The Outline of Basic Education Curriculum Reform (Trial) points out: "Vigorously promote the universal application of multimedia information technology in the teaching process, promote the integration of information technology and subject courses, gradually realize the changes in the way of teaching content presentation, students' learning methods, teachers' teaching methods and teacher-student interaction, give full play to the advantages of information technology, and provide a colorful educational environment and powerful learning tools for students' learning and development. "Teachers use modern multimedia information technology to creatively design teaching activities, give full play to the unique function of computer-aided teaching, and combine information technology with the subject characteristics of mathematics teaching, which can make the teaching form more vivid, diversified and visualized, help fully reveal the formation and development of mathematical concepts, the process and essence of mathematical thinking, show the formation process of mathematical thinking, and make mathematics classroom teaching get twice the result with half the effort. First, the role of computer-aided mathematics teaching 1, adjust students' emotions and stimulate their interest in learning. Interest is an emotional state caused by the stimulation of external things, and it is the main motivation for students to learn. Good interest means good learning motivation, but not every student has a good interest in learning mathematics. Curiosity is the nature of students. They are interested in new things and things they know but have never seen. To stimulate students' enthusiasm for learning mathematics, we must meet their needs. 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 the teaching classroom and 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 their strong desire for learning, and stimulate their learning motivation and interest. 2. Create situations to reproduce the process of knowledge discovery and improve learning efficiency. The process of mathematics teaching is actually a process in which students study and explore solutions to mathematical problems under the guidance of teachers. Therefore, how teachers design and choose math problems has become the key to math teaching activities. The problem arises from this situation. Therefore, creating situations in teaching activities is the core of organizing classroom teaching. The new curriculum standard stipulates that teaching is a process of knowledge rediscovery in which teachers and students participate together, and both teachers and students are in the main position of teaching. To improve students' learning efficiency, there is a very effective method, which is to reproduce the discovery process of mathematical knowledge, so that students can guess conclusions and discover theorems on the existing knowledge, thus improving their innovation ability. This will help to cultivate students' independent thinking ability, help students to gain the joy of success and enhance their self-confidence, and also help students to overcome difficulties and explore knowledge. In mathematics teaching, the use of computer-aided teaching can create colorful teaching situations for students, add questions, skillfully set suspense, reproduce the process of knowledge discovery, stimulate students' curiosity, fully mobilize students' enthusiasm for learning, and make students change from passive acceptance of knowledge to active learning, actively cooperate with classroom teaching and actively participate in the teaching process, thus improving learning efficiency. 3. Focus on learning, break through learning difficulties and help students acquire skills and experience. Compared with other subjects, the teaching content of mathematics is abstract, and some traditional teaching methods are not effective, so some contents are difficult for students to master, which makes teaching difficult. The focus of teaching is what we ask students to master in the teaching process. Mathematics is a rigorous, logical, accurate, creative and imaginative science. Mathematics teaching requires students to constantly understand, understand and master the key points and difficulties of this science through positive thinking in the teaching activities designed by teachers or in the environment provided by teachers, so revealing the thinking process and promoting students' thinking has become a special requirement of mathematics education. Traditional teaching methods have some limitations in some teaching emphases and difficulties. Computer-aided mathematics classroom teaching can concretize and visualize abstract concepts, especially the computer can demonstrate dynamically, which makes up for the shortcomings of traditional teaching methods in intuition, three-dimensional sense and dynamic sense. Using this feature, we can deal with the problems that other teaching methods are difficult to deal with, arouse students' interest, thus enhance students' intuitive impression, and provide a modern teaching method for teachers to solve teaching difficulties, break through teaching priorities, and improve classroom efficiency and teaching effect. 4. Integrating multimedia information technology into classroom teaching helps to reduce teachers' teaching workload. 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. As long as you enter the URL in the address bar, you can download the required information in a short time, which greatly saves the time for teachers to prepare lessons. In the process of practice consolidation, due to the use of multimedia teaching, the time of writing on the blackboard and wiping is saved, and a large number of exercises can be provided to students in a short time, and the practice capacity is greatly increased. At this time, you can draw up the questions in advance, and use the computer to set up a variety of questions in an all-round, multi-angle and step-by-step manner, highlighting the key and difficult points. Using multimedia to assist mathematics teaching can easily activate students' existing life experience and mathematics knowledge, stimulate students' desire for learning, and provide good conditions for the cultivation of students' innovative thinking and exploration spirit. In today's primary school mathematics teaching, the proper and scientific use of multimedia is conducive to cultivating students' interest in learning, developing their intelligence and ability, and improving their learning methods. Second, how to use multimedia teaching scientifically in mathematics classroom 1? When using multimedia teaching, we should emphasize its effective value and avoid "gilding the lily". According to the theory of educational psychology, only by fully mobilizing and coordinating the activities of students' various analysts can we achieve the best results. The use of multimedia teaching is to better mobilize students' various senses and stimulate students' interest in learning. Its starting point and destination is to improve teaching efficiency. Teachers choose multimedia to teach in order to solve the problems that are difficult to explain, understand and understand by traditional teaching methods, that is, the teaching emphasis or difficulty. As mentioned earlier, it is difficult for students to understand the operation by hand in the class of "Classification of angles", especially in the case of straight corners and rounded corners. I use multimedia teaching software to draw two overlapping rays of different colors on the screen, then slowly move one of the rays around the vertex, and finally flash a graph composed of the vertex and two parallel (or overlapping) rays, so that students can understand it immediately after reading it. Through this dynamic display, we can move those seemingly static things, turn static things into dynamic things, and let students get correct and clear thinking. Another example is: "What percentage of a number is known? Find this number. " I will make use of the advantages of multimedia to transform the abstract quantitative relationship expressed in words into a line chart, and highlight the equivalent relationship between this percentage and the corresponding quantity by means of "changing color", "flashing" and "moving". 20% is 6 kg. 1008. However, the use of multimedia teaching is not the only way and means to improve the teaching effect. Multimedia should not be used for the sake of multimedia in teaching, and "gilding the lily" should be avoided. According to the teaching content, we should adopt corresponding teaching methods and means, rationally integrate and use multimedia, and serve to improve teaching efficiency. If this goal can't be achieved, or can be well solved by traditional methods, there is no need to use multimedia for teaching. As the saying goes, "Seeing is believing, seeing is believing." If a lot of abstract mathematical knowledge can create conditions for students to cooperate and discuss, the effect will be better and the efficiency will be higher. Therefore, no matter what means are used and how to teach, the ultimate goal is to improve the teaching quality and achieve better teaching results. If you violate this principle, even if you use advanced and rich multimedia, it is of little significance. 2. Using multimedia teaching, we should grasp the teaching rhythm in time and avoid "skimming". In the modern educational concept, teachers are no longer the single or even the most important source of information, but reasonably mobilize and organize various teaching resources to give full play to their respective advantages. Therefore, teachers should find and capture information in their life and work, and finally integrate the processed information into courseware design. The designed courseware should be applied to the teaching content of this course in time to keep up with the teaching rhythm. Generally speaking, at this stage, we should consider which functions of the network should be used in teaching and which link should be used in teaching. And what teaching resources are allocated in the network resource information database. At the same time, clarify the teaching ideas and design the teaching process. The design of the teaching process of the whole class, which link of courseware running, testing and questioning is the best scheme, should be arranged in advance to avoid the teaching parties being subject to the teaching network. For example, in the introduction of "Understanding Circle" teaching, I first ask the students to talk about the round things in life (bowls, lampshades, table tennis boards, clocks, tires,,,), and then ask the students which parts of these objects are round. After the lecture, I will show these objects with multimedia, and click the mouse to turn each object into a circle with different sizes through rotation or frontal perspective, so that students can immediately establish the appearance of the circle. When learning the formation of a circle, a point set whose distance from a plane to a fixed point is equal to a fixed length is called a circle. The concept of a circle is difficult to understand, so I animated it in time: a sheep tied a rope around its neck to a stake, ran around the stake and returned to the starting point. The trace left by sheep on the grass is a closed curve, that is, a circle, which vividly shows the formation process of the circle, and students will never forget it. After the introduction of multimedia into the classroom, students' subjectivity is more prominent, but the leading role of teachers cannot be diluted. We should avoid the fast pace of classroom teaching, which leads to "cursory viewing" teaching. Because multimedia courseware presents information very quickly, teachers often unconsciously speed up classroom teaching, thus neglecting to keep pace with students' thinking rhythm. Therefore, in the process of classroom teaching, teachers should play a leading role and be good at grasping the teaching rhythm. Teachers should accurately grasp when to use multimedia, how long to use it, and where to make it carefully. Only by understanding the functions and teaching characteristics of various media and combining the teaching contents, learners' characteristics and learning environment can teachers achieve better teaching results. 3, the use of multimedia teaching, should focus on activating students' thinking, to avoid "rut". The whole process of students acquiring knowledge includes a series of thinking activities. Good thinking activities do not come out of thin air, but depend on solid basic knowledge and skills, which is closely related to the thinking training of one's thinking quality. According to the characteristics of mathematics, such as high abstraction, strict logic, systematicness and wide application, teachers should create an environment for students to participate in multimedia teaching, open up thinking space, increase thinking freedom, activate students' thinking, encourage students to explore actively, and inspire students to discover, study and solve problems, thus cultivating students' innovative ability. For example, when teaching the meaning of fractions, a circle is displayed on the screen: ① Divide the circle into two parts evenly and flash out one of them. Question: How much is each copy? ; ② Divide the circle into four parts, one of which flashes. Question: How much is each copy? (3) Finally, divide the circle into eight parts, one of which flashes. Question: How much is each copy? When teachers demonstrate on the screen, each demonstration of a division inspires students to think: How many fractions is each division of the unit "1"? Finally, if a circle is regarded as the unit "1", why are the numbers of each copy different? Arouse students to actively explore and study, and draw the conclusion that the unit "1" is divided into several parts on average, and each part is the score of the unit "1". This kind of teaching requires students to think from multiple angles, thus guiding students to actively explore the depth and breadth of knowledge. Doing so can not only smoothly transform concrete image things into abstract mathematical knowledge, but also cultivate students' good observation, attention and analytical ability, thus mobilizing students' enthusiasm and initiative in thinking. Due to the introduction of multimedia, classroom teaching forms are diverse, and the use of media makes the original abstract teaching content concrete, but it also limits students' imagination, which easily leads to the lack of training of students' thinking ability and imagination. If multimedia is not used properly, students will easily be in a teaching space lacking abstract thinking. In some classroom teaching, the exquisite pictures, wonderful music and effortless difficulty created by multimedia make students easily "accept" knowledge without thinking hard, and make their thinking rigid-"stick to the rules". If multimedia teaching is used in this way, it will not only help students improve their mathematics ability, but will weaken their thinking ability and imagination ability. 4. When using multimedia teaching, we should pay attention to the emotional communication between teachers and students to avoid "full house irrigation". No matter how advanced the computer is and how clever the courseware is, it is a cold machine after all, which can't replace an emotional teacher. A word of encouragement from the teacher, a gesture and a look may touch the students' hearts. Therefore, in multimedia classroom teaching, we should grasp the opportunity of media presentation, effectively play its role, and pay attention to the emotional communication between teachers and students, so as not to turn the humanistic teacher-student relationship into a cold "man-machine" relationship. In multimedia-assisted teaching, due to the extensive use of pre-input content, it is easy for teachers to blindly place the mouse in the classroom and let the computer "talk to itself" everywhere, which leads to the lack of necessary communication time between teachers and students, which not only prevents learners from obtaining a complete knowledge structure, but also causes the lack of emotion between teachers and students. Emotion is the lubricant and catalyst of mathematics teaching. Without human emotion, there would be no love for mathematics learning and pursuit of mathematics truth. Excessive reliance on multimedia teaching will inevitably weaken the emotional communication between teachers and students. Therefore, attention should be paid to avoiding "full house irrigation" in classroom teaching. To sum up, the foothold of multimedia-assisted mathematics teaching should be "assistance", not substitution, not to follow the fashion and put on airs. It is an inevitable trend for multimedia to enter primary school mathematics classroom teaching. Only by using it scientifically and reasonably can it play its due role in the teaching process, thus optimizing the classroom teaching structure and improving the teaching quality.