Liu Xia, Yao Jia Primary School, Xinxu Town, ling shan Abstract: With the implementation of the rural distance education project, advanced modern educational technology has moved to the countryside. The application of distance education resources has changed the traditional single classroom teaching method of "a piece of chalk and a blackboard, and the teacher tells it to the students" in rural primary schools. The educational development idea of "promoting educational modernization with educational informationization" has been truly realized. For a long time, due to the influence of various conditions, rural schools have poor teaching conditions and poor teaching equipment. Teachers' teaching can only rely on oral teaching, which can not make students understand textbook knowledge more vividly. The implementation of distance education project is to let students in rural areas enjoy high-quality educational resources. It delivers high-quality educational resources, brand-new educational ideas, scientific teaching methods and advanced culture to rural schools through certain means, so that schools can catch the train of the information age and rural schools can learn, master and apply knowledge in a relaxed and happy classroom atmosphere. As a teacher, it is the responsibility to make full use of educational resources in teaching. Let distance education resources "enter the classroom and face students" so that every student can get all-round development. This can also optimize our teaching methods, improve classroom teaching efficiency and promote the development of school education and teaching. Keywords: distance education to improve the timeliness of classroom teaching In today's implementation of quality education, the difficulty of mathematics teaching lies in how to transform blunt and boring mathematics knowledge into a vivid, vivid, intuitive and interesting inquiry process. In traditional mathematics teaching, most students learn mathematics by rote and are forced to accept it; At the beginning of the teaching reform, audio-visual media such as tape recorders, projectors, slides and televisions began to enter the classroom, but they spread information by images and sounds, which could not mobilize students' senses from all directions; In today's multimedia technology, it has the functions of words, tables, graphics, images and animation, and has the speed advantage of illustration, audio-visual integration and dynamic and static combination. More importantly, different teachers can develop according to different teaching objects and teaching environments, which is very effective. However, if teachers develop and create by themselves, they will spend a lot of time and energy, which is not allowed by reality. The arrival of distance education just fills this gap. With it, we can easily establish an open teaching environment, so that teachers' dominant position and students' subjectivity can be fully reflected. This is an exciting reform of mathematics classroom teaching, which makes our teaching even better. First, the use of multimedia teaching, the creation of inquiry situations, stimulate interest in learning. "Let students learn mathematics in vivid and concrete situations" is an important concept of the new curriculum standard. The famous educator Suhomlinski once said, "If teachers are eager to impart knowledge and don't try their best to make students enter a high-spirited and intellectually excited state, then this kind of knowledge can only make people have an indifferent attitude, and emotional mental work will bring fatigue." Bruner, an American psychologist, said: "The best motivation for learning is interest in your subject." 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. Proper use of distance education resources in teaching is more expressive and appealing than the traditional teaching mode of "a piece of chalk, a blackboard, a textbook and a teaching reference book", which can promote students to acquire knowledge quickly and efficiently, develop their thinking and form their abilities. Through its vivid pictures, abstract concepts are concretized, visualized and visualized, thus helping students correctly analyze, understand and master the relationship between knowledge. For example, when introducing a new class, we can use a "flash" animation to tell an interesting story, ask a question, set suspense, create a mathematics teaching situation, and inspire students to actively explore new knowledge. For example, in the teaching of "knowing the circle", in order to let students firmly grasp the characteristics of the circle, the teacher first asked: "Students, what shapes are the various wheels we see?" After the students answer, show the models of bicycles and motorcycles with multimedia, and then ask, "What if the round wheels are replaced with oval ones?" Through the multimedia demonstration, the students quickly came to the conclusion that the oval wheels could not remain stable during driving. Then multimedia is used to replace the wheels with rectangles and squares in turn to further verify the above conclusions. In this way, with the continuous transformation of multimedia, rectangle, square, ellipse and so on. They all compare with the circle in a vivid way. In the contrast situation, students have a deep understanding of the characteristics of the circle. After teaching new knowledge, students immediately entered a good learning state and had an urgent desire for knowledge. Through observation and intuitive comparison, students soon know the difference between a circle and a square or rectangle. Therefore, the quality of classroom teaching in this class has also been improved. Two, the use of distance education resources, effectively highlight the key points, break through the difficulties. Excellent courseware can play a positive auxiliary role in completing teaching tasks, highlighting key points, breaking through difficulties and achieving teaching goals. Because the teaching focus is the most important and essential learning content in the knowledge system; Teaching difficulties refer to the difficulties and problems that students are likely to encounter in the learning process. If you don't grasp the key points and break through the difficulties, it will seriously affect the realization of learning goals. Using multimedia courseware and intuitive images can effectively decompose the key points and difficulties, thus achieving the teaching objectives. Distance education resources have solved this problem for us. They can search a large number of rich teaching courseware, effectively abstract it into concrete in teaching, display incomprehensible content by computer, mobilize students' visual function, and let students maximize their potential through intuitive images and vivid sensory stimulation, so as to perceive more information in all directions in a limited time and improve teaching efficiency. For example, when I was teaching the first volume of Multiplication of Seven in Senior Two, I searched such a courseware on the Internet, made a small fish with seven triangles, and then told the students how many triangles were needed to make two, three and four small fish. The courseware shows the process of spelling fish, so that students can understand the changing law of things intuitively, vividly and vividly, so that abstract knowledge can be transformed into a certain material form, which becomes lively and interesting, making it difficult and easy, successfully breaking through the teaching focus and making students understand the knowledge they should master more thoroughly. In short, multimedia is used to vividly demonstrate the process of knowledge change, highlight key points and disperse difficulties, so that students can learn easily and remember firmly. Moreover, the computer has the characteristics of large information capacity and high communication efficiency, which largely eliminates the phenomenon that it was difficult to complete teaching tasks before, and also reduces the academic burden of students. Thirdly, the illustrated courseware made by multimedia can turn boring into vivid images. Children's thinking is characterized by intuition and perceptual thinking in images. The rational use of media demonstration in teaching can make students have a perceptual knowledge, and through the mutual transformation of big and small, far and near, fast and slow, dynamic and static, whole and part, appearance and introspection, the formation of mathematical concepts, the derivation of formulas and the revelation of laws can be clearly and vividly displayed, which can promote the transfer of students' knowledge and form a clear understanding, which is conducive to students' correct understanding. For example, in the teaching of "Matching Methods of Things", my first activity is to let students think and explore independently, try to put a picture, draw a picture, find out several matching methods, and then communicate in groups, report by name and evaluate interactively. The key point is to let students know how to find an orderly method and two strategies to solve collocation. In the second activity, puppets and hats were made into animation forms, and courseware demonstrations were given to help students understand the collocation methods more intuitively and vividly, how to find out their laws, help students transition to abstract thinking, make students have cognitive needs, and explore how many collocation methods and quantitative relationships there are between two different things. For example, when teaching "line segment, ray and straight line", first display a bright spot on the screen, and then shoot a bunch of waterline from the bright spot to the right, so that students can understand how the ray is formed immediately after reading it; Then use different colors to flash the second bright spot on the ray and a part between the two bright spots, so that students can realize that this is a line segment with two endpoints. Finally, extend the left end point to the left to form a straight line. After extending the straight line to the left and right sides appropriately, ask the students whether the straight line can extend to both sides. Guide students to imagine a straight line that is infinitely long, unmeasurable and has no end. Through such intuitive teaching, things that seem to be static and isolated can be moved to form vivid and interesting pictures, which are conducive to the consolidation and deepening of knowledge. It plays a role that teachers can't describe in words. Fourth, it is convenient and fast, which can increase the teaching density and improve the teaching efficiency. With distance education technology, we will save a lot of tedious, repetitive and mechanical work and use our spare time to study textbooks and students. With multimedia courseware, we can save a lot of time on the blackboard, make use of the intuitive advantages of computer graphics and text, break through the teaching difficulties, and reduce many tedious explanations, thus improving the classroom density, enabling students to complete their homework in class and truly achieving the goal of reducing the burden. Distance education also shortens the gap between urban areas, so that children in remote mountainous areas can enjoy the same learning resources as urban children. In a word, the use of modern distance teaching resources has injected fresh blood into the classroom teaching of our rural primary schools, changed the traditional teaching mode of "a piece of chalk and a blackboard, and the teacher tells the students", and is a teacher's right-hand man and a mentor of the students. However, it cannot completely replace the traditional teaching methods. In classroom teaching, our teachers should use them timely, moderately and appropriately, cultivate students' interest in learning, and encourage students to actively participate in the whole process of learning emotionally and behaviorally, thus improving the efficiency of classroom teaching. References: 1, Guangxi Basic Education 2, Mathematics Teaching in Primary Schools.