How to effectively apply multimedia courseware to math class 93

With the development of modern science and technology, multimedia with computer as the core enters the classroom with its unique advantages, and ranks among the popular teaching methods for teachers and students. Multimedia technology is favored by teachers because of its vivid pictures, words, sounds, images and other rich performance functions. It can transcend the limitation of time and space, show students vivid, concrete and vivid audio-visual materials, fully mobilize students' multiple senses to participate in learning, and realize the transition from concrete thinking in images to logical thinking. However, it often happens in teaching: colorful cai courseware attracts students' attention and students read it with relish. After reading it, few students talked about the substantive issues of the research, let alone the cultivation of inquiry ability and innovation ability. Teachers spend a lot of energy, not only ineffective, but misleading students and making jokes. This kind of "audio-visual teaching course" designed for the pursuit of excitement can only be pale and vague if the non-essential factors of mathematics are removed. This raises an important question for us: how to use multimedia courseware effectively in classroom teaching?

First, use multimedia courseware to create learning scenarios to stimulate students' interest in learning.

Stimulating students' interest and motivation by cai courseware is one of its important functions. Cai itself is a novel thing. With its beautiful pictures, words and moving voice, it is easy to mobilize students' positive emotions and enliven the classroom teaching atmosphere.

The experiment shows that the introduction of film and television media clips related to the teaching content in the new course is vivid and wonderful, which integrates video, sound, image, text and animation, and can make students enter the teaching state quickly. Creating artistic conception with film and television media can effectively open the floodgates of students' thinking, stimulate association and exploration, make students' learning state change from passive to active, and let students learn knowledge in a relaxed and happy atmosphere. For example, in the teaching process of "Understanding Polygons", we used the advantages of multimedia to design such a fairy tale situation: small animals in the animal kingdom are moving. Do you want to see their new houses? Then use multimedia to present a group of beautiful houses composed of various polygons. Then play a multimedia video: "children, are these houses beautiful?" These are all my masterpieces. Small animals like the house I designed best. No, they're coming again. ""I want a pentagonal house, I want a hexagonal house ... "The little animals insisted. The fascinating animation situation and the vivid dialogue of small animals constitute an animated film with a complete plot. Fairy tales are the most suitable for children's psychological characteristics. Once they come into contact with each other in class, their hearts will be aroused and their interest in learning will arise. It is by taking advantage of this opportunity that multimedia combines its advantages of sound, color, emotion and movement to show its unique charm.

In traditional teaching, problem-solving teaching has always been a headache for teachers. The process is nothing more than giving examples, analyzing the meaning of questions and answering columns. The only bright spot is to ask: What other questions can you ask? With this teaching method, students are bored and teachers are bored. I improved this method. First of all, I showed Cai the following picture: In a dense forest, there is a peach tree, and the tree is covered with red fruits. Four little monkeys climb the tree playfully and enjoy the peach. I saw one of them hanging upside down on the other's tail, making faces at his classmates, and then two big monkeys came running. It turns out that they are looking for children. The students were amused by these cute little animals and made them up. There are four little monkeys in the tree, and two big monkeys are coming. A * * * has six monkeys. Some students said: May I ask, "A * * *, how many monkeys are there?" Another student scrambled to say, "can I find out how many big monkeys are less than small monkeys?" Can you find out how many little monkeys are more than big monkeys? " ..... Students are scrambling, thinking broadly, and new discoveries emerge one after another.

For example, when teaching "review by letter classification", we designed some scattered pearls on the screen at the beginning of class. The teacher asked, "What can you do to make it easy to collect these pearls?" The students expressed their opinions. When a student said that threading pearls with thread is not only convenient for preservation, but also can better show its beauty, the computer dynamically showed the process of threading pearls with thread, and a string of sparkling pearls appeared on the big screen. The teacher said, "The knowledge we have learned is like these scattered pearls, which can only be used conveniently after being sorted out in time." This lead-in not only lays the foundation for the review method of this course, which lists the knowledge points first, then forms a knowledge network from point to line, but also makes students have a pleasant psychological state, induces students' sense of participation in emotional behavior, and students' strong desire for learning arises spontaneously.

Second, the appropriate application of multimedia courseware, play the role of auxiliary teaching

Teaching media is a tool and means to assist teaching. With the development of science and technology, especially the introduction of modern multimedia technology integrating words, sounds, vision and colors into the classroom, students' enthusiasm for learning has been greatly stimulated. Teachers also took an active part in this revolution. It seems that as long as courseware is used, classroom teaching will be reformed and there will be innovation. This leads to the use of audio-visual media to decorate the podium space just for the purpose of

No matter what kind of educational and teaching media is used, if it can't effectively promote students' active development, it is all ineffective labor. A teacher took great pains to design a cai three-dimensional animation when talking about "knowing cuboids and cuboids". Students are interested in observing cuboids and cubes with their eyes and legs, and they are also dazzled. Finally, students are asked to tell what features cuboids and cubes have, but they only notice that they have eyes and legs, and how many faces, edges and vertices they have. Analyze the reasons carefully: First, the courseware design is unreasonable. Teachers design courseware too much for novelty and interest, but ignore the psychological principle and the distribution law of students' attention. They add too many unnecessary things to cuboids and cubes at will, lacking purpose and distracting students; Second, there are many cuboid and cube objects familiar to students in life, such as stationery basin, dictionary and ink box on the desk. Teachers don't let them observe, touch and feel with real objects, but take pains to design cai courseware, and the result is half the effort.

Cai courseware only appears as a means of modern educational technology, which determines that its function can only be to assist teaching, but not to lead classroom teaching. Therefore, as a math teacher, students' age characteristics and cognitive rules must be considered in teaching, and the courseware should be concise and practical.

Third, make rational use of multimedia courseware to break through the teaching difficulties.

Many teachers think that mathematics is a difficult subject with high generality, strict logic and abstract thinking. Traditional teaching often spends a lot of time and energy on highlighting teaching key points and breaking through teaching difficulties. Even so, students are still not deeply touched, and they are easily tired or even bored. Under the new curriculum, the effective way to highlight key points and break through difficulties is to change teaching methods. Multimedia courseware has incomparable advantages because of its concrete image, dynamic and static combination and vivid colors. When making the corresponding media courseware, we must properly use multimedia means to solve the difficulties, turn the abstract into concrete, make it vivid, vivid and clear, or personify it, mobilize the cooperation of students' senses, and solve the content that teachers can't explain clearly and students can't understand, so as to effectively realize intensive reading teaching, which can't be achieved by using multimedia courseware. The dynamic demonstration of multimedia courseware can show the formation process of knowledge in front of students intuitively, vividly and conveniently, and help students master its internal laws and complete knowledge construction. For example, it is difficult for students to understand the derivation process, especially the more equal copies, the closer the figure is to the rectangle. Multimedia demonstration: divide a circle into four equal parts, then put them together, then divide the circle into eight equal parts, arrange the small sectors into two columns, make an approximate rectangular flashing display, and then cut them in turn by 16 and 32 equal parts, so that students can intuitively see that the more equal parts, the closer they are to the rectangle. On this basis, students can establish the radius of a circle by moving the demonstration. The relationship between the semi-circumference of a circle and the length and width of a rectangle, and the formula for calculating the area of a circle is derived from this. This kind of display, which turns static into dynamic, is gradually and circularly promoted, leaving a profound appearance of "turning a circle into a square" in students' minds, which is helpful to realize the transformation from perception-appearance-abstract psychology and has the effect of "moistening things silently".

When teaching the meaning of fractions, the teachers tried their best to explain it because the students just started to contact this new number, but the students still didn't understand it. A teacher designed such a picture: a big and round watermelon appeared on the screen. With the music, the watermelon was divided into two halves from the middle, and the music sounded, and the two halves automatically synthesized into a complete watermelon. With the repeated opening and closing of the screen, students quickly understood 6500. But it is difficult to treat many objects as a whole. In teaching, I do this. There are eight balloons floating freely under the blue sky. Later, balloons were distributed to four children, and each child held two balloons, indicating that the two balloons were a whole, and each child got the whole of 1/4. Then, the students sum up the meaning of the score.

Fourth, in classroom teaching, accurately grasp the opportunity to use multimedia courseware.

In the process of teaching, students will have various psychological states, including positive and negative. In this regard, teachers should be good at grasping and regulating, make full use of positive aspects to serve teaching, promote the change of negative aspects, and turn negative into positive ones, which requires teachers to accurately grasp the timing of multimedia playback.

1, used when students encounter doubts or can't get a unified understanding through argumentation and have a desire to solve doubts. In mathematics teaching, there is a problem that there are _ _ squares with side length of 1 decimeter among the squares with side length of 1 decimeter. Some students say 10 because 1 m = 10 decimeter, while others say 100. So there was an argument between the two sides, and no one could convince anyone. At this time, the teacher first shows a square with an area of 1 square meter on the screen, and then divides it into a small square with an area of 1 square meter. With the music, the small squares inside are separated one by one. Through the physical demonstration, the students not only know the correct answer, but also understand the meaning of this question. 1 m2, including how many 1 m2?

2. Use it when students' thinking is blocked and they are eager to start thinking. Pupils are young, lack perceptual experience, have poor thinking direction, and their thinking is easy to break. At this time, cai should be used to enrich students' perceptual knowledge and guide them to think step by step. For example, when teaching the comparison of scores, students explore the size of 2/3 and 1/3, but when the teacher shows them 1/2 and 1/3, they can use cai courseware to show them: two round cakes with the same size, the first one is cut into two parts, and the big white rabbit takes a part of them, and the second one. Students, do you think this is fair? Through the courseware demonstration, the students opened their minds and said in unison, "unfair!" Because 1/2 is greater than 1/3 ". Thus, the conclusion that "the more copies of each share, the smaller each share" is successfully drawn.

3. Use it when students are tired of learning some knowledge or training. There are many concepts in the unit "Factor and Multiplication" in the fifth grade mathematics of primary school, such as factor, multiple, prime number, composite number, odd number and even number. When reviewing these concepts systematically, because of the complex relationship between them, students have a sense of burnout, and various concepts make them dizzy, and many students show impatient expressions. Then I showed a picture on the screen: Xiaohong's father came back with a black password box, saying it was a gift for Xiaohong, but his father forgot the password. He only knows that this password is a four-digit number, a multiple of 2, and there are about five. The number on the hundredth is the smallest prime number, the number on the tenth is the smallest composite number, and the number on the hundredth is twice that on the hundredth, classmate. Hearing this, the students suddenly came to the spirit. Some students muttered to themselves, while others began to discuss. The classroom atmosphere is unprecedentedly warm. When the teacher entered the password guessed by the students, the password box opened with a bang. There are two beautiful clothes in it, and the students jump for joy. Later, the teacher asked the students the reason for this guess. The students spoke well, and the rest of them listened with relish. This is much better than the teacher's blind explanation. At the same time, it better shows the students' thinking process and improves the learning efficiency.

Five, the rational use of multimedia courseware, pay attention to master the teaching rhythm.

In the process of teaching, timely and accurate feedback and intensive activities are important aspects of teaching success. In the feedback strengthening activities, we should not only play the role of teachers, but also play the role of students and audio-visual media. For example, when students ask questions because of careless observation, or when discussing a problem, teachers can play audio-visual media again, so that students can find the correct answer through observation, listening and thinking.

To attach importance to the feedback in the teaching process, we must pay attention to mastering the teaching rhythm. In the process of audio-visual teaching. The pace of teaching should be loose, fast and slow, fast and fast, and slow and slow. First, grasp the rhythm between links and steps in the process of audio-visual teaching. For example, to switch from one link to another, we should not only play cai courseware, but also keep up with students' thinking through discussion, practice and practice in each link. Second, the presentation of the media should be rhythmic, such as the combination projection of objects, the projection of teaching AIDS, the division of graphics and the change of displayed pictures in cai courseware, which should be fast or slow according to the needs of teaching, and the parts that students find difficult to see clearly should be slowed down or repeated.

Modern multimedia technology with computer as the core will be widely used in mathematics teaching. Only by using it properly in teaching and finding the best fit point with classroom teaching can we greatly improve the efficiency of classroom teaching, promote the implementation of quality education, cultivate students' non-intelligence factors and meet the needs of modern education. At the same time, make multimedia courseware for teaching under the new curriculum, so that education can be integrated into students' lives. On the platform of multiple intelligences and sustainable development, students' ability can be developed in many aspects, thus realizing "classroom knowledge living and life knowledge education". In a relaxed and democratic environment, the concept of the new curriculum can be put into practice and more innovative talents can be effectively trained.