[Keywords:] multimedia technology primary school mathematics teaching
With the continuous development of computer and network technology, multimedia computers have gradually entered various fields of family and society, which has caused more and more profound changes in our production mode, lifestyle, work mode and learning mode. Multimedia technology has gradually entered our classroom, which has brought changes to the teaching methods of primary school mathematics and put forward requirements for primary school mathematics teachers.
First, primary school math teachers should be able to master computer operation skills skillfully.
The teacher is the leader of a class. In class, teachers are like speakers and magicians. If you want Guan to know what you are saying and doing, you must speak your lines fluently and act skillfully and neatly. A good multimedia courseware needs a skilled teacher to make. Otherwise, it will have negative effects. For example, in multimedia class, a teacher turns on the computer first, and then turns to the PPT he wants to play in a few minutes. After talking for less than ten minutes, there was a slight fault in the machine. He did it himself, and the students waited below, whispering, and it was a mess. After a while, it was still not done, and he had to go to the administrator again. At this time, there are only a few minutes before class is over. What benefits can such multimedia teaching classes bring us? Therefore, skilled operation skills are a necessary condition for teachers to have a good multimedia class. This requires our teachers to study hard, practice hard, not be ashamed to ask questions, communicate more, and constantly improve their various educational and teaching abilities.
Second, primary school math teachers should be able to modify and develop their own teaching courseware.
Using multimedia to assist classroom teaching requires not only skilled software and hardware operation skills, but also the ability to modify and develop teaching courseware. The teaching courseware on the network is often rich but inaccurate, and the teaching courseware supporting the teaching materials is few or not in line with their own reality, so they will feel poor in resources when they are used. We often encounter such a situation. For a subject, we have searched online for a long time, but we still can't find a satisfactory teaching courseware. Generally speaking, the courseware found online may not be suitable for our own teaching intention, or there are too many pictures and animations, so students' sight and attention cannot be attracted to the content; Or the content is complicated, nonsense, not concise enough, and so on. Or you can't find what you want after looking for it for a long time. Moreover, there are no supporting related resources in the teaching materials. At this time, we often need to recombine and process the downloaded courseware according to our own teaching characteristics and teaching objects, supplement some contents appropriately, and constantly modify it to form our own courseware. In order to modify and develop courseware that is suitable for them and has high use value, teachers need to have certain relevant professional knowledge and the ability to operate and use various development tools, such as the requirements, processes, principles and characteristics of courseware making, and the use of development tools such as PowerPoin, Photoshop and Windiws, all of which require teachers to have sufficient theoretical skills in courseware making.
Third, the role of multimedia education technology in primary school mathematics teaching
Computer-aided multimedia teaching is a new educational technology, which requires users to have skilled operation skills and the ability to develop and edit teaching courseware by themselves, and at the same time, to correctly understand and understand the meaning and function of computer-aided multimedia education technology. Computer-aided education and computer-aided teaching should focus on the word "assistance" and let computers provide services for teaching and learning. Using computer multimedia to assist primary school mathematics teaching has the following functions:
1. Multimedia teaching can create teaching situations and stimulate students' interest in learning. Computer multimedia is a combination of words, sounds, graphics, images, animations and videos. Computer teaching is vivid, flexible and diverse, and primary school students have a strong interest in its mystery. Using multimedia to create teaching situations can stimulate students' interest in learning and attract their attention.
2. Multimedia teaching can strengthen perception, show the formation process of knowledge and promote the transformation of knowledge from concrete to abstract. Using traditional teaching methods, it is impossible to show clearly and observe the display process. However, multimedia technology combines sound, light, color and action. In teaching, we can make full use of the functions of flashing, moving and deformation of multimedia, so that students can easily and efficiently understand the connotation of concepts in concrete and image perception.
3. Flexible and reasonable use of multimedia courseware in mathematics classroom teaching can break through the teaching difficulties and improve classroom teaching efficiency.
4. Computer teaching can increase classroom teaching capacity, overcome the disadvantages of traditional education and teaching process, and create the best knowledge dissemination effect. Using slides can replace blackboard writing, simplify the writing process, save writing time, increase information and improve teaching efficiency.
Fourth, how do primary school math teachers use multimedia correctly?
1. Consider whether it is necessary to use multimedia and control its frequency.
In primary school mathematics classroom teaching, we should integrate theory with practice, study textbooks, prepare lessons carefully, and choose appropriate media to teach according to the contents of textbooks. Not all content is suitable for multimedia teaching, or multimedia teaching will be better than other media. High-frequency use of multimedia courseware for teaching will also make students feel boring. It is necessary to choose teaching media that is more in line with the teaching content, better reflects the teaching difficulties, and is more conducive to students' understanding and mastering knowledge and cultivating their abilities. Don't use a computer without computer-assisted teaching. If every class is necessary and there is no choice, students will feel mechanically numb and lose their enthusiasm for active learning over time, and at the same time inhibit the improvement of teachers' teaching level. We should take multimedia courseware as the crowning touch of classroom teaching and make it really used in "auxiliary" teaching.
2, choose the right material, do a good job of courseware.
Ready-made courseware is generally not suitable for our own teaching practice. Modifying and making courseware is the only way for us to use many media. Only through our own ideas and creativity can we make courseware that is the crystallization of wisdom and the result of hard work. The information resources on the Internet are a huge treasure house of information, and the Internet has realized the sharing of resources. Our math teachers should be able to make full use of network resources and collect materials related to teaching content before class, such as courseware that needs to be revised, pictures, images, sounds and related materials that need to be inserted. And recombine these materials according to our teaching intention and teaching concept, and develop teaching courseware suitable for ourselves. When making courseware, all factors must be considered. The interface should be beautiful and generous, which is not only beneficial for students to watch, but also can arouse students' interest. Too monotonous can't attract students' attention, too fancy can make people see things in a blur and distract students' attention, and the color matching should be just right.
3. Teachers should grasp the frequency and opportunity of multi-media presentation.