First of all, modern educational technology has stimulated students' interest in learning.
Interest is the best teacher. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." It can be seen that stimulating and cultivating interest plays an important role in the process of seeking knowledge. The "New Curriculum Standard" points out that our mathematics should be as close to students' real life as possible, starting from students' life experience and existing knowledge. In multimedia teaching, computers and multimedia tools can be used to provide students with digital resources in the form of multimedia, hypertext, animation and friendly interactive interface, so that students can "be there" and experience the generation and development of knowledge, and guide them to understand the essence of things and master mathematical laws in the experience. Through the multimedia platform, we can create some problem situations that can't be described in words in time. Students can contact what they have learned, find problems, ask questions, actively explore and think in observation, thinking and inquiry activities. Mathematics originates from life, and there is mathematics everywhere in life. The application of modern information technology can make mathematics knowledge lively and interesting because it is close to life, let students feel the life-like mathematics, look at the surrounding life with a mathematical eye, enhance students' mathematics consciousness, cultivate students' interest and literacy in mathematics, and improve their practical application ability. Only when students are interested in learning mathematics can they learn mathematics happily.
Second, modern educational technology has increased classroom capacity and saved time.
The key to implementing quality education is to improve the efficiency of classroom teaching, and teaching methods and means determine the effect of classroom teaching. Years of practice have proved that the application of modern educational technology is an important means to improve the efficiency of mathematics classroom teaching. The application of modern educational technologies such as computer, television, audio recording, video recording, projection and slide show in classroom teaching can arouse students' strong interest in learning, change "hard study" into "happy study", concretize abstract mathematical problems, make boring mathematical problems interesting, make static problems dynamic, simplify complex problems and achieve classroom effects. In the mathematics teaching of "Images and Properties of Quadratic Function" in the ninth grade, if ordinary chalk and blackboard are used for teaching. I'm afraid I can only draw good graphics in 45 minutes. It is impossible to study what is image and what is attribute. Even if students have the opportunity to learn attributes, they will be in a daze when they are very tired, not to mention the efficiency of learning. However, if the courseware is used to display the image of quadratic function with geometric sketchpad, the moving graphics will make students more focused and curious, and naturally they will be interested in the content of this lesson. So as to improve the efficiency of classroom teaching. To reduce students' academic burden, it is necessary to increase the teaching density and improve the teaching efficiency of 40 minutes in class. To form good mathematical skills, students need multi-level, open and practical exercises. Teaching activity is a complex information exchange activity. Only by comparing the information state beneficial to feedback with the expected goal can the teaching goal be regulated. Practice has proved that the more timely the feedback, the higher the correct rate of the educated to obtain the learning results, and the greater the teaching effect. In traditional teaching, the teaching effect can often be known by correcting students' homework or exams, and the information fed back by students is relatively lagging behind. In modern educational technology-assisted teaching, computers can feedback students' learning situation at any time. Computer can realize timely feedback to students' classroom exercises, which can not only satisfy students' urgent desire to know their own learning effect, but also improve students' enthusiasm, and also enable teachers to grasp students' feedback information in time and make the next teaching decision more actively. Modern educational technology has played an irreplaceable role in other teaching media here. Through the demonstration of modern educational technology, the operation process is shown to all students, and the audience can judge whether their operation and demonstration operation are right or wrong by watching. This kind of information exchange is simple and clear, with large capacity.
Thirdly, modern educational technology makes static knowledge dynamic.
In junior high school mathematics, many problems are dynamic geometry problems, and these problems also occupy a certain weight in the middle school examination questions in recent years. In the usual teaching, it is difficult for students with poor image thinking to understand such problems by writing and drawing on the blackboard with chalk. Then we can make full use of the dynamic demonstration function of the geometric sketchpad in teaching, which can make the original abstract problems very vivid. Of course, in practical teaching, we should also strengthen students' hands-on operation ability and experimental ability of graphics, so as to enhance students' perceptual knowledge of dynamic problems, imagine what graphics will be formed after dynamic graphics move, draw many concepts in math textbooks, draw conclusions regularly, and help students form clear "dynamic representations" in their minds with computer technology, which is conducive to the development of thinking. For example, when we prove that the proposition "connecting the midpoints of four sides of a quadrilateral in turn, the quadrilateral obtained is a parallelogram", we can draw any quadrilateral with the geometric sketchpad. This problem is a closed exercise, and its essence is to solve it by using the diagonal of quadrilateral ABCD and the midline theorem of triangle. In this problem, the quadrilateral EHGF is always a parallelogram. Simply solving this problem will stifle the rich transformation contained in this problem, but if we study this problem dynamically with the geometric sketchpad, it will form an interesting exploratory problem. In this paper, several cases of using the geometric sketchpad to explore this problem are briefly introduced: the quadrilateral ABCD is an ordinary quadrilateral (dragging any vertex of the quadrilateral here makes the quadrilateral change constantly, which can not be realized by blackboard and chalk), and the obtained midpoint quadrilateral is a parallelogram. Give the quadrilateral ABCD special properties, such as equal or vertical diagonals. At this time, we can get what kind of figure the midpoint quadrilateral is. Guide the students to think about why through the operation of the geometry drawing board. The graphic transformation caused by the above problems can be easily obtained by using the geometric sketchpad. The intuitive and dynamic demonstration of the geometry sketchpad can enable students to use the original knowledge to carry out mathematical experiments, observe, speculate and analyze in the experiments, and make the deduction and induction of mathematics parallel. In this process, students can transform the static knowledge they have learned into dynamic knowledge, so that the knowledge they have learned can be used.
Fourthly, modern educational technology has cultivated students' innovative thinking.
In today's mathematics teaching activities, developing students' innovative potential has become one of the primary tasks. Therefore, classroom teaching should provide students with opportunities to develop their thinking as much as possible in order to develop their innovative potential. Innovative thinking is characterized by active search for the opposite sex, keen observation, creative imagination, unique knowledge structure and active inspiration. As the core of innovation education, mathematics innovation ability is mainly students' information processing ability, hands-on ability and expression ability of innovation results. Modern educational technology has entered the classroom, making the teaching environment look brand-new. In teaching, we can return classroom time and space to students, provide students with perceptual materials and innovative thinking space, stimulate students' interest, germinate students' innovative consciousness, promote students' positive development of thinking and generate innovative sparks.
In a word, the application of modern educational technology in mathematics classroom teaching not only improves students' interest in learning mathematics knowledge, improves students' mathematical ability, expands students' thinking methods, but also develops students' emotional factors, psychological quality and other non-intellectual factors, which enables students to develop and improve in an all-round way, effectively saves time and finally improves classroom teaching efficiency.