Fan Jun Banqiao Middle School, Linze County, Gansu Province Linze, Gansu 734207
Multimedia can create teaching scenes with specific "pictures, texts, sounds, and images", which can make students have active thinking and interest. Through the display of the knowledge formation process, students' observation ability and thinking ability are cultivated, making the students' learning easier and pleasant, stimulating the desire for knowledge, and fully mobilizing the students' enthusiasm for learning, so that students can truly become masters of learning.
In today's information age, the introduction of computer multimedia technology into classroom teaching is an important part of the modernization of education. Multimedia can create teaching scenes with specific "pictures, texts, sounds, and images", which can make students have active thinking and interest. Therefore, in teaching, teachers will make full use of multimedia to make full use of their advantages, and use multimedia to build a bridge between students and mathematics. It will easily light up the creative sparks of students, and their mathematics learning activities will become lively, Active and full of personality, students will be more willing and have more energy to invest in realistic exploratory teaching activities.
1. Use multimedia to create situations, stimulate interest, and let students learn
In the teaching process, teachers should make good use of the advantages of dynamic perception such as multimedia shape, sound, and color to create vivid and interesting situations to stimulate students' interest in learning, so that students are willing to learn and learn.
For example, when teaching "Preliminary Understanding of Scores", he created such a life situation: the school organized students to go to the park for a spring tour. Xiao Ming's mother prepared two bags of biscuits, four boxes of Wangzi milk, and a big watermelon for him and his brother ... Xiao Ming and his brother happily came to the park with their food on their backs. Then they divided the food evenly. Two bags of biscuits and one bag per person, and four boxes of Wangzi and two boxes per person ... until the end there was a big watermelon What is the average score per person? How to use numbers? Using multimedia like this to create a specific social life situation for students, let students feel that mathematics is beside us, which greatly stimulates students 'interest in learning, effectively opens the gate of students' thinking, and stimulates the desire to explore.
2. Use multimedia skillfully to fully demonstrate the forming process of knowledge and let students learn
In traditional teaching, because the media is single, teachers teach students to listen, and teaching is the mainstay, resulting in students being tired of learning. The clever use of the optimized combination of multimedia teaching can overcome these shortcomings, fully mobilize students' various senses, and actively participate in the whole process of learning, so that students can enjoy the middle school and learn Chinese music.
For example, when teaching "Calculation of Rectangular Area", such a teaching process is designed: 1. Explore what conditions the area is related to. Inspire students to come up with a method to solve the area calculation, and use the computer to demonstrate the change of the length and width of the rectangle. 2. Explore the relationship between area and length and width. Use the computer to display: (1) a square with a side length of 1 cm; (2) arrange such 5 squares in a row; (3) arrange such squares in 3 rows. (Finally get a rectangle with an area of ​​15 square centimeters.) 3. Fill in the report form for the group experiment. Students take a group of 3 people and use 12 small squares of 1 square centimeter to make 2 rectangles of different sizes. Then, the student representative took the stage to be a "little teacher", displayed the student's spelling with physical projection, and compared the number of each row and the relationship between the number of rows and the total number according to the experimental report of this group. 4. Induction area formula. 5. Verify the teaching process above the formula. Due to the optimized combination of multimedia, the knowledge formation process is fully displayed in front of the students, and the students' abstract thinking is developed, which enables the students to learn knowledge in a happy atmosphere.
3. Use multimedia skillfully, highlight key points, break through difficulties, and let students learn
The dynamic demonstration of multimedia courseware, with a specific image, both sound and color, is vivid and interesting, caters to the psychological characteristics of students' novelty, beauty, pleasure, and wonder. Using multimedia in conjunction with actual needs, it can be abstracted into concrete, monotonous, interesting, and full To mobilize the coordination of various senses of students, to solve the content that teachers are difficult to clarify, students are difficult to understand, to rejuvenate students' thinking, to develop students' potential, to improve students' abilities, so as to effectively achieve precise teaching Key points and difficulties.
For example, when teaching "Axisymmetric Graphics", it is always difficult to explain with some teaching aids by traditional teaching methods. Multimedia teaching can allow two identical graphics to fold in a straight line, and keep this process in half. The process can also be accompanied by music to encourage students to concentrate highly, so that students can easily establish the concept of axisymmetric figures. Seeing its dynamic new feelings and breaking through the difficult points of teaching, the students' thinking was enlightened, the flames of exploring spirit burned up, and the learning efficiency was improved.
4. Using multimedia to provide materials to expand students' innovative thinking and let students learn
The teaching of mathematics knowledge itself is relatively abstract. Teachers skillfully use multimedia to demonstrate mathematics knowledge, which can make mathematics knowledge abstract and concrete, so as to guide students to explore the mystery of mathematics knowledge and expand students' innovative thinking.
1. Appropriately "flicker" in the courseware, triggering the "flicker" of students' thinking
When making computer courseware, it is relatively easy to "flash" the relevant teaching content a few times. But the effect of "flashing" in actual teaching is not ordinary. "Flashing" can not only attract students 'attention, but also trigger students' thinking. For example, in the teaching of "Knowledge of Angles", there is such a design: take two points on a straight line, and a section of "blinking" between two points leads to a line segment. These "blinking" makes it easy for students to understand the characteristics of line segments and The relationship between the line segment and the straight line leads the students' thinking deeper.
2. In time to hide the real thing in the courseware, promote the development of students' abstract thinking ability
Human thinking means that image thinking comes first, and abstract thinking comes later. Elementary school students are no exception. This requires the use of pictures and objects in teaching, and the use of intuitive images to obtain abstract mathematical knowledge, especially the teaching of geometric knowledge. When teaching "Knowledge of Angles", the author first showed the physical picture of the red scarf, triangle ruler, clock, and fan on the screen to remove the non-essential things in the real thing, extract the essence, and draw the figure of the angle. Then ask: How is the angle formed? And demonstrate on the computer to enable students to establish the concept of starting angle. This kind of teaching is not only close to the reality of students' lives, but also in line with the thinking characteristics of primary school students. It can also help students establish scientific mathematical concepts and promote the transition from image thinking to abstract thinking, so that students can learn.
Fifth, use multimedia, break through tradition, optimize practice, let students learn
Exercises are activities that transform knowledge into abilities and develop intelligence, while traditional mathematics exercises are just a combination of numbers and words, with a single form and boring content, and students are prone to aversion. Use the comprehensive advantages of multimedia form, sound, light and color. Appropriate and appropriate design of some vivid and interesting game-type open exercises to allow students to actively participate in the game easily, not only consolidate new knowledge, but also develop thinking, and feedback information, and make students of different levels all Having the opportunity of self-expression and experiencing the joy of success is beneficial to the development of students.
For example, when teaching "Double-digit plus (minus) single-digit", after the students explore new knowledge, the multimedia shows an old grandpa standing next to an apple tree with many big apples written with calculations. There are 4 bamboo baskets under the tree with answers written on them. The teacher asked the students to use the mouse to help the grandfather “pick†the apple. If you click right, the apple will fall into the basket. It will fall, and the grandfather will say: "Don't be discouraged, think about it again." Using multimedia to design interesting exercises, students will not only feel that the exercise is a burden to produce boredom, but also will be proactive with strong interest To complete the exercises to achieve the purpose of consolidating new knowledge.
Practice has proved that teachers skillfully use multimedia to assist teaching, give full play to the advantages of multimedia, can better show the occurrence and development of knowledge, greatly enrich classroom teaching, promote students' understanding and memory of knowledge, not only can make students happy, but also Can cultivate students 'various abilities, improve students' quality, and make students truly become masters of learning.
references
[1] Mathematics Curriculum Standards (Experimental Draft) [S]. Beijing: Beijing Normal University Press, 2001
[2] Mathematics Curriculum Standards Development Group. Interpretation of Mathematics Curriculum Standards (Experimental Draft) [M]. Beijing: Beijing Normal University Press, 2002
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