First, the integration of modern information technology and primary school mathematics should be devoted to changing students' learning methods.
The development of modern information 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 primary school mathematics 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 more abundant learning resources for students, take 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 students are willing and have more energy to devote themselves to realistic and exploratory mathematics activities.
The new curriculum standard emphasizes that teachers are the organizers, guides and collaborators of students' learning, and teachers should jump up and pick fruits within the scope of students' ability, so that teachers can truly become the masters of learning. What students can explore by themselves will never be replaced; Whatever students can discover independently, they will never hint. For example, in the course of "Solving Mathematical Problems in Life", the teacher only plays the role of organizer and guide in the classroom teaching process. Through the courseware made by teachers, students can freely choose a beautiful place in the city, find some relevant mathematical information, ask questions and solve mathematical problems in life according to their existing knowledge and experience. In the process of learning, if you encounter difficulties, you can ask others for help, or you can quit this scene and enter other scenes to continue learning. Give full play to students' subjectivity, realize personalized learning, cultivate students' autonomous learning ability, and make full preparations for the cultivation of students' innovative spirit and ability.
Second, the integration of modern information technology and primary school mathematics should be devoted to fundamentally changing the traditional concepts of teaching and learning, as well as the corresponding learning objectives, methods and evaluation means.
The combination of modern information technology and primary school mathematics should be devoted to fundamentally changing the traditional concept of teaching and learning and the corresponding learning objectives, methods and evaluation means, and strive to guide students to learn simple mathematics, interesting mathematics and vivid mathematics. The vivid screen images and animations of modern information technology can make the presented content more substantial, vivid and attractive, and give students a refreshing feeling. Apply modern information technology to primary school mathematics teaching, guide students to explore independently, cooperate and communicate, and guide students to construct in activities.
For example, in the teaching of "determining the position", I designed three levels of exercises, two of which are in the form of games, so that students can operate computers in groups of four, thus integrating mathematics learning with modern information technology knowledge. The first level exercise is: "little designer" puts the fruit in the designated position according to the requirements of the topic; The second level of exercise is "chess". When students operate these two game activities, each step of operation is dubbed by multimedia courseware. For example, the game "Little Designer" is equipped with "Congratulations, the design is successful!" "You are great, you are right!" Waiting for incentives; If students make mistakes, the courseware will be reminded by the sound of wind chimes; If you need help, there is a direction mark in the upper right corner of the courseware page. Click on it and eight directions will appear. You can drag up and down, left and right to help solve the problem. When the operation is successfully completed, students have a special sense of accomplishment and pleasure, which is irreplaceable by other teaching media.
Third, the integration of modern information technology and primary school mathematics should be devoted to developing students' thinking.
Mathematics is an abstract logic subject, and the thinking of primary school students is in the transition stage from image thinking to abstract logic thinking. In primary school mathematics teaching, modern information technology can be organically combined with primary school mathematics, and modern information technology can be used to build a bridge between the abstraction of mathematical knowledge and the visualization of students' thinking.
For example, when teaching "understanding triangles", first guide students to build a triangle with several sticks of different lengths. Which can be built into triangles and which can't be built into triangles? Because students' operation may not be very standardized, it will be helpful for students to understand that if a triangle is to be assembled, the sum of the lengths of two of the three sticks must be greater than the third side. Another example is when teaching "area of parallelogram", students can first be guided to perceive the relationship between parallelogram and rectangle by counting squares, and then dynamically demonstrated on multimedia computers to guide students to observe the process of deriving the area formula of parallelogram by "cutting and filling method", thus helping students understand that "the base and height of parallelogram are equal to the length and width of rectangle respectively, so the area of parallelogram is equal to the area of rectangle after cutting and filling. Finally, guide students to do it themselves, fold, cut and spell, and further understand the derivation process of parallelogram area formula. The whole process of demonstration, explanation and observation is integrated, which enriches students' perceptual knowledge from different angles and provides powerful help for students to accurately understand and master the parallelogram area calculation formula. However, computer simulation experiment can never replace students' practical activities, and computer demonstration can never replace students' intuitive imagination. Therefore, in mathematics teaching, we should also provide students with opportunities to fully engage in mathematics activities, so that students can do mathematics, experience mathematics and deeply understand the generation process of mathematical knowledge in the process of doing mathematics.
Of course, now that modern information technology is more and more advanced, we integrate modern information technology with primary school mathematics teaching as a means to improve the efficiency and effect of teaching and learning. But in teaching, we should also pay attention to the following aspects:
1. We should be on guard against "lack of discipline". When integrating modern information technology with primary school mathematics, we should regard modern information technology as an important tool for learning, communication and display under the background of mathematics, and should not highlight the application of modern information technology in isolation from mathematics teaching. The integration of modern information technology and subject teaching is meaningful, effective and valuable only under the normal teaching that highlights subject characteristics. A good combination course should have distinctive academic characteristics. We should actively explore the inherent law of the combination of modern information technology and the complete teaching chain of primary school mathematics, and don't just focus on the practice and research of a certain class.
2. Avoid the phenomenon that "teachers follow the courseware, students follow the mouse, and teaching follows the computer"; Avoid being bound by courseware. Ensure that the roles of "teacher-led" and "student-centered" in subject teaching are "teacher-led" rather than "computer-led". Is it to find the best combination point and the best breakthrough point of the two, or to pay attention to "irreplaceable"
3. The core of mathematics teaching is to cultivate students' thinking, and the cultivation of thinking ability needs a process of practice-cognition-practice-recognition. Modern information technology is involved in primary school mathematics teaching, which not only provides massive information, but also the way of multimedia information transmission often makes mathematics knowledge more direct, and the process from image to abstraction is replaced by computer. This makes us worry about whether the students' thinking will stay at the visual level. Therefore, "integration" must grasp the application degree of modern information technology, pay attention to the opportunity and time, and pay attention to providing students with sufficient opportunities for observation, comparison, analysis, synthesis and generalization. Therefore, in the integration of modern information technology and curriculum, we should pay attention to "four adaptations": appropriate design, timely application, appropriate information and appropriate objectives. We should fully consider the criteria of "suitability": creating situations, stimulating interests, solving key and difficult problems, constructing and expanding knowledge, and stimulating emotions.
The integration of information technology and primary school mathematics teaching broadens students' horizons, broadens students' thinking and stimulates students' interest in learning. However, there is no fixed model for the integration of modern information technology and mathematics teaching. Our teachers should actively explore, pay attention to the usual teaching practice, choose those technologies that are the easiest to achieve the teaching objectives, highlight the teaching focus and break through the teaching difficulties. Choose the most effective technology to improve the quality of education and teaching and students' learning ability, instead of always choosing the most advanced technology, thus promoting the fundamental change of teaching methods in primary and secondary schools.