First of all, multimedia can stimulate students' interest in learning and induce their thirst for knowledge.
Interest is the best teacher. Mathematics itself is abstract and boring, which is difficult for students to understand, and the traditional teaching methods are relatively simple, which can not achieve high-quality and efficient teaching results. Using multimedia technology, the teaching content is processed by words, images, sounds and animations, and the abstraction is transformed into intuition with vivid pictures, which attracts students' attention and stimulates their interest, so that students can actively study in a good state and participate in classroom teaching with a relaxed and happy mood, thus realizing the transformation from "I want to learn" to "I want to learn". For example, when I was learning about centimeters, I let the students watch an cartoon: a kitten was chasing a mouse, and suddenly the mouse jumped into a small hole, so the kitten measured it at the hole with its beard. If the width of the kitten's beard is as wide as the hole, it means that the kitten's body can enter the hole and hopefully catch the mouse. When students see a kitten, they can only get into the hole to catch mice by estimating the size of the hole with their beards. Then I revealed the main idea of this lesson: today we are going to learn how to estimate the length of an object. Through the animation just now, students can devote themselves to new learning with strong interest. It can be seen that the proper demonstration of the media makes students curious about what they have learned, arouses their desire to explore knowledge, and makes students understand that there is mathematics everywhere in life.
Second, using multimedia to implement personalized teaching and develop students' thinking.
Modern education emphasizes facing all students, so that every student can receive a good education. There are differences among students, but it is difficult to teach students in accordance with their aptitude in traditional mathematics teaching. By introducing multimedia and using multimedia video and audio technology, the relevant teaching contents are displayed in layers to guide students to understand in simple terms, so as to achieve the goal of mastery. Using multimedia technology to write targeted exercises, its effect is incomparable with traditional practice methods. For example, in practice, various forms of multiple-choice questions, fill-in-the-blank questions, true and false questions, etc. And use multimedia technology to judge whether the students' answers are correct, and give necessary praise and encouragement or practice repeatedly according to the practice situation.
The cultivation of students' thinking ability occupies a prominent position in mathematics teaching. With the help of the computer, we can display all kinds of teaching materials on the screen as needed. The pictures and texts can flicker and change color, and the graphics can also be translated, rotated and folded, so that students can actively explore and show the mathematical thinking process virtually. Because multimedia teaching can fully explore the essence and connotation of mathematical concepts, fully display the occurrence and development process of mathematical concepts, and can achieve twice the result with half the effort.
Thirdly, multimedia is helpful to show the formation process of knowledge and break through the key and difficult points of teaching.
Some contents of mathematics teaching are abstract, which is difficult for students to master, and sometimes it is difficult to tell the truth even if they know the result. After multimedia technology entered the classroom, it solved many problems that could not be solved in the past and made some abstract concepts concrete and visualized. In particular, computers can dynamically demonstrate, which can not only arouse students' interest, but also vividly show the formation process of knowledge, thus solving teaching difficulties and breaking through teaching priorities. For example, when students learn to calculate the area of a triangle, they often miss dividing by 2 in the formula. The first reason is that students may be careless in calculation, and the second reason is that students are not clear enough about the derivation process of triangle area and have not left a deep impression on their brains. So when I was teaching this part, I demonstrated two identical triangles with animation courseware, and finally made a parallelogram by moving them. Then, using the effect of custom animation, the base and height are flashed in red several times, which helps students to directly observe the relationship between the base and height of triangle and the base and height of parallelogram. Finally, move one of the triangles so that students can understand that the area of any triangle is half that of a parallelogram with equal base and equal height. Ask the students to explain the whole derivation process again through computer demonstration and say why they should divide by 2. If not divided by 2, calculate the area of which graph. Students fully understand the formula and origin of triangle area calculation in hands-on operation, multimedia courseware demonstration and discussion.
Fourthly, multimedia is helpful to improve the efficiency of classroom teaching.
In mathematics teaching, the use of computer-aided teaching can create colorful teaching situations for students, add questions, skillfully set suspense, stimulate students' thirst for knowledge, fully mobilize students' enthusiasm for learning, 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. For example, when I was teaching the change law of decimal point position, I designed the decimal point 0.6 as a bee, let the bees with decimal point fly to the right first, and then let the bees with decimal point fly to the left, and then let the bees with decimal point fly to the left, and turn 0.6 into 0.06, 0.006, 0.0006 ... Then, when students discuss in groups how the decimal point moves with the decimal point. In this way, students concentrate on studying the law of decimal size change caused by decimal position movement, truly understand the meaning of the law, effectively complete the teaching objectives in a short time, and receive good teaching results.
In a word, the organic combination of multimedia technology and mathematics teaching is a new teaching method in mathematics teaching reform. Because of its audio-visual combination, hand-eye combination and the inherent attraction of simulation, feedback, individual guidance and games, it has great attraction. Multimedia teaching enriches educational means from the teaching process itself, and will surely become a bright spot of curriculum education in the new century.