First, some common practices of applying information technology at this stage.
Frankly speaking, the help of information technology to our teaching is obvious, and most of our teachers have benefited a lot from it, which also makes our teachers more and more like to bring computers into the classroom. But whether every class and every type of class is suitable for us to apply information technology, I think it needs serious discussion at this point. After all, it is also a cost that every school needs to pay and needs to really play its role. We can't simply use this advanced technology to replace our handwriting, but we should play a real auxiliary role, highlight its animation, image, sound and other functions to stimulate students' interest and successfully break through the difficulties in our teaching with the help of information technology. In our math teaching class, there is a lot of content that does not need computer assistance. For example, we will have a relatively simple review class. Before class, students are also arranged to preview and issue relevant study plans. This lesson has three links, one is the reproduction and review of basic content (students are required to fill in the blanks according to the setting of study plan), the other is the revision of basic topics, the third is the guidance of computational topics, and the last is the summary and targeted exercises. There are clear marks on the study plan. In this class, if we still hold the computer, it is nothing more than transferring what is printed on the study plan to the computer and displaying it through projection. In this case, I don't think we need to use it any more. We are just looking at it. What's the difference between reading it on the screen and reading it on the paper of the study plan? So at this time, we should not use multimedia technology just to use computers.
The role of information technology in the classroom can only be reflected through its demonstration. I can break through the difficulties in knowledge through demonstration and be more intuitive, instead of simply treating this advanced equipment as an ordinary slide instead of a blackboard. However, some applications we see in math class are just playing slides, which omits the role of teachers in writing and seems to improve efficiency, but I think it is not as convenient as having a study plan in hand. In the selection of some excellent courses, most teachers also use information technology, some just use it as ordinary slides, while some teachers make full use of animation technology and make use of the interactivity and demonstration of information technology to break through the difficulties in teaching. This contrast is obvious. In our teaching, if we want to use it flexibly, we can not use this method when it is unnecessary. We should make every project play a real role and reflect the advanced nature and value of information technology.
Second, the use of information technology to assist teaching opportunities
In classroom teaching, we should seize the opportunity to show the beauty of mathematics by using information technology, and improve students' interest in learning mathematics through animation or other means. As for the application of information technology, I think our math teachers should carefully analyze the objects to be studied, design appropriate animations or methods, correctly guide students through demonstrations, stimulate students' interest in learning, find out the problems we should focus on solving from the demonstration process, cultivate students' observation ability and guide them to analyze and solve problems. For example, when we learn the translation and expansion of trigonometric functions, it is a good opportunity. From this courseware, students can not only see the translation and expansion of the curve, but also see the changes of several parameters at the same time, and the literal problems are presented in front of them. I think this will certainly strengthen students' understanding and memory. In our teaching, we should use such information technology to reflect its value and break through the teaching difficulties.
Third, learning is the help of information technology-assisted teaching.
It is not an easy problem for every teacher to use animation in information technology to assist teaching. After all, it is also a difficult problem for some teachers to make an appropriate courseware independently, including the input of mathematical symbols. Sometimes, we may make a courseware reluctantly, but we always feel that it is not ideal, which requires our front-line teachers to study and prepare in many ways. First, we should master several commonly used mathematical software, such as geometry sketchpad, and be able to do some basic things; Second, we must continue to accumulate. Usually, we should pay attention to collecting and browsing, learn some valuable courseware from the internet or classmates, and make a good classification. After a long time, more demonstration courseware will be used, which I believe will get twice the result with half the effort in teaching. Third, we should share excellent content. After accumulating some data, we should sort it out in a targeted way and communicate with the teachers of the student subject group so that everyone can have a relatively complete database and promote the overall development of our mathematics education. But in any case, we should learn relevant technologies in time so as to make better use of modern teaching methods and better carry out classroom teaching.
Fourth, the role of online teaching and research.
Network teaching and research is a good carrier for us to go out. How we treat and use the network restricts the direction and speed of our own teaching development. On the Internet, there are many platforms about mathematics. Of course, many materials are not free, but it is these things that are not free that are made by excellent teachers. Indeed, there is no free lunch in the world. In order to get these valuable products, we need to write better materials, write better courseware and gain enough authority. Of course, this also promotes the growth of our teachers' ability. We can collect good questions through the internet and form electronic manuscripts. First, it is easy to preserve, and second, it can communicate with each other in collective lesson preparation, which has gained everyone's wisdom within the scope of a school and will certainly guide our teaching better.
Fifth, the attempt of digital teaching.
Digital teaching supported by information technology has gradually entered our teaching classroom. How to effectively use this advanced means to promote the communication between teachers and students, embody the concept of "student-oriented" and better realize hierarchical teaching is a problem that we need to focus on. After mathematics teaching enters our classroom, we need to think deeply about some problems, such as where are the advantages of digital teaching, how to show the advantages of the platform supported by information technology, and how to let each student really learn from it and solve their own problems. Here, I will briefly talk about my own views by observing several classes and combining our current "student-oriented" concept and the mode of classroom teaching reform. First of all, we can no longer simply regard digital teaching as an electronic learning plan, but pay attention to the collection and selection of teaching materials. Our purpose is to let students see and think clearly about a certain problem through some demonstrations on the computer, and guide students to understand new knowledge points with appropriate questions, so as to learn and master basic knowledge. In this regard, try not to transfer the lesson plans for students to read, but to let students understand and ask questions by reading textbooks and showing demonstration courseware. Thirdly, interactive discussion can not be turned into simple questions and answers, but teachers and students can interact and solve problems. If we just turn the interactive discussion area into questions and let students answer them one by one, I think it is better to ask questions realistically. The only advantage may be that students don't have to stand up and describe in words, but can answer at the same time. It will take us a lot of time to browse students' answers. I think we should not only ask students to answer a few simple questions, but also build scenarios, so that students can put forward their own ideas and express their confusion. Our teachers and students can reply to their own views and let students see more problems and solutions, so that a hundred schools of thought can contend. In the process of asking questions, we students will inevitably ask different puzzles because of our own cognitive level. From a certain point of view, it will also promote targeted explanations and realize the concept of teaching students in accordance with their aptitude and at different levels. Also, we should advocate the extension of the classroom. A class will pass quickly. It is impossible for teachers and students to find out all the problems in the classroom, and it is difficult to solve all the problems. Excellent students, in particular, may feel hungry, which requires our teachers to continue to answer each student's questions after class, so that students can see their answers from the Internet.
Information technology is a necessary tool for the development of modern education. Our math teachers should make more effective use of modern technology to assist teaching, let information technology flood into every link and play a better auxiliary role, instead of becoming a burden for our classroom teaching.