First, the diagnosis integration point, the effect of integration
Combine the students' academic situation, teaching content, analyze the effective support methods of each teaching link, systematically analyze the advantages and disadvantages of the two supporting methods of information technology and conventional teaching methods, and determine the integration point of a class.
(1) Introducing games to stimulate students' interest
Einstein said: "Interest is the best teacher." Modern teaching attaches great importance to the cultivation of students' interest in mathematics. According to the psychological characteristics of primary school students, how to grasp the students' eyes and mind during the course of a class is teaching. key.
(2) Dynamic demonstration, breaking through the difficulties
"Strengthening the formation of students' space concept" is one of the ideas advocated by the new curriculum standard, and it is also a difficult point in teaching. Whether the difficulty of teaching can break through is the key to the success of a class. The use of modern information means that the abstract spatial concept can be transformed into a concrete representation that students can directly perceive, helping students to establish clear and complete representations, paving the way for the development of students' thinking from concrete to abstract.
(3) Linking the reality and expanding students' thinking
The use of real-life materials in the mathematics classroom not only enables students to understand what the content they are learning is closely related to the problems they are exposed to, but also greatly mobilizes students' interest and makes students realize that there are rich mathematical problems in real life.
Second, the problem of attention in integration
Information technology is indeed a high-efficiency, high-level modern teaching method. Its attraction to students is incomparable to other teaching methods. It can show the unclear knowledge in the process of mathematics teaching vividly and at a glance. However, information technology is not omnipotent, it cannot be abused, and its use is unscientific and inappropriate, which will inevitably have a negative impact on teaching.
(1) Not all classes and all links are suitable for integration with information technology.
Some basic mathematical activities such as basic operations, drawing, and logical reasoning are not suitable for students to engage in practical activities. In a lesson, not all links need to be integrated with information technology. Teachers should consider which part of the value of information technology is valuable when preparing lessons.
(2) Information technology cannot replace the interaction between teachers and students
Classroom teaching is a process of interaction between teachers and students. While teachers carefully design teaching links and make courseware, they should not neglect the generation of students in the classroom. Even if you prepare in advance, it is inevitable that there will be a phenomenon of pre-set and non-uniformity. At this time, the beautifully designed courseware became the biggest burden in the classroom. Teachers can't make necessary processing of newly generated resources through the original multimedia, which makes classroom resources not be used to the maximum extent, which affects the efficiency of the classroom.
(3) Information technology should be combined with other teaching techniques
Information technology is developing rapidly and continuously providing more powerful support for education and teaching. However, the emergence of powerful information technology does not mean the demise of the value of traditional teaching technology. Traditional teaching tools such as blackboards, chalks, wall charts, and models still have strong vitality and deep development value. While continuously integrating the new functions of information technology through teaching design, teachers should give full play to the advantages and complementarities between modern information technology and other more traditional teaching tools, and comprehensively apply and exert overall benefits.
In short, the integration of mathematics teaching and information technology in primary schools is the call of the times and the mission of the new curriculum to teachers. As an educator of the new era, we must scientifically integrate information technology resources, give full play to the effectiveness of information technology resources, and enable information technology to serve our classroom teaching more effectively.
Yan Shiying, Shangshan Primary School, Guantou Town, Xiangning County, Linyi City, Shanxi Province
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