Mathematics is a very abstract, particularly logical discipline. For this reason, when it comes to mathematics, many people are full of numbers, symbols, lines... full of black and white worlds, boring, boring, and difficult. Especially when high school mathematics is compared with junior high school mathematics, the difficulty span is too large, the content is too much, and the teaching progress is fast. Many students can't adapt at once, often paying a lot of time and effort, but they have little effect, which leads to fear and even give up. Therefore, how to optimize the classroom structure, make the abstract cognitive activities simple and intuitive, make the boring mathematics classroom rich and colorful, make the difficult mathematics easy to understand, and make the students become willing to learn and learn. To maximize the effectiveness of high school mathematics classroom teaching, this problem has become an urgent problem to be solved.
First, use multimedia technology to create teaching situations and stimulate students' interest in learning
interest is the best teacher. High school mathematics is boring due to complex abstractions. The use of multimedia technology to process text, images, sounds, animations and other information to form a picture, text, sound, like and interesting multimedia teaching environment, making complex and abstract cognitive activities simple and intuitive, easy for students Understanding and mastering the teaching content. The use of multimedia technology is easy to realize the characteristics of human-machine dialogue and instant feedback, so that students are more willing and more proactive to participate in teaching activities, and learn to gain in a pleasant teaching environment. In this way, students can effectively stimulate the interest in learning mathematics, generate motivation to learn mathematics, and enhance confidence in learning mathematics.
Second, the use of multimedia intuitive, break through the limitations of vision, cultivate and improve students' spatial imagination
Cultivating students' spatial imagination is one of the main goals of mathematics teaching. The three-dimensional geometry is a difficult point in the teaching of high school mathematics, and it is one of the chapters that beginners have difficulty in preparing. How to guide students to correctly understand spatial graphics, correctly analyze graphics, construct graphics, and then use graphical knowledge to solve practical problems is the essence of learning stereo geometry.
The visual map of the three-dimensional figure is drawn on the plane, which is easy to interfere with the difference of the line of sight angle, which is not conducive to the formation of the overall understanding. The multimedia technology can dynamically decompose and reorganize graphics from different angles, visually display the formation and change process of the whole image, let the graphics move in the plane and space, make the complexity simple, and make the abstraction intuitive. Therefore, students can break through the limitations of vision, observe, think and understand the various relationships and properties between the various elements in the graph from different angles and in different ways, which helps to understand the concepts and master the methods and promote the students. The development and improvement of spatial imagination.
Third, the use of multimedia dynamics, easy to display the formation and process of concepts, can effectively help students understand mathematics problems deeper
One of the characteristics of the mathematics curriculum is the abstraction of the content. Therefore, how to more accurately reveal the connotation of the concept and make the cognitive activities more vivid and simple, requires teachers to constantly think, explore and improve. For example, many teachers have tried to draw a lot of pictures while teaching the trigonometric function y=Asin(ωx+φ). They have tried hard to explain and made many guidances, but they often get twice the result and have little effect. And I use slides combined with flash animation, the function image generation process, amplitude, period, phase three different transformations (ie, changes in A, ω, φ) corresponding to the function image and its changing process, etc. Show the students one by one and show them repeatedly. Let students experience these three transformation processes intuitively and vividly, so that students' understanding of these three transformations is more profound and accurate.
Fourth, the use of multimedia, large amount of information, large capacity, save space and time, and effectively improve teaching efficiency
1. Save space and time in classroom teaching
High school mathematics is more and more difficult. It takes a lot of time to explain and discuss. There are many concepts and graphs in mathematics. It often takes a lot of time in class, so the time for explanation, thinking and discussion in the classroom is not. Sufficient. Especially in the subject-based teaching, students are required to participate more in the teaching process, so the time is even more insufficient.
For example, in teaching, sometimes you need to draw curves, make drawings (especially draw solid figures), list cells, and draw bar charts, polyline charts, fan charts, and so on. When we worked hard to draw the graphics, time has passed a large section. When we want to guide students to learn relevant knowledge or explain, the time is not enough. Moreover, because the hand work diagram is not accurate enough, it will make it difficult for students to accurately grasp. Related knowledge and even misunderstanding. The use of multimedia to present, will greatly save the drawing time, so that we can free up more time for teaching activities. Because of the accurate, vivid and dynamic multimedia mapping, students are easy to form a good sensibility and rational understanding, deepen students' understanding and mastery of knowledge, and develop and improve students' thinking ability of "digital combination".
2. Using the rich resources and technology of the network, it is easier to achieve effective hierarchical teaching for students.
With the rapid development of network information technology, the establishment of distance education network school has created a huge communication space for educators, providing teachers with a large amount of teaching resources. Rich in content and diverse in form, a variety of teaching ideas and teaching models emerge in an endless stream, and colorful teaching courseware abounds. These can be used for reference and borrowing, enriching our teaching methods and models, broadening our horizons, enhancing our horizons, and opening up a shortcut for our teachers to carry out teaching activities, which greatly saves teachers' time for preparing lessons. At the same time, the network's rich resources and the application of computer information technology enable teachers to better organize teaching resources and more accurately analyze the various learning situations and data of students. Therefore, when implementing classroom teaching, it can be more flexible, more comprehensive, and more targeted. For example, students with different foundations and abilities, different psychological characteristics and personality traits, different learning interests, and different learning methods use different teaching methods and different exercises, exams, evaluation methods, and use different software and multimedia tools. In short, making full use of rich network resources and multimedia technology, it is easier to implement different levels of students, sub-categories, sub-methods and even sub-tools.
In short, the use of multimedia-assisted high school mathematics teaching, we must pay attention to the combination of multimedia technology and the characteristics of mathematics, combined with the advantages of traditional teaching; pay attention to the actual situation of students and the actual needs of teaching, appropriate and flexible application multimedia technology. In this way, we can give full play to the huge advantages of multimedia technology, optimize classroom teaching, and effectively improve the efficiency of high school mathematics teaching.
Xie Yao, the first middle school of Linyi, Shanxi Province
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