Analysis on the Strategy of Integrating Information Technology with Primary Mathematics Classroom
First, the application of information technology to create an effective import situation, pointing to the follow-up learning strategy
“Import†is the first perception that is provided to students in a class. Therefore, the introduction of art is that “the first hammer is on the mind of the student†and should pay attention to its attraction. At the beginning of the class, the students are still immersed in the excitement of the class, and the new motivation for learning is in a low state. If the information technology can be used to design the introduction situation, then the students' attention can be concentrated, the students' feelings can be induced, and the learning can be stimulated. Interest, let them enter the classroom teaching with a strong desire for knowledge and eagerness.
In continuous research and practice, we believe that effective situational introduction strategies include: (1) pointing to follow-up learning and creating an introduction context for contextual blending. (2) Inspire the desire to explore and create an inquiry situation for independent learning. (3) Enhance the emotional experience and create an immersive interactive situation. (4) Gradually enter into a good situation and create a problem situation that challenges doubts. (5) Close to the reality of life, create a life situation for learning applications.
Second, the application of information technology to identify the entry point of knowledge, to achieve an effective transition strategy
Realistic living materials not only enable students to understand that the content they are learning is closely related to the problems they are exposed to, but also greatly mobilize students' interest in learning mathematics, so that students realize that there are rich mathematical problems hidden in real life. Therefore, applying information technology and finding the entry point of knowledge can make students transition from boring, mysterious and difficult mathematics puzzles to real life, allowing students to fully experience that mathematics comes from life and is applied to life. The formation of abstraction, but the accumulation of life.
Third, the application of information technology rich examples of the form of presentation, to achieve a mathematical life strategy
Life is the source of mathematics, and the acquisition of mathematical knowledge is inseparable from life. If the example is transformed into a life situation through information technology, it will not only stimulate students' enthusiasm for participation, but also give students a sense of innovation and creativity. The mathematical examples of life can stimulate students to explore their desires strongly, but to solve problems for teachers to collect, process, apply and display, information technology will help teachers solve this problem well, which effectively makes the life and mathematics essence of the examples reach A state of balance. The rich example presentation can optimize classroom teaching, save time and stimulate students' interest in learning. Through rich examples, mathematics can be closer to life and realize mathematics life.
Fourth, the application of information technology to break through the teaching difficulties, to achieve independent research strategies
First of all, the effective application of "discoloration", "flickering" and "translation" commonly used in information technology can stimulate students' attention and play a suggestive role, which can effectively highlight the key points. On the other hand, it is possible to use the courseware to sort out and extract the corresponding conditions and problems, create an activity scene made according to the meaning of the topic, draw a line segment diagram, and abstract the abstraction to help the students to examine the questions, understand the meaning of the questions, and enlighten the thinking.
Secondly, information technology has unique advantages in animation applications. The rational application of animation demonstration can solve the teaching difficulties. There is a lot of abstract knowledge in elementary school mathematics. It is often difficult for primary school students to directly perceive their thinking habits. This requires certain technical means to demonstrate the facts and phenomena that such students cannot directly perceive through specific simulations or animations. Fully perceive and mobilize the desire of students to explore independently, thus solving difficulties.
We are convinced that teaching reform is accompanied by the universal use of information technology, classroom teaching efficiency will continue to improve, and the overall quality of students will be fully developed.
Yang Xiaoyun, Yuli Primary School, Wucun United School, Yaodu District, Linyi City, Shanxi Province
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