What changes has information technology brought to teaching?

Some changes brought by information technology to primary school mathematics teaching With the development of economy and the progress of science and technology, information technology is increasingly entering our ordinary classroom teaching. It is like a spring breeze, which brings fresh breath to our daily teaching and makes our boring classroom teaching full of vigor and vitality-let our playful children find interest in learning; Let our teacher make the problems that are difficult to explain clear intuitive. As a math teacher, I am delighted to feel the great changes that information technology has brought to my classroom teaching. Here I talk about some specific feelings based on my own teaching practice: First, using information technology can make the learning atmosphere interesting and attract students' attention. The age characteristics of primary school students determine that they have great interest in colorful and illustrated cartoons, so I often use this characteristic of students to introduce new lessons with cartoons they like to see and hear, so as to quickly catch students' attention and make them enter the learning state quickly. For example, when I was teaching the area unit, I designed an animated scene of ants moving, so that students could calculate how big the ants' new home was. The children are really willing to help the "ant" and immediately put into thinking and put forward a method to measure the size of the ant's new home; When I was teaching volume units, I designed an animated scene of crows drinking water. This time, the children realized the truth that "objects occupy space" through quiet observation and thinking. Second, the use of information technology can "transform time and space" and let students feel the learning process personally. Mathematics curriculum standard (20 1 1 version) emphasizes the concept of data analysis for students. The most important point is: to understand that there are many problems in real life, we must first do research, collect data, make judgments through analysis, and realize that the data contains information; Collecting data often means going out of the classroom, such as collecting the number of vehicles passing through the intersection in five minutes. If it is not in the real scene, it is difficult for students to understand the randomness of various vehicles, to find effective methods to collect data, and to realize that the number of vehicles passing at different times is very different. However, there are still many difficulties in bringing students to the crossroads under our existing conditions: first, security issues. There are dozens of students in a class, and a teacher leads the team. The safety problem cannot be guaranteed, and the school will never allow it. Secondly, in noisy public places, teachers cannot effectively guide children's cooperative learning. Especially in this crowded place, it is easy to distract children. It is difficult for primary school students to concentrate on the task of collecting data, let alone accumulate and sum up experience. So, I thought of another way, that is, choose a suitable angle, record the vehicles at the intersection for three times (morning, noon and evening), and then play it in the classroom, and move the "time and space at the intersection" to the classroom, so that students can watch the video and collect data. This move really achieved the expected goal: the children were interested as if they were there, and they took the initiative to work in groups. One person was responsible for counting the number of passing vehicles and the other was responsible for recording. Soon the data collected by each group was reported, and it was successful once, and the data of each group were completely consistent. After this experience, I feel that the children's sense of cooperation and experience have been greatly improved. Third, the use of information technology can "move in kind" and effectively arouse students' existing knowledge and experience. Students' new knowledge is based on existing knowledge and life experience. However, the existing experience may sometimes be unconsciously established, which makes it vague and needs to be awakened again. Due to the limited conditions in the classroom, there are many things that we can't all move to the classroom for the children to review again. At this time, information technology has played a unique role. For example, when I teach grams and kilograms, I need my children to recall where they have seen these two quality units in their lives. However, the second-grade children don't pay much attention to these things in their daily life. If they don't get some inspiration, they really can't remember it for a while. At this time, I played pictures of various foods in the supermarket to help them "remember": a bag of potato chips 80g and a bag of jelly 65438. Next, it will be easier for children to understand various scales, but to make all students connect the "scales" in their minds with physical objects, they need courseware to demonstrate them. In this way, with the help of the computer screen, the children's existing experience was quickly transferred out, laying a good foundation for their next study.