Interest is the mother machine to promote learning. How to stimulate students' interest in mathematics in junior high school mathematics teaching? Modern educational technology can stimulate students' interest in learning, create an environment for learners to participate, and unify imparting knowledge, developing intelligence and cultivating quality. In middle school teaching, a large number of illustrations with various forms and rich contents are an important part of teaching materials. But the illustration is still. If we only rely on abstract language to describe it, students will feel monotonous and understand it slowly. My teaching method is to use multimedia static as dynamic, fully display the contents of illustrations with bright colors and moving pictures, reduce the students' understanding difficulty through the flashing of graphic lines and the freezing of pictures, and make the students' thinking orientation change from fuzzy to clear, thus achieving an effective breakthrough in teaching difficulties. For example, when explaining "axis symmetry", I made a flying Hu Die with a geometric sketchpad. This Hua Gang flew on the screen and immediately attracted the attention of all the students. Some students who didn't like math classes at ordinary times also became active at this time. Students can quickly understand the meaning of "axial symmetry" according to the phenomenon that the wings of a butterfly are constantly overlapping in motion, and inspired by this phenomenon, they can also cite many examples of axial symmetry. At this time, two symmetrical triangles are displayed on the screen, and the animation and image functions of the geometric sketchpad are applied to make the two symmetrical triangles move constantly, so that symmetrical graphics appear under different conditions. In this visual situational teaching, students are not bored at all. Under my guidance and inspiration, they always observe carefully and think positively, and find out the relationship between symmetry point and symmetry axis, and the relationship between symmetrical line segment and symmetry axis one by one. On this basis, students naturally sum up the basic properties of symmetry axis.
Breaking through the second difficulty of teaching: turning silence into sound
In teaching, the effective use of multimedia teaching to stimulate students, attract students, create new excitement, stimulate students' thinking motivation, so that students can maintain the best learning state. In the introduction of new courses, I collect some pictures or phenomena related to life, ask a question, set suspense and create novel problem situations, which will arouse students' curiosity to explore new knowledge actively, thus stimulating students' interest in learning.
The dictation textbooks we use are limited in some teaching contents. In order to break through the difficulties of this kind of teaching content, I use multimedia to turn silence into sound, so that students can understand it more thoroughly. For example, the lesson "Understanding Triangle" covers many knowledge points: the meaning, characteristics and classification of triangle, knowing isosceles triangle and equilateral triangle, knowing the bottom and height of triangle, drawing the height of triangle and so on. I first demonstrate some triangular objects through courseware, then hide the non-essential features, leaving only a closed figure surrounded by three sides, thus revealing the meaning of triangle; Then show more different kinds of triangles for students to classify. After discussion, students can draw the conclusion that triangles can be classified by angles: acute triangle, right triangle and obtuse triangle, and also by sides: general triangle, isosceles triangle and equilateral triangle. Through the demonstration, I rearranged the triangles displayed on the screen and expressed them with corresponding diagrams. Then demonstrate the base and height of the triangle one by one by flashing and how to draw the height of the triangle, so as to successfully complete the teaching task, highlight the teaching focus and achieve good teaching results by using multimedia.
Breaking through the third teaching difficulty: changing abstraction into intuition
Multimedia can be used for dynamic demonstration, 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 problems that other teaching methods are difficult to deal with, stimulate students' interest, enhance intuitive impression, help students understand teaching difficulties, break through teaching priorities, and improve classroom efficiency and teaching effect.
Mathematics teaching should let students master the process of knowledge formation, and let them know not only why, but also why. However, some concepts, rules and formulas in mathematics are abstract and difficult for students to understand and master. One of the main goals of mathematics teaching is to cultivate students' abstract thinking ability. Multimedia courseware can be displayed to students with concrete image media, so that they can experience the relationship between image and abstraction. Therefore, in this case, I make full use of the vivid, intuitive and meticulous characteristics of computers to present the teaching content at multiple levels and angles, and clearly present the key points that other teaching methods are difficult to detect in front of students, and break through the difficulties through the strong stimulation of pictures. For example, when I teach "From View to Three-dimensional Graphics", I show three views of a three-dimensional graphic through multimedia, so that students can analyze what this three-dimensional graphic is first, and then show the three-dimensional graphic, so that students can see from different directions and summarize the three-view law of each three-dimensional graphic while observing; In this lesson, especially the three views of "Three-dimensional figures piled up by countless small cubes", let students tell the number of small cubes, but it is difficult for students to imagine the space. I use multimedia to show the three views and the corresponding three-dimensional graphics at the same time, and teach students to combine the top view with the front view and the left view respectively, and count the number of small cubes by marking numbers, so that students can summarize their laws while observing, thus breaking through this lesson. On the one hand, this kind of teaching can make students use the original knowledge structure and experience to understand and master the knowledge they have learned at present, thus realizing the construction of knowledge system; On the other hand, it can cultivate students' spatial thinking ability in this process, which is more conducive to students' inspiration and epiphany, so that students can easily learn what they have learned.
Break through the fourth teaching difficulty: effectively use multimedia design to consolidate exercises and enhance training density.
In practice, due to the use of multimedia teaching, I take a topic and train students in variant form by changing its conditions or conclusions. In the process of explaining, I can also link to relevant knowledge points, so that students can link the topic types with knowledge points, thus training students to expand their thinking and achieve the purpose of giving inferences by analogy, so that students can flexibly apply the knowledge points of this lesson to the topics, and students can get all-round and multi-angle training, thus achieving a gradual breakthrough in this section.
In recent years' teaching practice, I used multimedia-assisted teaching to bring mathematics into students' lives, which not only taught students mathematical knowledge, but also cultivated students' ability. In mathematics classroom teaching, the effective use of multimedia courseware for vivid description can show the inherent laws of knowledge from different angles and ways, break through the limitations of time, space, abstraction, macro and micro, let students fully feel and understand the process of knowledge generation and development, broaden their horizons and help students cultivate innovative consciousness and logical thinking ability.