The change of teacher-student interaction is actually a manifestation of the change of teacher-student relationship. Information technology has changed the active and passive relationship between teachers and students into an equal and harmonious relationship, and increased more democratic and targeted communication between teachers and students. For example, I remember that when I was talking about "Arrangement and Review of Plane Graphics", I used network teaching in multi-functional classrooms to provide different learning materials according to the actual situation of different students. Students can selectively complete exercises at different levels, and teachers can keep abreast of the learning situation of the whole class and give individual counseling to students. This greatly improves the pertinence and effectiveness of classroom teaching, thus realizing personalized learning. It can be seen that information technology can make teaching a necessary process, and any student can learn according to his own needs and speed. Teachers can also design topics for discussion according to the needs of teaching, arouse students' disputes and give feedback in class. You can also design some meaningful topics. Students can talk to each other through the network, express their opinions, strengthen exchanges and cooperation between students, realize long-distance interaction between teachers and students, and strengthen cross-time exchanges and cooperation between teachers and students.
Third, the use of information technology not only broadens the horizons, but also broadens the knowledge of students.
Let students contact the wider world and expand their knowledge, which is what we are doing now.
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Teaching needs to be solved, and multimedia is the window for students to expand their thinking, enrich their knowledge and go to the world. Therefore, multimedia should be used in teaching to design various kinds of interesting questions, enhance information feedback, expand students' knowledge and cultivate students' comprehensive ability to use knowledge. For example, when I was teaching "Year, Month and Day" in the second semester of Grade Three, I only saw the operating rules of three celestial bodies with multimedia courseware, that is, the earth revolves around the sun for one year, the moon revolves around the earth for one month, and the earth revolves around its axis for one day. There is also the teacher's kind explanation and sweet music. Vivid pictures bring students into the wonderful universe and perceive the origin of the year, month and day. At the same time, students have doubts about how the year, month and day came into being and what is the relationship between them. Through this novel demonstration, students' desire to explore knowledge is stimulated and their cognitive level is improved. Students can draw inferences from others, know a lot of knowledge, expand their knowledge and increase their knowledge.
Fourthly, the use of multimedia can adjust students' mood and stimulate their enthusiasm for learning.
Interest is the best teacher. Someone once said, "Compulsory learning without interest will stifle students' desire to seek truth. "According to the laws of psychology and the learning characteristics of primary school students, the duration of intentional attention is very short, and classroom thinking activities are relatively tense. After a long time, students are prone to fatigue, inattention and reduced learning efficiency. At this time, if teachers are good at organizing teaching by using multimedia network, they can better mobilize students' learning enthusiasm and make students' thinking enter an active state again. For example, at the end of the class of "one-step calculation of application problems", the teacher showed such a situation with multimedia: the animal kingdom held a math contest and came up with such a question that the rabbit went to the forest.
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She picked 15 mushrooms in three days. How many mushrooms can she pick in this way 18 days? The students quickly listed the formula: 15÷3× 18. At this time, a new question was put forward in the computer: but the little squirrel listed such a formula: 15×( 18÷3), and the referee made an "X", which aroused the strong dissatisfaction of the little squirrel, and the clever little monkey lost his mind for a while because he was not sure whether it was right or wrong. Students, please help the little monkey, ok? In this way, the use of multimedia can stimulate students' enthusiasm for learning.
In a word, the effective application of information technology in teaching not only provides more convenience for teaching, but also puts forward higher requirements for teachers. In order to give full play to the role of information technology and expand new teaching experience, every teacher should become a researcher and "expert" user of information technology. To achieve this goal, we must "recharge our batteries" all our lives, fully understand the position and role of teachers in modern technology, give full play to the special functions and artistic charm of information technology, and comprehensively improve the efficiency of education and teaching. Therefore, the effective application of information technology in mathematics classroom teaching will play the role of "moving a child and living a child". Giving full play to it can reduce students' heavy learning burden, improve classroom teaching efficiency, promote the implementation of quality education, cultivate students' non-intelligence factors, meet the needs of modern education, and effectively cultivate more cross-century creative talents.