Multimedia teaching means that in the teaching process, according to the characteristics of teaching objectives and teaching objects, modern teaching media are reasonably selected and used through teaching design, and organically combined with traditional teaching methods, * * * participates in the whole teaching process, and acts on students with various media information to form a reasonable teaching process structure and achieve the best teaching effect.
With the development of science and technology, the computer function is becoming more and more powerful, and the educational software is becoming more and more diversified. Multimedia computer has gradually replaced the comprehensive use of various teaching media. Nowadays, multimedia teaching usually refers to computer multimedia teaching, which is a combination of various media realized by computers. It has the characteristics of interactivity, integration and controllability. With the effective implementation of the new curriculum reform and the gradual growth of post-80s teachers, computer multimedia teaching has become a common modern teaching method in our classroom.
The application of multimedia teaching can greatly enrich classroom teaching, promote students' understanding and memory of knowledge, cultivate students' various abilities, improve students' quality and greatly improve teaching effect.
In the process of implementing multimedia teaching, it is often found that many teachers' use of multimedia is limited to the role of slides, which is undoubtedly no different from traditional blackboard writing. The only difference is that the blackboard book originally written on the blackboard has been moved to the screen intact, and even things that may not need to be written completely have been typed on the screen, which leads to the jumble of teaching content and can not reflect the difficulties and key points. Students can't stay like watching a movie. The form of multimedia teaching looks very advanced, but the effect is counterproductive, losing the positive significance of multimedia teaching.
First, the characteristics of high school mathematics
Mathematics in senior high school is a basic subject, which plays an important role in students' understanding of the relationship between mathematics and nature, mathematics and human society, the scientific and cultural value of mathematics, improving students' ability to ask, analyze and solve problems, forming rational thinking and developing intelligence and innovative consciousness. Because mathematics pays attention to logical reasoning and calculus, the application of mathematical knowledge is conducive to cultivating students' logical thinking ability, spatial imagination ability, reasoning ability, calculation ability and problem-solving ability.
Second, the characteristics of the application of multimedia technology in high school mathematics classroom
The application of multimedia technology in high school mathematics classroom has the characteristics of intuitive image, large amount of information and high efficiency, which can make up for the deficiency of traditional teaching mode. In the teaching process, multimedia technology is used to present the generation process of knowledge and simulate mathematical experiments. It can intuitively present abstract concepts and difficulties of mathematics, promote students' perceptual knowledge of mathematics, deepen students' impression, help students master knowledge points and improve the teaching efficiency of mathematics classroom. At the same time, compared with the traditional teaching mode, multimedia technology has large capacity and high efficiency, and test questions or materials can be directly projected on the electronic version and presented on the screen, which can save time and leave students more time to discuss problems and study independently.
Third, how to effectively use multimedia technology in high school mathematics classroom teaching
The teaching process of high school mathematics is a process in which students study and explore solutions to mathematical problems under the guidance of teachers, and it is also a process in which they broaden and innovate. How to design and choose mathematical problems has become the key to high school mathematics teaching activities. Problems stem from situations, and teachers should pay attention to the creation of situations in teaching. At the same time, according to the subject characteristics of senior high school mathematics, we should pay attention to logical reasoning and calculus, and use mathematical knowledge in mathematics classroom teaching to cultivate students' logical thinking ability, spatial imagination ability, reasoning ability, calculation ability and problem-solving ability. Classroom should be based on whether it can improve students' abilities (logical thinking ability, spatial imagination ability, reasoning ability, calculation ability, ability to solve problems with mathematical knowledge, etc.). ). When using multimedia technology, we should first fully realize the shortcomings of multimedia, such as irreplaceable vivid language description, body language expression and emotional communication. And combine it with the advantages of traditional teaching to optimize classroom teaching.
1. Preparation before class
Adequate preparation before class is the premise of successful classroom teaching. If we consider using multimedia technology when preparing lessons, we must realize the auxiliary and instrumental position of multimedia technology in classroom teaching and effectively use traditional teaching methods, such as the use of blackboard writing. Make students feel the rigorous reasoning process and powerful logical thinking of mathematical knowledge in the process of listening to lectures, and deepen their understanding of the essence of mathematical knowledge. The classroom model of "slide+dubbing" should be avoided, and the presentation and reasoning process of knowledge should be ignored. Teachers should be fully aware of this. When making teaching software, we should consider the characteristics of knowledge itself and students' learning situation, and design a knowledge presentation process that is conducive to students' knowledge construction.
2. Courseware making
The quality of courseware directly affects the classroom teaching effect. An excellent courseware should be simple and clear in structure and orderly and reasonable in layout. The layout of courseware can be divided into theme part, main knowledge part, example or exercise part, etc. The making of multimedia courseware should be based on the principle of whether it is beneficial to the teaching of knowledge content and the concentration of students' attention, and pay attention to students' hearing, vision and other factors, as well as the use of pictures, animations, sounds and tones. In daily classroom teaching, many teachers will use pictures, animations, sounds and so on. That has nothing to do with the teaching content, which covers up the main knowledge and distracts the students' attention. However, teachers don't realize this and revel in their "beautiful courseware", which leads to little classroom effect. Therefore, in the teaching courseware, we should withdraw the secondary content and highlight the main knowledge.
3. The use of courseware
The effective use of multimedia technology directly affects the teaching effect of high school mathematics classroom, and the classroom teaching efficiency is the most direct embodiment of the effectiveness of multimedia technology teaching. There are generally the following ways to use multimedia technology to assist teaching in high school mathematics classroom:
First, use multimedia technology to project or play classroom lead-in materials such as text, audio and video.
Case 1: In the conic curve, play the video data of the planetary orbiting process and introduce a new lesson.
Second, show classroom examples, writing formats and test questions.
Case 2: Exercise class can directly project examples to avoid wasting time copying questions, then analyze and answer with blackboard, and finally write a standardized format with multimedia, and emphasize the places that are easy to make mistakes and omissions. At the same time, you can also directly project questions in the classroom quiz.
Thirdly, it introduces the process of producing difficulties in classroom teaching, such as exponential function, logarithmic function and the changing process of conic image.
Case 3: If you use the Geometric Sketchpad or
Mathmatic observes the changing process of the image of exponential function with the base number a.
Fourth, the projector is used to project students' classroom exercises or homework, and teachers can comment directly.
Case 4: When the teacher arranges classroom exercises or homework, he can order several students to do them in their own positions in advance, and then give them to the teacher for direct projection comments. He can also wait until midnight to randomly check several students' exercises or homework to project comments.
4. Problems that should be paid attention to in the use of courseware
Whether the use of courseware is targeted and whether it can solve the key and difficult problems in teaching directly affects the efficiency of high school mathematics classroom. The following are two typical teaching cases using multimedia technology to assist teaching.
Teaching case1:Teacher A teaches high school mathematics (People's Education Edition electives 2-3) and a new course of binomial distribution. From the beginning of the new course, the courseware prepared in advance is introduced into the guessing game (there are five groups of numbers, each group of numbers only consists of 0 1 or 10, and students can win if they guess at least three groups), and they are demonstrated with slides.
Students can't complete the form because they don't know the rules of the game. The teacher had to continue the second link: direct projection to present definitions and formulas and explain them. When explaining an example, the topic is presented first, the teacher looks at the topic, then explains it orally, and finally projects the answer. The third link is classroom practice, and the topic is directly projected. A few minutes later, the teacher asked questions and found that few students could answer them, so the teacher had to explain and give an answer. Finally, class summary and homework assignment are also taught by multimedia courseware, and writing on the blackboard is rarely done in the whole class.
Teaching case 2: Teacher B took the first lesson of "Ellipse Definition" in senior high school mathematics (PEP elective 2- 1). In the classroom lead-in, Teacher B plays the animation of planetary motion process, guides students to observe, assign tasks and introduce concepts. The second link, hands-on practice, at the same time put forward thinking questions. In the third part, we observe the various systems on the screen, deduce the formulas on the blackboard, and finally get the standard equation of the ellipse. The fourth link, the example explanation, uses the projection topic, the blackboard writing solution. The fifth link, classroom exercises, teachers project students' exercises and comments. The sixth link, class summary, the teacher first reviews the content of this class with the students, and finally presents the content of class summary. The last link, assignments, project assignments and thinking.
Case study: Compared with Teacher A, Teacher B can effectively use multimedia in classroom teaching. Play animation to stimulate students' interest, deduce formulas to make students feel the process of knowledge generation, and illustrate with examples that using projection topics to save time and using blackboard writing to guide students to standardize and feel the strong logic of mathematics. Among them, the classroom exercises adopt the way of projecting topics and students' exercises and comments, and the combination of classroom summary and homework with multimedia technology and traditional blackboard writing gives full play to the advantages of various teaching methods. A teachers abuse multimedia in teaching, teaching content is too much, teaching links are changed too quickly, teacher-student interaction is too little, and the presentation process of knowledge and the advantages of traditional blackboard writing are ignored, which makes the whole classroom atmosphere dull, teaching and learning out of touch and classroom efficiency low.
Fourth, the relationship between multimedia teaching and cultivating students' interest
Interest is the best teacher, and learning without interest is tantamount to slavery; Where there is no interest, there is no wisdom and inspiration.
Mathematics itself is abstract and boring. In traditional teaching, students' interest can only be stimulated by teachers' vivid written language and body language, but this is not the specialty of all teachers after all. Therefore, multimedia teaching can make up for this deficiency. However, in order to improve students' interest, some teachers want to make their lessons vivid, colorful and novel in the process of making multimedia, which makes students excited, and even add some unnecessary contents that have nothing to do with the teaching purpose or even interfere with the teaching process in order to pursue a beautiful and vivid appearance, thus diluting the teaching theme and causing students' attention to deviate from the cognitive subject and influence. How to deal with it in multimedia teaching to stimulate students' interest in time?
How many solutions does equation () have?
In the study of new curriculum, the properties of exponential function and logarithmic function are usually studied with sum and sum as typical images. So in students' memory, there are intersections or there are no intersections. Moreover, it is difficult to draw some special images in actual operation. Teachers can sell a pass in class first to make students itch and want to know the result. At this time, with the help of multimedia, draw the sum, and then change the size of the value, then four results: (0, 1, 2, 3 solution) are clearly displayed in front of students, and students finally get their own unexpected results and feel that they have gained a lot. If you don't use multimedia, but the teacher repeatedly emphasizes verbally, and the image is not easy to express well, then students will not be interested, so the effect will definitely be poor. In any case, the use of multimedia information technology to assist mathematics teaching should be used in the most needed and critical places. It is forbidden to abuse multimedia technology in the teaching process. All the teaching contents are displayed by computer, which leads to too fast conversion of teaching links and too little interaction between teachers and students, which is not conducive to some students with low learning ability to follow up, to cultivating students' computing ability and to students' induction and summary. Only by recognizing the advantages and disadvantages of multimedia teaching and traditional teaching and combining them can multimedia teaching play an auxiliary role and achieve the best teaching effect.