In today's classrooms, it is very common to use modern information technology to assist teaching, especially the large number of "class-to-class" teaching equipment, which enables the advantages of modern information technology in teaching to be well demonstrated. Modern The effect of information technology-assisted teaching has been greatly highlighted, showing novel and efficient characteristics. In the current process of using modern information technology for teaching, many teachers have some problems in using modern information technology to assist teaching. The author believes that modern information technology should be effectively integrated with traditional teaching methods-teaching aid demonstration, learning aid operation, teacher writing on the blackboard, etc., based on the principle of timeliness and moderation, so as to achieve quality in 40 minutes, build an efficient classroom, and let learning Become more relaxed, allowing students to spend the least time to achieve maximum learning results.
In today's classrooms, it is very common to use modern information technology to assist teaching, especially the large number of "class-to-class" teaching equipment, which enables the advantages of modern information technology in teaching to be well demonstrated. The effect of modern information technology-assisted teaching has been greatly highlighted, showing novel and efficient characteristics. In the current process of using modern information technology for teaching, many teachers have some problems in using modern information technology to assist teaching:
Some teachers are not proficient enough in the processing and production of multimedia courseware and search for the required information from the Internet when preparing lessons. Multimedia courseware, however, cannot be modified according to one's own teaching ideas and class learning situation. As a result, the teacher's teaching intention cannot be fully expressed through multimedia courseware during class, and the advantages of modern information technology tutoring classroom teaching cannot be highlighted.
Some teachers rely too much on multimedia courseware and ignore the auxiliary role of multimedia courseware in teaching. In fact, modern information technology is just an auxiliary means used by teachers to achieve good teaching results and serves to improve teaching efficiency.
To this end, the author believes that modern information technology and traditional teaching methods-teaching aid demonstration, learning aid operation, teacher blackboard writing, etc. Minutes require quality, build an efficient classroom, make learning easier, and allow students to spend the least time to achieve the greatest learning effect.
1. Effectively integrate teaching aid demonstration and multimedia courseware demonstration
The most common feature of teaching aid demonstration and multimedia courseware demonstration is intuitiveness. They can make knowledge concrete and visual, promote the combination of students' concrete perception and abstract thinking, reduce students' difficulty in mastering abstract concepts, help them form clear concepts, develop their observation and thinking abilities, and improve students' interest in learning. and positivity. However, physical teaching aids can be touched, used, and dissected. They are three-dimensional, and the demonstration is more realistic. The information provided can more effectively help students form clear representations, and guide students to understand the essence of things through phenomena. It is by no means The text, pictures, sounds, and video presentations of multimedia courseware can achieve the best results. Of course, the advantages of multimedia courseware are also undoubted. The demonstration of details and the convenience of demonstration are also beyond the reach of physical teaching aids. Therefore, effectively integrating teaching aid demonstration and courseware demonstration in teaching will greatly improve teaching efficiency.
For example, when a teacher was teaching the lesson "Understanding Centimeters", the multimedia courseware provided a ruler and asked students to carefully observe the big screen and see clearly how long one centimeter is. This approach is inappropriate, because the "ruler" on the big screen is just a picture, and the 1 centimeter on it is much larger than the actual length. The "1 centimeter" representation established in the students' minds is wrong. The focus of this lesson is to allow students to establish the concept of "length" of 1 centimeter. At this time, physical teaching aids and learning tools should be used to allow students to construct the length of one centimeter through repeated observation, imagination, memory, measurement and other activities. concept. Then when teaching the ratio between centimeters and millimeters, you can use multimedia courseware to demonstrate. This will make it clearer and more conducive to students' understanding of how long 1 millimeter is and how 1 centimeter = 10 millimeters.
2. Effectively integrate the operation of learning tools and multimedia courseware demonstrations
The teaching process is a special cognitive process. In this process, students are not only required to master abstract mathematical conclusions , more attention should be paid to students' mathematical thinking training, guiding students to actively participate in the formation process of exploring knowledge, and cultivating students' mathematical abilities.
The famous psychologist Piaget said: "Children's thinking starts from actions. If the connection between actions and thinking is cut off, thinking cannot be developed." Therefore, in the teaching process, teachers should make full use of learning tools to strengthen the understanding of students. Practical operations allow students to develop their potential in the operation of learning tools, and solve problems and acquire knowledge through hands-on operation of learning tools. However, in the process of hands-on operation, the existence of accuracy and error leads to inaccurate operation of learning tools. Multimedia courseware can solve this problem. For example, when teaching the lesson "Sum of the Interior Angles of a Triangle", students, under the guidance of the teacher, use drawing, measuring, calculating, spelling, folding and other methods to let each student personally experience the whole process of exploring the sum of the interior angles of a triangle, especially After measuring and calculating, it is concluded that the sum of the interior angles of a triangle is often not 180 degrees. Of course, this phenomenon further reflects the mathematical flavor of research and exploration, and also pave the way for a more rigorous study of the sum of interior angles. At this time, if the teacher cooperates with the multimedia courseware To demonstrate, tear off the three angles of an acute triangle, a right triangle, and an obtuse triangle, and then piece them together into a straight angle. In the process of piecing together the straight angles one by one, students can feel more truly and accurately that "the sum of the interior angles of all triangles is 180 degrees." In this way, through the effective integration of learning tool operation and multimedia courseware demonstration, students have a deeper understanding of "the sum of the interior angles of a triangle is 180 degrees" and achieved good teaching results.
3. Effectively integrate teachers’ writing on the blackboard with multimedia courseware demonstrations
In today’s classroom teaching, more and more classrooms replace “writing on the blackboard” with “courseware demonstrations” , the blackboard behind the teacher is getting "cleaner". In some classes, the teacher only writes the topic on the blackboard, and in some cases, there is so little writing on the blackboard that there is almost no need to wipe the blackboard. As computer networks enter the classroom, traditional blackboard writing is increasingly showing a weakening trend in classroom teaching. In fact, as a traditional teaching method, teachers' writing on the blackboard still plays an irreplaceable role. First of all, writing on the blackboard can highlight the key points of teaching. Of course, the key points of teaching can be played using courseware, but when our class is over, there is often no trace of it on the blackboard. When summarizing the class, teachers have to rewind the courseware to find the corresponding position before focusing on it. emphasize. If the key points are written on the blackboard, the class summary will be more coherent, making it easier for teachers to emphasize and students to record. Secondly, the content of writing on the blackboard can be increased at will as the classroom activities unfold. In class, students will ask many questions and make many wonderful speeches. These remarks and questions can be recorded on the blackboard and then discussed one by one. Faced with the generative phenomenon of the classroom, writing on the blackboard is obviously more targeted and can achieve better results than playing preset multimedia courseware. Therefore, using multimedia courseware, teachers' blackboard writing can be generated. Teachers' writing on the blackboard can highlight key points, which in turn improves the effectiveness of multimedia courseware in classroom teaching. The use of blackboard writing can also make up for the disadvantage of multimedia courseware in processing the generative resources of classroom teaching, making classroom teaching closer to students and making classroom teaching more dynamic. Blackboard writing is a necessary supplement to multimedia courseware and the finishing touch of multimedia courseware. Only when the two work together can they complement each other.
In short, the use of modern information technology to assist teaching has brought great changes to our classrooms, but we must have a rational attitude when using it, correctly handle the above relationships, choose the appropriate time, Use reasonable methods to assist classroom teaching to effectively improve the efficiency of teaching and learning.