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How to use information technology to optimize mathematics classroom teaching
First, timely use of multimedia technology to stimulate interest and make mathematics teaching interesting.
Real life materials can not only make students realize that the knowledge they have learned is closely related to the problems they are exposed to, but also greatly stimulate students' interest in learning mathematics and make them realize that there are rich mathematical problems hidden in real life. For example, reviewing the addition and subtraction within 100, the experience of an autumn outing runs through the whole class. The teacher first showed a clear and colorful autumn scenery with the computer and said with deep affection, "It's autumn now, how beautiful autumn is!" Flaming maple leaves, beautiful butterflies, green pine trees ... come to nature in autumn and find many beautiful scenery. Today, a special autumn outing is held here. "The combination of such a beautiful picture and the natural beauty in students' life experience aroused students' aesthetic sense, and a happy smile spread on their faces, and they entered the realm of knowledge with great interest. Then put forward different mathematical problems in different pictures: (1) There are 13 yellow butterflies in the picture, and four flowers fly in. How many butterflies are there in a * * *? (2) Xiaoming ran to catch butterflies and scared away nine butterflies. How many butterflies are left? (3) When taking the bus, there are 8 seats left after 42 students in the class get on the bus. How many seats are there in this bus? (4) There used to be 18 ducks on the shore, and then four ducks went swimming. How many ducks are there on the shore now? ..... let students immerse themselves in the scene, find rich mathematical problems hidden in real life in different situations, and unconsciously use mathematical knowledge to solve these problems.
Second, the appropriate use of multimedia technology, expand the course content, expand students' knowledge.
Using multimedia means, appropriately expanding the course content, activating various elements in classroom teaching and establishing a reasonable classroom teaching structure can optimize students' acquisition of knowledge and information in the teaching process, improve teaching efficiency and promote students' all-round, harmonious, happy and efficient development. For example, when teaching "Understanding RMB" in the first grade, after completing the teaching goal, we designed such a link of "Understanding RMB History" to let students cross the boundaries of time and space and know that China has a long history of currency, and seashells were used as currency in Xia and Shang Dynasties; Metal coins began with bronze shells in the late Shang dynasty, which has been more than 3000 years since. During the Spring and Autumn Period and the Warring States Period, monetary culture developed greatly. After metal coins were cast, cloth coins, knife coins, copper coins, gold plates and round coins with holes appeared. , forming a diversified monetary culture with different personalities and forms. And the fifth set of RMB, through the reproduction of pictures and words, truly interpret the development history of RMB, so that children in lower grades can have a preliminary understanding of the history of RMB.
Third, skillfully use multimedia technology to promote the integration of disciplines and infiltrate the beauty of mathematics.
The teaching of axisymmetric graphics coincides with the release of Fuwa, the mascot of Beijing Olympic Games. The teacher seized this opportunity and used this hot news to play the "Fuwa" propaganda film through video. The picture is finally fixed on five "Fuwa". The students suddenly shouted the names "Beibei, Jingjing, Huanhuan, Yingying and Nai", and the teacher's lens guided the dialogue and created a warm and harmonious atmosphere. Then let the students appreciate and judge the national flags of all countries in the world, which not only broadens their knowledge, but also stimulates their strong thirst for knowledge through the suspense of design. In the exercise design, teachers consciously carry out open training, so that students can learn new knowledge and understand the characteristics of axisymmetric graphics in the operation exploration. After students master the characteristics of axisymmetric graphics, in order to broaden their knowledge, they also want to reflect the life of mathematics, so that students can truly feel that mathematics comes from life and is used in life. Mathematics knowledge is hidden everywhere in life. As long as you are good at observing and thinking positively, you will find that mathematics is around you. The teacher also carefully designed a set of pictures for students to enjoy. By appreciating China's architecture and China's folk artworks, such as paper-cutting and Peking Opera masks, students can fully feel the beauty of symmetry and feel the pride of being a China person. In this math class, students not only mastered the knowledge, but also received a beautiful education.
Fourth, flexible use of multimedia technology, feel the process, so that mathematics teaching can be experienced.
(A) from "single" to "rich"
When teaching axisymmetric graphics, the textbook only provides three illustrations of maple leaves, dragonflies and scales. The materials are monotonous and boring, and it is difficult to connect with the students' existing experience. Pupils are interested in familiar things around them, so teachers create teaching materials and make the works of senior students into multimedia courseware. Before the courseware was presented, he asked, "Look carefully, what did you find?" Then the picture is presented through the combination of music and narration. In the beautiful music, the commentator enthusiastically introduced: "Free fish, flapping birds, dancing butterflies!" Beautiful music, beautiful introduction and beautiful pictures bring students into the realm of beauty of sound, light and color. They were absorbed in it, absorbed in it, and completely integrated into the situation. While enjoying and thinking, students feel that they are not learning mathematics, but enjoying the beauty in mathematics, and their thinking is easily activated, from the original "I want to learn" to "I want to learn".
(B) Change "boring" into "vivid"
The textbook is just a text, how to make the text come alive? In addition to teachers' careful design of teaching materials, the proper use of multimedia information technology can also play the role of finishing touch.
The lesson "Division and Combination of 10" in Senior One is mainly to make students master the division and combination of 10, and pave the way for addition and subtraction within 10. How to make students practice the division and combination of 10 with great interest? Courseware solves this problem. The teacher designed the score of 10 as the following train shape: the courseware first showed two children leaving the train happily, and the train whined, and there was steam bubbling above the locomotive, and the students' emotions were immediately mobilized: "The train in the book is alive!" The teacher took the opportunity to ask, "Children send meals to children in poor areas. Each carriage contains 65,438+00 tons and the second carriage contains 7 tons. How many tons should be loaded? " What about the other cars? "The students have long been impatient and have raised their hands to speak. After the students answer, just click the answer with the mouse. If the answer is correct, the applause in the computer will ring immediately, and the students will be affirmed by the computer, and their enthusiasm for learning will be higher, and then they will devote themselves to the next link of learning with full spirit. The charm of multimedia technology from "boring" to "vivid" makes students enjoy it and greatly stimulates their learning potential.
(C)' static' positioning' dynamic'
In the teaching of "Elementary Understanding of Addition" in Senior One, two animations are used to show it: students come to the campus to water flowers; there are three children watering flowers and two children running in the picture; There is a bird in the tree and two birds fly in. Let the students know the addition of two numbers and understand the meaning of addition. By subtraction, the animation shows that the children watered the flowers and left, and a bird flew away. It can also be displayed by an image that gradually removes the subtraction part and then disappears, which well explains how to remove a part from a number, find out how much is left, and calculate by subtraction.
The novel and advanced multimedia technology provides a broad sky for the new growing point of primary school mathematics teaching. I firmly believe that as long as we work together, develop together and study together, the future of mathematics teaching will be more brilliant!
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