The rapid development of information technology has promoted the continuous reform of education. It is absolutely necessary for teachers who stand in the front line of education to re-understand the teaching process. The Outline of Basic Education Curriculum Reform (Trial) points out: "Vigorously promote the universal application of multimedia information technology in the teaching process, promote the integration of information technology and subject courses, gradually realize the changes in the way of teaching content presentation, students' learning methods, teachers' teaching methods and teacher-student interaction, give full play to the advantages of information technology, and provide a colorful educational environment and powerful learning tools for students' learning and development. "Teachers use modern multimedia information technology to creatively design teaching activities, give full play to the unique function of computer-aided teaching, and combine information technology with the subject characteristics of mathematics teaching, which can make the teaching form more vivid, diversified and visualized, help fully reveal the formation and development of mathematical concepts, the process and essence of mathematical thinking, show the formation process of mathematical thinking, and make mathematics classroom teaching get twice the result with half the effort. Let's talk about some superficial views on the integration of information technology and primary school mathematics teaching.
First, the integration of information technology and primary school mathematics teaching is conducive to improving students' learning enthusiasm.
Interest is the best teacher. If you have a good interest, you will have a good motivation to learn. Only when students are interested in learning, will they be motivated, absorbed and active, and will they actively think, observe and imagine. Wushens said: "Compulsory learning without the slightest interest will stifle students' desire to explore the truth. "Only by integrating mathematics teaching and information technology teaching to a great extent can we stimulate students' thirst for knowledge and give full play to their enthusiasm. To a great extent, it is also guided by interest, which ignites students' desire for knowledge, stimulates students' interest in learning, makes them enter a state of curiosity and yearning, and deepens their sense of innovation in interest.
For example, when studying percentages, fractions and decimals, I made a multimedia courseware, which mainly talked about the usual shopping scenes: On Sunday, Xiaoming, Xiaogang and Xiao Qiang took the same money to buy a mini-car with the same quality and appearance in different stores. Xiaoming spent 32% of this money, Xiaogang spent 3/8 of this money, and Xiao Qiang spent 0.35 times of this money. Which of them spends more money and who spends less?
Through lively multimedia courseware, students' real life is connected, and their thinking is pushed to the position of "being humble but unable to speak", which greatly stimulates their interest in learning and their desire to explore new knowledge, and brings them into a broad mathematical world. The students soon began to think about ways to solve the problem. Some students use decimals they have learned to compare, some students use fractions to compare, and some students use percentages to compare. In this way, students realize the mutual transformation of percentage, fraction and decimal without the teacher's explanation, thus summarizing the transformation methods, allowing students to fully enjoy the learning process and stimulate creative thinking.
Second, the integration of information technology and primary school mathematics teaching is conducive to helping students explore and discover.
Practice is the best teacher. On the basis of practice, using intuitive materials and means to understand the content is conducive to stimulating students' interest in learning mathematics. In teaching, teachers should change the passive situation of "teachers play while students watch" and let students practice on multimedia with sticks, pictures and various learning tools. In the process of fiddling with learning tools, students' thinking will expand and other students' thinking will develop, so that students can gradually explore and stimulate their desire for innovation on the basis of gaining rich perceptual knowledge and personal experience, thus realizing the transformation from the unknown to the known.
For example, when teaching "triangle area", teachers should take the initiative to explain the operation process to students, so that students can fully think and calculate. Therefore, students developed various methods through group discussion and cooperation:
Students use five methods to study the triangle area:
The first method: students use two identical isosceles right-angled triangles to make a square, and the area of the square is twice that of the triangle. It is deduced that the area of triangle = base × height ÷2.
The second method: students make a rectangle with two identical right triangles, and the area of the rectangle is twice that of the triangle. It is deduced that the area of triangle = base × height ÷2.
The third method: students use two identical obtuse triangles to form a parallelogram, and the area of the parallelogram is twice that of the triangle. It is deduced that the area of triangle = base × height ÷2.
The fourth method: students use two identical acute triangles to form a parallelogram, and the area of the parallelogram is twice that of the triangle. It is deduced that the area of triangle = base × height ÷2.
The fifth method: students cut the isosceles triangle into a rectangle along the height, and the area of the isosceles triangle is equal to the area of the rectangle. From this, it is deduced that the area of triangle = base × height ÷2.
Thirdly, the integration of information technology and primary school mathematics teaching can increase the classroom information capacity and improve the teaching effect.
An important factor that determines the classroom capacity is the students' acceptance ability. The multiple sensory stimuli and intuitive teaching provided by the audio-visual teaching method have accelerated students' understanding process, which is equivalent to enhancing students' ability to know anything, thus shortening students' acceptance time of the same content and providing good conditions for increasing classroom capacity. On the other hand, the classroom capacity is also affected by the blackboard writing and speed to a certain extent, especially when there are many words and pictures to be written on the blackboard, chalk writing and drawing have greatly restricted the speed of the classroom. Using audio-visual means, the analysis or answer process of some pictures and questions can be presented to students in time as needed, which greatly enriches teaching methods, expands the channels of communication between teachers and students and improves classroom efficiency. For example, after learning Statistical Knowledge, I arranged a practical class, requiring students to record the temperature of a week with the statistical knowledge they have learned, and make statistical charts and tables respectively according to the survey data.
During the feedback process, the collected data and the process of tabulation and drawing are displayed on the screen, and students suddenly understand that the most correct and reasonable statistical chart should be a broken line rather than a bar chart. At the same time, the students' self-made broken-line statistical chart is fed back to the projection to help students clearly understand the shortcomings and find solutions.
Fourthly, the integration of information technology and primary school mathematics teaching can realize effective and timely feedback and correction in classroom teaching.
In traditional teaching, we often know the teaching effect by correcting homework or testing. The use of modern information technology can realize immediate feedback to students' classroom exercises. On the one hand, it can satisfy students' eagerness to know their learning effect and improve their enthusiasm. On the other hand, teachers can grasp the feedback information of students in time and make the next teaching decision more actively. For example, in the "angle measurement", a slightly larger transparent plastic protractor is directly placed on the projector to measure the angle, so that students can easily master the method of measuring the angle from the screen; Similarly, whether students have mastered the measurement method only needs to show, communicate and feedback their own operation process through projection.
The application of modern educational technology has broken this step and solved the problem of teaching students in accordance with their aptitude. Teachers can combine the whole teaching and individual counseling organically by using the functions of group counseling, individual counseling and interactive counseling of computers, so as to teach students in accordance with their aptitude and give full play to their individuality. Such a classroom can present a multilateral interactive, relaxed and lively scene. Every student is consciously seeking knowledge and developing himself, so the initiative, enthusiasm and interest are integrated with the intervention of modern educational technology, and the learning efficiency and teaching skills are also improved accordingly. For example, in the consolidation exercise of a class, we can make full use of audio-visual teaching methods to design different topics according to the requirements of students at different levels, so that different students can get different development.
Fifth, the integration of information technology and primary school mathematics teaching is helpful to improve teachers' professional level and computer skills.
The establishment of distance education online school has created a huge communication space for educators, and excellent teachers from all over the world gather in this space, providing inexhaustible teaching support for teachers working in the front line of education. Through network communication, we can learn their new and advanced teaching ideas, teaching concepts and teaching methods. Practice has proved that teachers who often use multimedia information technology in classroom teaching are always at the forefront in their teaching ideas, teaching concepts and teaching methods.
In addition, the application of multimedia information technology and computer-aided teaching software in the teaching process requires teachers to have considerable computer skills, and the level of computer skills is the standard for the new generation to evaluate personal cultural quality. The rapid development of computer information technology puts forward new requirements for everyone. As a teacher, we should actively promote the development of computer information technology, and use multimedia information technology in the teaching classroom to benefit others and benefit ourselves.
In short, the integration of information technology provides a broad space for the growth of teachers and students in primary school mathematics teaching. In mathematics teaching, the effective integration of information technology and mathematics curriculum will become the leading role of mathematics teachers, and it will also become the main method of mathematics teaching in 2 1 century primary schools. As a math teacher in the new century, proper use of novel and advanced educational technology can not only make complex and abstract math concepts vivid and improve students' interest in learning math, but also have great significance in improving students' literacy, developing students' ability and cultivating students' innovative spirit and practical ability.