With the development of the times and the progress of science and technology, information technology-assisted teaching, which organically combines computer multimedia with traditional teaching media, is entering the classroom. It organically combines computer multimedia such as sound, text, graphics, images, animation, video and other traditional teaching media, and constructs a new teaching mode. In mathematics teaching in primary schools, modern information technology should be properly used to integrate into subject teaching, and concrete images, characters, sounds and images should be used to create a humanistic scene of teaching, so that abstract teaching content can be vivid, concrete and vivid, and students' thinking can actively participate in teaching activities, so that students can pay attention to practical operation and scientifically memorize knowledge, which is conducive to students' initiative in learning, positive thinking and active exploration, and cultivate students' subjective consciousness of autonomous learning. Based on the reality of the school, the subject of "optimizing the classroom teaching of primary school mathematics by using modern information technology" has been established, and classroom teaching has been continuously optimized, so that information technology can better serve classroom teaching.

1. Summarizes the research status, significance and research value of this topic at home and abroad;

1, a summary of research status at home and abroad.

The international research on the application of information technology to classroom teaching began in the mid-1980s, and the United States put forward the idea of applying information technology to classroom teaching in a national long-term strategic plan of 1985. In the mid-1990s, Canada began to study the application of information technology in subject teaching. In the curriculum and teaching reform in the late 1990s, Japan emphasized the active application of information equipment such as computers in various stages and disciplines, and also highlighted the role of information technology in discipline teaching. In recent two years, Hong Kong and Taiwan have also actively carried out experimental research on the application of information technology in subject teaching. Chen Zhili, the former Minister of Education, pointed out at the National Conference on Information Technology Education in Primary and Secondary Schools in 2000: "We should strive to promote the integration of information technology with other disciplines while opening a good information technology education curriculum." "The integration of information technology and curriculum is the organic combination of information technology and subject teaching through curriculum, which fundamentally changes the traditional concept of teaching and learning, as well as the corresponding learning objectives, methods and evaluation means." This also reflects the application requirements of information technology in subject teaching. In recent years, China has also carried out research on such topics as "Four-in-One Teaching Reform Experiment", "Theory and Practice of Learning and Teaching Based on Modern Information Technology Environment" and "Design and Evaluation of Network Teaching", and achieved a number of valuable results.

2. The significance and research value of the topic.

The application of information technology in mathematics teaching is a great progress in mathematics education. As a cognitive tool, information technology extends people's brain thinking. It is a powerful platform for improving mathematics teaching.

We use the method of information-based instructional design to design courses and teaching, and integrate information technology as a tool, medium and method into all levels of teaching, including teaching preparation, classroom teaching process and teaching evaluation, so that information technology can support learning and become an important factor in building an autonomous and inquiry learning environment. In the research of the subject, it is emphasized that information technology serves specific tasks and mathematics teaching completely. Students treat information technology in a natural way and regard it as a cognitive tool to obtain information, explore problems and solve problems in cooperation. Let the application of information technology become a demand, and the use of such tools should be as smooth and natural as pencils and erasers. This integration mode just provides students with an open practice platform, which can better promote the change of students' learning style. Task-driven learning based on students' autonomy, cooperation and inquiry learning is its basic teaching mode, which enables students to learn independently in the process of asking, thinking and solving problems.

The research and implementation of this topic will build a good platform for the construction of innovative new classrooms, and make the school's education and teaching play a diversified, three-dimensional and sustainable role in management.

Second, the research foundation

The new curriculum standard clearly points out that the development of modern educational technology has a great influence on the value, goal, content and the way of learning and teaching of mathematics education. The design and implementation of mathematics and curriculum should attach importance to the application of modern information technology, especially the influence of calculators and computers on the content and methods of mathematics learning, vigorously develop and provide students with richer learning materials, regard modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods, so that modern educational technology can become a tool for teachers to teach and learn.

Third, the research objectives

1. Through training, teachers can master the skills of making and using multimedia courseware, effectively integrate information resources and establish a primary school mathematics teaching resource database.

2. Explore the ways and methods of integrating information technology and mathematics curriculum through experimental research.

3. Explore and practice modern educational technology under the information environment, and strive to explore new ideas, new viewpoints and new teaching methods, with the development of information resources as the core and the promotion of the wide application of modern information technology and educational technology as the focus. Based on the cultivation of teachers and students' information technology literacy, the goal is to improve the quality of education and teaching.

4. Through experimental research, explore the strategy of optimizing mathematics classroom teaching based on information technology.

5. Cultivate students to master the learning style in the information age and learn to use information processing tools and creative platforms for creative learning.

6. Cultivate students' good information literacy. Basic information literacy mainly includes the application skills of information technology, the ability to analyze and criticize information, the ability to apply information well and the ability to integrate into the information society.

7. Cultivate students' attitude and ability of lifelong learning. Educational informatization also provides opportunities and conditions for people to change from one-time education to lifelong learning.

Fourth, the research content

1. Develop multimedia teaching courseware and build three-dimensional teaching resources.

2. Deepen classroom teaching reform.

3. Carry out school-based training and teaching practice to cultivate innovative teachers.

Study the organic combination of modern information technology and individual teaching, realize individual differences, realize teaching in accordance with their aptitude, and make different students achieve different development goals.

Research and Design of verb (abbreviation of verb)

1, research object

Daying Primary School 1-6 Grade Students

2. Research methods

(1) data method. Widely collect, read and study multimedia-assisted teaching theory, classroom teaching theory based on network environment and successful lesson examples, and learn from them.

(2) observation method. On-site observation or organization observation of multimedia-assisted teaching and classroom teaching demonstration classes under the network environment, and learn from them.

(3) Contrast method. In the form of comparative study, organize teachers of the same grade to participate in information technology research classes and demonstration classes on the same topic. Through comparative study, teachers' perceptual accumulation will be increased and perceptual knowledge will be upgraded to rational knowledge.

3, the project implementation steps

The research time of this topic is from February 65438+ in 2007 to February 2065438+ in 2000, and it is planned to be completed in about two years.

The first stage: from February 2007 to March 2008, the project began to be declared.

Set up a research group and make a research plan. Using "literature method" to carry out project research, find problems and find new ideas.

The second stage: investigation and initial implementation from April 2008 to August 2008.

Using the method of "investigation", this paper makes a comprehensive and in-depth research and analysis on the present situation of education and teaching in our school, organizes teachers' learning and training activities, defines the research direction, and verifies some results of this research in other regions and schools.

The third stage: the project will be fully implemented from September 2008 to August 2009.

According to the idea of "planning-action-investigation-reflection", we use the "action research method" to explore and improve the work in action research to solve the practical problems in education. Carry out observation and discussion activities, write research papers, make multimedia courseware, organize study tours, and hire experts to guide research activities; Applying the "experience summary method" and combining with my own teaching practice, I refined and formed some valuable papers; Case study and experiment are used to analyze, study and summarize typical cases and lessons, and control variable method is used to verify the project results quantitatively and variably.