion that the distance from Ganzhou to Nankang can be obtained by calculating the sum of the speeds of A and B for one hour and then multiplying it by two hours. The formula is: (10+8)×2=36 (km).

In the teaching process, I make full use of animation to simulate the movement direction of A and B: walking towards each other, walking back to back, A or B going first, showing the dynamic process of walking or stopping, presenting the problem-solving ideas to students in an interesting way, forming appearances and transforming them into images, and putting students in the created situation to achieve the predetermined teaching goals.

2. It helps to fully perceive and promote the change of thinking.

Practice shows that in primary school mathematics classroom teaching, the use of multimedia-assisted teaching, using sound, image, text, video, animation and other means, "can actively mobilize the participation of students' various senses, adjust students' attention, and stimulate students' desire to explore, discover and create."

For example, in the teaching of Corner of Cognition, I use the bright colors and beautiful patterns of CAI courseware to directly and vividly reproduce objective things and give students the feeling that seeing is believing. Therefore, when students observe the shape of perception angle, I design and show three patterns of CAI courseware: 1, show a colorful red scarf, and let students find out the three corners of the red scarf; 2. Show a realistic picture of a clock and ask the students to find the angle between the hour hand, the minute hand and the second hand. 3. Show a beautiful picture of the folding fan, and let the students observe the opening angle of the folding fan. Let students observe the angles in these physical figures, and the images are realistic, which is helpful to improve students' interest in learning. "Let students feel the beauty of mathematics, stimulate their curiosity and fully mobilize their enthusiasm for learning."

After students find the respective angles of the displayed objects, they can demonstrate the formation of angles on the object diagram by using the flashing of animation light spots in the courseware, and then remove the model image of the object, leaving only the outline of the graph and abstracting the geometric angles. When teaching the names of various parts of the angle, I put three different angles (acute angle, right angle and obtuse angle) together, so that students can observe the characteristics of these angles. At this time, the vertices of the three corners and the two sides of the three corners respectively flash on the computer screen at the same time, helping students to abstract and summarize "each corner has a vertex" and "two straight sides", thus successfully completing the transition from image thinking to abstract thinking.

How to draw a "corner" is an important part of this lesson. If the traditional teaching method is used, the teacher draws on the blackboard and the students look at the pictures. In my opinion, there are some shortcomings: first, some students are inattentive and easily distracted, and some students take the opportunity to talk or play with things when the teacher draws corners; Secondly, when drawing, the teacher's body will block the sight of some students, which is not conducive to students' observation. And this link, using CAI courseware to complete, the situation is very different. The first step is to demonstrate the steps and methods of drawing corners on the computer screen. Before the demonstration, I asked, "What do you draw first when you draw corners? Draw what again? What did you draw at last? " Because the computer is used to draw corners, the method is novel and students pay attention to it, which leaves a very deep impression on students. In the second step, I will demonstrate the process and method of drawing corners on the blackboard so that students can have free books. In this way, students can further clarify the steps and starting positions of drawing corners and penetrate into the formation of corners. Step three, let the students draw a corner independently in the exercise book. I will patrol the class and guide individual students with difficulties. This teaching process not only meets the psychological needs of middle school students, but also makes students clear the method of drawing corners.

3. Change the way of learning and promote all-round development.

The new curriculum vigorously advocates independent, cooperative and inquiry learning methods. Through observation, comparison and communication, it is of great significance to promote the all-round development of students' knowledge and skills, emotional attitudes and values, and to cultivate innovative talents needed in the future. The use of modern educational media conforms to the concept of the new curriculum.

For example, before teaching the meaning of fractions, I will ask students, "What do you already know about fractions?" Let students actively face new knowledge, recall and reproduce old knowledge, and inspire and supplement each other in communication. Then he asked, "What object can be divided equally and expressed in fractions?" Students discuss in groups and come to a conclusion. According to the students' communication, show a watermelon or a piece of paper and a line segment 1 meter in multimedia. Then the teacher took out 12 little monkeys and asked, "How would you divide this 12 little monkey equally?" What's the score for each copy? How many little monkeys are there in each serving? " Then let the students discuss and communicate in groups. According to the report of the group, the 12 monkeys were divided into 2, 3, 4 and 6 equally. Through discussion and observation, students understand the meaning of the unit "1" and the meaning of the score.

In group discussion and communication, the group has a division of labor, everyone has something to do, and each student can express his own views and gains. Coupled with the application of modern educational media, it creates a relaxed, harmonious, cooperative and democratic learning atmosphere for students. In such a learning environment, even the inferiority and nervous pressure of students with learning difficulties will disappear.

4. Expand thinking space and promote personality development.

At the same time, the new curriculum standard puts forward that students should learn individually and emphasize the cultivation of students' innovative consciousness. The rapid development and use of modern network provides students with the largest extension space and a broader learning environment for their thinking activities, so that they can fully display their individuality. When I teach the meaning of fractions, in order to strengthen students' understanding of "several copies", "one copy" and "several copies", I provide a stage for students to develop their personality. Do some questions with PowerPoint to fill in denominator and molecular fraction, let students fill in the blanks freely and say what they mean; Let the students choose their own topics and practice independently. Therefore, students spread their thinking wings and fly to their hearts' content. On the basis of deepening understanding of the meaning of fractions, we can see the flash of students' creative thinking.

5. Guide active participation and improve efficiency.

If we can put the learning content into games and competitions, it will not only help them get rid of boredom, but also arouse their enthusiasm to actively participate in practice, and teaching will get twice the result with half the effort. Teachers can make full use of computers to play games, so that students can develop their intelligence in the games, experience the joy of success and re-stimulate students' interest in pursuing success. So I designed a "table tennis" game with a computer program. Divide the class into four groups, with one person in each group participating. The teacher first took out 20 ping-pong balls and asked questions: "Take one fifth of the total", "Take the remaining quarter", "Take the remaining third", "Take the remaining half" and "Leave the remaining quarter to the teacher." Students take table tennis according to the teacher's requirements, see who can take it accurately and quickly, and then compare which group takes more. In this way, boring calculation exercises have become colorful games and competitive activities. Students have strong interests, high spirits, lively thinking and quick response, and gain knowledge and experience new knowledge through "playing" middle school and "enjoying". This design is in line with the new curriculum concept: "create an educational environment that can guide students to actively participate" and stimulate students' enthusiasm for learning.

Using the characteristics of "low load, high efficiency and large area" of multimedia technology can also greatly improve our teaching efficiency and quality.

For example, when I was teaching the formula of "area of a circle", I first demonstrated that a circle is divided into 8 parts, 16 parts, and then 32 parts ... After each division, the computer will display the splicing effect, from being close to a parallelogram to being closer to a rectangle. Through the observation, comparison and demonstration of spliced rectangles, students fully understand and master that the more copies there are, the more they will be. In the continuous comparison and combination of graphics, this demonstration shows a complicated problem of turning a circle into a square and a curve into a straight one, which reduces the difficulty of students' thinking, breaks through the teaching difficulties and greatly improves the efficiency and quality of classroom teaching.

The superiority of multimedia technology is unparalleled, and modern technology must have modern concepts to adapt to it. We should take students as the center, rationally use multimedia teaching methods in classroom teaching, and carry out multimedia-assisted teaching according to mathematical knowledge and students' characteristics. Proper use can make teaching more powerful and icing on the cake, while improper use will be counterproductive. We must fully understand this point, starting from the characteristics of primary school mathematics, starting from giving full play to students' main role, starting from cultivating students' innovative ability, starting from optimizing the teaching process, and strictly following the principles of practical principles, appropriateness, comprehensiveness, assistance and inspiration. Only in this way can we truly reflect the advantages of multimedia-assisted teaching, realize the modernization of classroom teaching methods, construct and optimize the modern primary school mathematics classroom teaching mode, and make it gradually mature.