Nowadays, science and technology are developing extremely rapidly, and everyone, whether teachers or students, should keep learning. Modern teaching methods can optimize the teaching process by using a variety of media combinations, break through the key and difficult points of teaching, improve the quality and efficiency of teaching, and give full play to students' initiative in participation and learning. Teachers should first master the latest scientific and technological achievements in time through self-study, enrich the teaching content, improve the teaching quality, change the teaching mode of full-house irrigation, and let students learn independently on the basis of providing self-study conditions for students.
Today's society requires teachers to completely change their educational concepts: on the one hand, change the past "exam-oriented education" into today's "quality education"; On the other hand, it is necessary to completely change the old "spoon-feeding teaching method", that is, to clarify the dialectical relationship between "teaching" and "learning", and teachers should take the initiative to "teach" and "learn" for students. This requires teachers to improve their own quality first, and then "teach them to fish" to stimulate students' interest in learning and mobilize their subjective initiative. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." How to stimulate students' interest in learning? Teachers should use the existing modern teaching conditions to create situations and stimulate students' interest in learning. Multimedia-assisted teaching is the first choice for teachers to create situations and stimulate students' interest in learning. Multimedia teaching software integrates sound, light and animation, providing students with vivid learning situations, prompting students' eyes, ears, hands and brains to receive stimulation at the same time, which is conducive to the development of students' thinking and the overall improvement of students' quality.
First, use multimedia to create teaching situations to stimulate students' interest in learning and enhance their sense of participation.
Appropriate teaching situation can arouse students' strong desire for knowledge and urge them to maintain lasting enthusiasm for learning, so as to obtain the best teaching effect. Creating a classroom teaching atmosphere with students' participation and strong interest is the premise and guarantee to mobilize students' participation. Students are easy to actively participate in teaching activities in a pleasant and relaxed learning atmosphere, and can stimulate their inherent learning requirements. The improvement of students' interest in learning is often inseparable from vivid educational materials. Multimedia has the advantages of sound and image, and it is more direct and effective than other media in creating situations and creating atmosphere. For example, when teaching the "area of parallelogram and trapezoid" in the first section of this chapter "area and area unit", students should first be guided to observe the surface of objects, and then summarize the meaning of area. So I asked the students to touch the surface of the desktop, writing and pencil box first, and then show some objects with the computer, and let the students click on the surface of these objects with the mouse. If you click correctly, the computer will praise you: "How clever!" " At the same time, it was observed that the surface of the object became another color. Students who dial the wrong number will hear the prompt from the computer: "Look again and try again." This setting of multimedia not only makes the students who do the right thing get the joy of success, but also makes the students who do the wrong thing not discouraged, thus generating the consciousness of actively seeking the correct answer.
Second, it is easy to break through the key and difficult points of teaching by using multimedia intuitive demonstration.
In teaching, some key and difficult points are often difficult to break through, mainly because children are not rich in life experience and it is not easy to observe things comprehensively and concretely. Therefore, teachers should adopt a teaching process that students can easily accept, so as to transfer knowledge. For example, when teaching the area unit of "1cm 2", use multimedia demonstration: first, a line segment appears, flashing twice, and the words "1cm" appear below the line segment. Then a square is surrounded by four line segments with the same length 1 cm, and a sentence "Square with side length 1 cm" is displayed below the square. Finally, the whole square flashes twice and is colored. After the sentence "a square with a side length of 1 cm", "its area is1cm 2" is displayed.
Multimedia demonstration makes students feel that "1 cm" is a unit of length and a line. And "1 cm2" is a surface and an area unit. This comparative demonstration enables students to distinguish the "length" of old knowledge from the "area" of new knowledge, and establish the relationship between them, thus making them systematic. The key and difficult point of teaching area unit is that area unit is a ruler to measure the surface size of an object. Students often confuse length units with area units. Through the visual demonstration of multimedia, students can construct their own cognitive structure in their minds, better grasp the characteristics of what they have learned and strengthen their impression of new knowledge. At the same time, teachers have also broken through the key and difficult points of teaching and achieved the teaching objectives.
Third, the use of multimedia-assisted teaching can easily broaden students' problem-solving ideas, adapt to students' personality differences and pay attention to cultivating students' thinking ability.
The formation of students' learning ability is closely related to their learning methods. The cultivation of ability is mainly formed through thinking and operation. Multimedia-assisted teaching can create a multi-faceted thinking situation for students. Because of its vivid and interesting characteristics, raising questions related to new knowledge often leads to conflicts between new knowledge and students' thirst for knowledge, thus stimulating students' strong thirst for knowledge. Students will actively think in this situation and actively participate in the operation in the activities.
Fourthly, using multimedia to provide multi-level exercises can effectively use the limited teaching space and increase the practice density.
Classroom practice is an important link for students to consolidate what they have learned. Students' mastery of what they have learned is also reflected in classroom exercises. Teachers should carefully design classroom exercises, which can not only reduce students' homework burden, but also improve teaching quality. When designing classroom exercises, teachers should give full play to the advantages of multimedia illustrations and design multi-level exercises so that every student can practice in a relaxed and happy situation. When designing exercises, all students should be taken care of, so the exercises should be divided into multiple levels. Generally speaking, the first layer is an exercise similar to an example, which aims to take care of poor students; The second layer is the variant exercise of basic knowledge, which aims to solve the difficult knowledge problems and take care of secondary school students; The third layer is a little thinking exercise to take care of outstanding students. This multi-level exercise makes poor students "eat well", medium students "eat well" and excellent students "eat well". Students will not be bored when doing problems, but will have a strong interest in learning. Teachers have also achieved the goal of cultivating students' comprehensive quality.