On the application of my auxiliary teaching resources in classroom teaching.

? With the advent of the information age, the auxiliary teaching resources available to our teachers are becoming more and more diverse. Looking back carefully, in order to make students learn knowledge better and more comprehensively in classroom teaching, I try my best to use auxiliary teaching tools.

The auxiliary teaching resources summarized and used are as follows, which are shared with teachers.

(1) Use the original blackboard books and teaching AIDS (such as sticks, dictionaries, digitizers, etc. ), flip chart photos, record sheets, homemade teaching AIDS, etc.

(2) Modern auxiliary resources: Banbantong, online teaching resources (online pictures, videos, etc. ) and multimedia-assisted teaching (PPT courseware, whiteboard, mobile phone screen projection, WeChat, online search micro-course) are widely used.

The specific application is as follows:

First, the use of learning tools and self-made learning tools:

In the second math class "Division with Remainder", in order to let students explore new knowledge through the practice of doing one thing except one point, and let students experience the process of abstracting the remaining phenomenon after the average score into division with remainder, I let students "stick a stick" in front of the podium, feel the "surplus" in the division operation of strawberries (self-made learning tools), and guide students to actively participate in learning and deepen continuously.

(7 strawberries are divided into two plates and can be divided into three plates. When there are 1 strawberry left, cut the teaching aid and draw it yourself. )

(In practice, 1 1 the stick is a quadrilateral. How many can you put in? How much is left? Students use learning tools to "stick" points)

Second, the use of multimedia courseware:

Let's take division with remainder as an example. Students can use PPT teaching software to do exercises after their own experience. In PPT courseware, they can use the brush function to actually circle and draw a picture to find the problem, and show it to students intuitively, so as to solve the problem.

Multimedia teaching is an extremely effective means, which can achieve twice the result with half the effort. And students prefer this colorful teaching method.

Second, the use of other auxiliary resources:

1. In Chinese class, I often use Shivo whiteboard to teach Chinese writing, which is convenient and effective.

2. In correcting students' homework, I often use mobile phone screen projection or WeChat to send photos on Banbantong for visual display and collective correction;

3. When a new class is introduced, the commonly collected videos and pictures arouse students' interest in learning and make them easy to learn new knowledge;

4. As a class teacher, I often search for the information I need online in class activities, make some interesting things by myself, and read newspapers by hand. Share with children and study together.

To tell the truth, the use of various auxiliary teaching resources has really brought a brand-new world to teachers, enriched the means of classroom teaching and helped students master knowledge in a relaxed and happy atmosphere.

But at the same time, I think that the use of auxiliary resources must be moderate and appropriate, and set up to achieve teaching goals. Too many pictures, sounds and other auxiliary resources make students feel good-looking, pleasant and distracting.

The above is my sharing, I hope to get your advice, thank you!