Paper Keywords: Teaching Effect of Auxiliary Teaching Abstract: The emergence of multimedia computers has brought infinite vitality to teaching. Computer-aided instruction has become the core of today's teaching reform. Computer-aided mathematics teaching can achieve better results than traditional teaching methods. This paper expounds the advantages of computer-aided mathematics teaching from five aspects.
With the development of modern science and technology, computer-aided teaching has become more and more popular, which has also attracted the attention of teachers. We don't want to take computer as the dominant education, but use it as a teaching tool. Mathematics is the most important basic course, and its boring, abstruse and difficult to understand has been puzzling students. Traditional teaching methods often get twice the result with half the effort, which not only consumes too much classroom time, but also brings a heavy burden to teachers, and it is difficult to achieve good results. Computer-aided mathematics teaching provides an image expression tool for the smooth implementation of teachers' teaching. It breaks the traditional teacher-centered single classroom teaching form, shifts the focus of traditional mathematics teaching, changes the contents and methods of mathematics teaching, renews people's teaching concepts, optimizes classroom structure, improves classroom efficiency, and achieves twice the result with half the effort.
1. The application of computer-aided mathematics teaching makes the teaching forms diversified and helps to stimulate students' interest in learning.
The traditional mathematics teaching model is single, and in mathematics class, most teachers tell students, teachers write students' notes, and teachers let students answer, which lacks flexibility and pertinence. Traditional mathematics teaching is based on teachers' teaching ideas, and students are not encouraged or allowed to have other behaviors and ideas that do not follow the teaching objectives, resulting in low innovation ability and independent learning ability of students. What is the teacher doing? Teaching? In the classroom, what about the students? Study? Difficult to reflect, leading to students not taking the initiative? Study? It has become passive acceptance, and students' thinking has lost the space for free development. In order to improve students' grades, teachers have taken some measures, such as? Full house irrigation? 、? Bad memory? 、? Practice? And other methods, so that students are not interested in learning mathematics, and even have a sense of disgust. Interest is the best teacher. Only by making students interested in mathematics can students learn from it? Fan? Enter the realm of loving and enjoying learning. Scientists Hutchinson and Waters once said that students' emotional feelings in the process of learning play a vital role in the success of learning. ? Interest is the catalyst for students to study hard, which can make students think and explore actively. Computer can make teaching information expressed by sound, image and text, and make the presentation of sound, image and text more natural. Heuristic? 、? Discussion style? Teaching has created favorable conditions and greatly improved students' interest in learning mathematics. For example, computers can combine numbers and shapes, which is beneficial to students' observation, can improve students' imaginative thinking ability, attract students' attention in class and stimulate students' interest in learning. For example, the quadratic function y = ax2+bx+c (a >; 0), we can use images to help students understand and master the nature of functions. According to the trend of images, students can easily judge the monotonicity of functions and achieve the purpose of teaching. For another example, computers can turn static things into dynamic things, which can not only attract students' attention, but also stimulate students' learning motivation. Computers can create vivid and interesting teaching situations for teaching, static words can move according to the specified trajectory, and static pictures can change and move like animation, making boring content vivid, attracting students' attention, stimulating students' interest in learning and improving teaching efficiency. For example, when introducing the definition of ellipse, multimedia animation is used to vividly express the process of ellipse formation. Then ask the students to describe the definition of ellipse by themselves. Through the operation, students find that sometimes they get an ellipse according to their own definition, sometimes they just get a line segment, and sometimes they can't even make an image at all. Through computer operation exercises and discussions between students and teachers and students, students abstract, summarize and refine a complete and accurate ellipse definition according to their own perceived phenomena.
2. Computer-aided mathematics teaching can strengthen students' understanding and mastery of the essence of mathematics.
In the teaching of some contents of mathematics, it is difficult for teachers to express the essence of mathematics thoroughly no matter how hard they try. Teachers often find it too difficult to use traditional teaching methods and tools. On the blackboard, it is not easy to say it in words. Because the blackboard is? Dead? What is a computer? Live broadcast? If computer teaching is used, words, sounds, graphics, animation and colors can be combined, which is convenient for students to better understand important mathematical properties. For example, in the teaching of power function, it is necessary to study the power function y = xn when n > (n is a rational number); 0, n<0, n=0. The traditional teaching method is to select appropriate independent variables, calculate the function values, list the corresponding value tables, find points in the plane rectangular coordinate system, and then connect the points in turn with smooth curves, and finally get the function image. Because only a few sets of data can be used to draw points, the drawn images are often very different from those in textbooks, and can only be shown to students in the form of static, isolated and discontinuous points and lines. If you input data through the computer, you can display the process from static to motion and from isolated point to continuous curve, so that students can observe the continuous change of independent variables, the corresponding change of function values and the motion trajectory from the screen, thus obtaining a complete and accurate function image. With appropriate colors, through the color difference and flicker technology in multimedia images, it is easy to inspire students to get the relevant properties of power function, deepen their understanding and mastery of the images and properties of power function, and leave a deep impression on students' minds, which is not easy to forget. The effect is obviously better than the traditional teaching method.
3. Computer-aided mathematics teaching can turn abstraction into intuition and break through teaching difficulties.
Mathematical concepts are inseparable from abstract thinking and rigorous mathematical language expression, which are the reasons why students are alienated from mathematics. A considerable number of students are used to static analysis and are often confused about some problems that need to be solved through abstract thinking. Intuitive mathematics teaching is an important means to cultivate students' abstract thinking ability. Traditional classroom teaching lacks intuitive images and poor sensibility. If auxiliary mathematics teaching is adopted, it can simulate the demonstration that is difficult to be completed by conventional mathematics teaching methods. Through lively animation, illustrations and audio, abstract and profound mathematical knowledge is presented in a simple, clear and intuitive form, which helps teachers solve the contents and problems that are difficult to dictate clearly in teaching. Students can mobilize a variety of senses in a short time, improve learning efficiency and deepen their understanding of knowledge, thus greatly improving classroom efficiency and helping to break through teaching difficulties. For example, the chapter of solid geometry is abstract and difficult to understand, which requires students to have strong spatial imagination, and students often lack it in this respect. For example, when learning cylinders, cones, cones, balls and other rotating bodies, it is still difficult for students to understand that three-dimensional graphics are rotated from plane graphics, although the teacher is hungry on the podium and tries his best to explain them. For students who are new to solid geometry, the most difficult thing is to cultivate students' sense of three-dimensional space, and computers can draw graphics vividly and simulate their rotation and formation process with three-dimensional animation. Through the intuitive and vivid expression of rotating geometric figures up and down, left and right, and at all angles, students can quickly show the process of graphic changes in space in their brains, which can not be solved by other teaching media. Another example is the very important trajectory problem, the definition of circle, ellipse and hyperbola, and the trajectory are all involved. This is a difficult point in traditional teaching, and teachers often feel at a loss. Computer-aided teaching makes up for the shortcomings of traditional teaching methods in intuition and dynamic sense, relieves students' imagination and incomprehension in traditional teaching, effectively shortens students' cognitive process and helps them better think about the connection between knowledge.
4. Computer-aided mathematics teaching can increase teaching knowledge capacity, reduce class hours, improve teaching efficiency and strengthen feedback.
Judging from the traditional teaching methods, mathematics teaching has not got rid of it? Chalk and blackboard? For example, we often encounter a very contradictory problem. If the classroom teaching needs temporary drawing, drawing too little may not see the essence of the problem. If you draw too many pictures, not only time is not allowed, but also students will be impatient, which will affect their learning thinking and interest. If you draw it on the blackboard in advance, you can't guide students to explore the formation process of the conclusion. However, some complicated drawings, tedious calculations, lengthy blackboard writing, etc. It not only consumes too much classroom time, but also brings heavy work to teachers, and it is difficult to achieve good results. The use of computer-aided mathematics teaching has changed the situation that mathematics teachers spend time drawing and writing on the blackboard and the pace of class is slow, increased the teaching capacity, effectively utilized the limited teaching space and improved the teaching efficiency. Moreover, the use of computer-aided teaching can optimize the classroom structure, increase the capacity of teaching knowledge, correspondingly reduce learning time and improve teaching efficiency. Computer-aided teaching provides students with all kinds of information in a better organizational form, and feeds back the teaching information to teachers, which is convenient for adjusting the breadth and depth of teaching in time and ensuring the reliability and integrity of students' knowledge acquisition. In mathematics teaching, students can further understand and consolidate their knowledge through appropriate exercises in each class. Traditional teaching methods, basic concepts and theorems, as well as corresponding examples and problem-solving processes need to be written on the blackboard in class for students to see clearly, so as to improve learning efficiency, so a lot of teaching time is wasted on the blackboard. Sometimes because of time constraints, we can only do two or three big exercises, which is very important for teaching. Practice? If the problems can't be solved well in class, the teaching feedback is not timely enough, which is not conducive to teachers helping students consolidate what they have learned in class in time, and often fails to achieve the best teaching effect. With the help of computer-aided teaching, teachers can use the slide show function of computer to make slides of concepts and theorems, as well as corresponding examples and problem-solving processes, including exercises, which can reduce, standardize and replace part of teachers' work in class, and teachers will have more substantial time and physical strength to complete other high-quality work. Teachers can also choose an appropriate number of exercises, according to a certain structure, using the computer's storage, query ability, rapid response ability and interactive ability to form a question bank. Students can practice according to their own foundation and time and strengthen feedback.
5. The use of computer-aided mathematics teaching is conducive to improving teachers' own quality.
If you want to use the computer for class, you should make full preparations before class. If you want to make your own math courseware, you need a math teacher with certain computer skills. At the same time, the process of preparing lessons is also a process of preparing lessons again. Teachers should generally consider the content of the whole class, grasp the key points and difficulties, and set the application scope of courseware. Therefore, it is necessary to reorganize the knowledge structure and make all teaching links organically linked. In this way, teachers will have a clearer knowledge system and master knowledge more accurately, which is almost equivalent to a relearning of knowledge and can effectively improve and enrich themselves. At the same time, computer-aided teaching can transform teachers' wisdom and experience into reusable teaching resources, so that teachers can make more convenient use of the resources provided by information technology, learn famous teachers' teaching plans, courseware or scientific research results on the network, and thus enjoy resources.
To sum up, the emergence of computer-aided teaching has optimized the teaching process, promoted the teaching reform, strengthened the means of mathematics education, improved the efficiency of mathematics teaching, enhanced the students' consciousness and effectiveness of learning, brought great vitality to mathematics teaching, broke the traditional teaching mode, made students truly become the masters of learning, and effectively enhanced the effect of mathematics teaching.
References:
[1] Xia Wenhua. How to use multimedia to teach spatial analytic geometry [J]. Journal of Xiangtan Electromechanical College, March 2000.
Wu, Dong Sumei. Draw two kinds of function images in the Geometry Sketchpad [J]. Middle School Mathematics, 20 10, (10).
[3], Zhou You. The disadvantages of traditional mathematics teaching mode in higher vocational colleges and its correction [J]. Research, April 2007.
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