How to apply modern educational technology to improve students' enthusiasm for learning mathematics

Modern educational technology plays an increasingly important role in promoting quality education and improving the quality of education and teaching. With the introduction of multimedia into schools and classrooms, with its distinctive teaching characteristics, rich teaching connotations and vivid teaching scenes, it has promoted the informationization of educational technology, gradually broken the traditional teaching mode of "a blackboard, a piece of chalk, a book, a lesson plan and a mouth for everyone to listen to" and built a new teaching mode. The application of multimedia computer in modern educational technology can fully mobilize students' subjectivity, promote students' active thinking and active exploration and development of associative thinking through situational creation and cooperative learning, and make students truly become the subject of information processing and the active constructor of knowledge meaning in the learning process. In teaching, teachers should create situations according to the characteristics of students, seize the best opportunity, stimulate students' interest in learning, and give full play to students' initiative, enthusiasm and creativity in learning. First, entertaining-cultivating interest in learning case: In the CD provided with the teaching materials, the answers to the exercise questions were designed as fruits, the contents of the questions became baskets, and the exercise questions became a game of picking fruits. For such interesting exercises, students are quick-thinking, focused and actively involved in activities, and the classroom atmosphere becomes relaxed and active. Accompanied by pleasant music, students' learning enthusiasm is fully mobilized, so that they can acquire knowledge, receive education and improve their ability in happiness. Playing CDs is characterized by "pictures, texts, sounds and images", which can provide students with perceptual materials with various forms and functions. Vivid pictures, standard realistic situational reading, pleasant music background and interesting puzzle games will bring students into a relaxed and pleasant learning environment, so that students can actively explore and make positive progress, and learn to learn, be willing to learn and be willing to learn. Second, turn static into dynamic-stimulate interest in learning Case 1: When teaching "Understanding the Circle", I use flash animation to show the relationship between the movement of curves, diameters and radii and diameters and radii. Let students enter the new learning content on the basis of review, form an intuitive understanding of the circle, and then understand the more abstract concept of the circle. Case 2: When teaching "Understanding of Cylinders", because there is no clear definition in the textbook, it is abstracted from concrete forms in daily life, such as tea boxes and petrol cans, which all give us a concrete image. On the basis of being familiar with "knowing a circle", students learn a new content-"knowing a cylinder". I use flash animation to show the bottom surface (the upper and lower surfaces of the cylinder), which are two identical surfaces. A rectangle (or square) can be obtained after the side surface is unfolded, and the length of the rectangle is equal to the circumference of the bottom surface of the cylinder. Dynamic things can attract students' attention and interest more than static things, thus stimulating students' interest in learning. Multimedia computer can create vivid and interesting teaching situations for teaching, turn static into sound and static into action, stimulate students' interest in learning and improve their enthusiasm for learning. In traditional teaching, students are faced with static and rigid textbooks and blackboard books, which are inevitably boring. Multimedia computer teaching overcomes this defect. Static characters can move according to the specified trajectory, static pictures can move like animation, and they can present changing images like running water, with changeable colors and controllable speed. Stimulated by animation, students have always maintained a strong interest in learning, which greatly mobilized their enthusiasm for learning and achieved good results. Third, from difficult to easy-improve learning interest Case 1: When teaching the derivation of the formula of circle area, how to calculate the area of the circle because the size of the plane occupied by the circle is called the area of the circle? If you demonstrate in kind, it is difficult for every student to see clearly in such a big classroom. The application of multimedia computer teaching can show such an effect: divide the circle into several equal parts, cut these small pieces of paper similar to isosceles triangle, and put them together to form an approximate parallelogram. The more divided parts, the thinner each part will be, and the closer the figure is to a rectangle. An abstract circle is transformed into a simple figure-rectangle, and the formula of the circle is derived by combining the relationship between the circumference and radius of the circle and the length and width of the rectangle: s=πr2. Case 2: How to calculate the volume of a cylinder when teaching the derivation of the formula of cylinder volume, because the space occupied by a cylinder is called the volume of a cylinder? First of all, I used a physical demonstration, and the effect was not great. What shall we do? Review the past and learn the new. Last semester, multimedia courseware was used to teach the derivation of "circle area formula", and the effect was good. Finally, I decided to use multimedia computer teaching-Flash animation display, which received unexpected results. Divide the bottom of the cylinder into several equal sectors, and then cut the cylinder into an approximate cuboid. The more copies there are, the thinner each copy will be, and the closer the geometric shape will be to a cuboid. This paper demonstrates that the bottom area of a cuboid is equal to that of a cylinder, and the height of a cuboid is higher than that of a cylinder. A new abstract cylinder is transformed into a three-dimensional figure familiar to students-a cuboid. Combining the relationship between the bottom area of cylinder and the bottom area of cuboid, and the width and height of cuboid, the volume formula of cylinder is deduced: v=sh. Multimedia computers can simulate and abstract them into images. It can not only display words, pictures, images and sounds, but also bring students into vivid and colorful teaching scenes, so that students' senses can be stimulated, their thinking ability can be developed, their spatial concepts can be expanded, and their understanding of things can be deepened, which greatly reduces the difficulty for students to learn circular areas and makes it easier. This not only breaks through the key and difficult points in teaching, but also improves students' interest in learning. Multimedia computer teaching can also break the limitation of time and space, extend and broaden the teaching time and space, transmit teaching information through images, sounds, colors and animations, solve the teaching difficulties caused by the limitation of time and space, make the learning content easy to understand and master, and cultivate and develop students' ability to obtain information, analyze information and process information. Practice has proved that multimedia computers