No matter in school or in society, everyone has been exposed to papers. With the help of papers, we can discuss problems and conduct academic research. I believe many friends are very upset about writing papers. The following is a model essay on the application strategy of information technology in primary school mathematics teaching, which is for your reference only and I hope it will help you.
abstract:
The effective application of information technology in primary school mathematics classroom teaching can provide students with rich teaching resources, provide an interactive environment for all-round learning, help improve classroom teaching methods, mobilize students' initiative in learning, optimize classroom structure, cultivate students' information mathematics literacy, and achieve the teaching goal of efficient classroom.
Key words:
Information technology; Primary school mathematics classroom;
The essence of educational informatization is the deep integration of information technology and education and teaching practice. Today, with the continuous reform of the new curriculum reform, it is necessary to use information technology in teaching, and it is also an inevitable requirement to improve students' core literacy in mathematics. The effective application of information technology in primary school mathematics classroom teaching can provide students with rich teaching resources, provide an interactive environment for all-round learning, help improve classroom teaching methods, mobilize students' learning initiative, optimize classroom structure, improve classroom teaching effect and teaching quality, cultivate students' information mathematics literacy, and finally achieve the teaching goal of efficient classroom.
First, the rational use of micro-embedded courses to stimulate students' enthusiasm for learning
The new curriculum concept points out that interest is a great motivation to promote students' active learning. Micro-courses are short and pithy, illustrated with pictures and texts, combined with dynamic and static, three-dimensional demonstration, human-computer interaction and other vivid features, which can effectively stimulate students' interest and enthusiasm in learning. In primary school mathematics teaching, teachers should guide students to learn independently with the help of the vividness of micro-lessons. For example, in the teaching of "the meaning of fractions", teachers vividly explain how fractions are produced through micro-lessons, and present them to students in the form of videos, audio, pictures and animations. The introduction of micro-class will inject vitality into traditional teaching, bring fresh blood to students, stimulate students' thirst for knowledge, and put wings on classroom teaching.
Second, the rational use of mobile terminals to improve the effectiveness of classroom teaching
The application of mobile terminal technology liberates teachers from the podium, allowing them to approach students with tablet computers, pay attention to each student's learning situation and give timely guidance. Teachers can also operate and demonstrate the teaching content on the tablet computer at any time. By capturing students' operation process and recording videos, we can grasp the highlights and shortcomings of students in the learning process and find problems in the teaching process in time. Students can upload their photos to the big screen to share with you, which enhances the interaction between teachers and students and establishes students' self-confidence. The biggest advantage of using tablet computer in mathematics teaching is that the detection of objective questions can get feedback in time. Teachers can monitor the progress of all students' tasks in time, and the students' completion can be seen at a glance. When students complete the task submission, the system will automatically calculate the correct rate of the whole class. In this way, teachers can adjust the teaching design and schedule in time, save a lot of teaching time, and thus effectively improve the effectiveness of classroom teaching. [ 1]
Third, the rational use of interactive whiteboard, enhance students' initiative in learning
With the deepening of classroom teaching reform today, the student-oriented teaching concept has effectively penetrated into all aspects of teaching and become a necessity in the classroom. Under the teaching mode of student-oriented education, interactive electronic whiteboard plays an extremely important role. In the process of mathematics classroom teaching, the effective use of the inventory function of interactive electronic whiteboard can gradually enhance students' initiative in learning. For example, when learning "bar chart", students make statistical charts on the whiteboard according to data information, which not only has a deeper understanding of the formation process of knowledge, but also can personally feel the making process of statistical charts. Teachers skillfully combine electronic whiteboard with what they have learned, which not only reduces the difficulty of students' understanding and teachers' teaching, but also enhances the interaction between students and teachers, students and whiteboard, and improves students' learning enthusiasm.
Fourth, make rational use of information technology, and let interesting life enter the mathematics classroom.
Mathematics comes from life and returns to life. The purpose of learning mathematics is to enable students to use what they have learned to solve problems in life. Only by using information technology in the classroom can teachers build a bridge for students to find the connection point with life experience and let students feel interesting and close to real life mathematics knowledge. For example, in the "classification" class, in order to let students experience the necessity of classification in life, the teacher played the scene of Xiaoming shopping in the supermarket before class. Students' perception of two different scenes, dislocation and classification, recognizes the necessity of classification, thus triggering their own desire for classification. At this time, if there are pictures that need to be reclassified, students will take the initiative to participate in learning activities and make reasonable classification according to different projects while operating. Students really experience that mathematics is everywhere, and there is mathematics everywhere in life. [2]
Five, the rational use of information technology, and strive to optimize the classroom structure.
The key to a good class lies in whether the teaching structure of the whole class is reasonable and whether the teaching methods are novel. Teachers' effective use of various teaching methods in mathematics classroom can not only simplify complex problems and concretize abstract problems, but also enable students to easily break through the difficulties in this class and finally realize teaching optimization. For example, in the teaching of "volume and volume unit", teachers can make full use of information technology to assist teaching, so that students can have group discussions, practice, ask questions and summarize each other on the basis of what they have learned. With the help of information technology, teachers demonstrate the teaching content while explaining, and combine it with students' operations to turn abstraction into concreteness, inspire and induce students to think positively, and create a good autonomous learning atmosphere. When explaining how many people can stand in a cube of 1 m3, teachers can design such teaching activities: select a group of students and combine three meters into a cube of 1 m3, so that students can go in and experience it for themselves. During the whole activity, teachers use information technology to display the theme intuitively and vividly, which makes students feel immersive, builds a bridge for students to transition from abstract thinking to image thinking, and optimizes classroom teaching.
In a word, the development of information technology has opened up a new world for mathematics classroom teaching and injected fresh vitality and source. As a teacher, in the teaching process, we skillfully combine information technology with mathematics classroom teaching, give full play to its unique role in time, provide rich information education resources, broaden students' learning horizons, and form a learning atmosphere of active exploration, cooperation and exchange. Only by using information technology reasonably and correctly can teachers create an ideal, harmonious and efficient classroom.
refer to
Shi Xiaoyan. Research on the application strategy of information technology in primary school mathematics teaching [D]. Ningbo: Ningbo University, 20 13.
[2] Zhang Changli, Zhang Hongwei. Teaching and learning in the deep integration of information technology and education [J]. Continuing Education Research, 2015 (03):127-129.
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