The Effective Application of Multimedia in High School Mathematics Classroom Teaching

Abstract: High school mathematics class concepts, formulas, theorems, graphics, abstract content, boring, students difficult to understand, the classroom atmosphere is not active is a common phenomenon. If you can use multimedia teaching skillfully, through multimedia teaching software, pictures and texts, sound and image, and dynamic change, not only give students a variety of senses, a variety of types of stimulation, but also because it can integrate a large number of emotional materials, with a specific image to show Students will be boring mathematics; visualizing abstract mathematics; simplifying difficult mathematics, achieving teaching effects that cannot be achieved by traditional methods, better helping students master key points, breaking through difficult points, actively constructing mathematics knowledge, and improving classroom efficiency. Make the math classroom energetic and optimize the mathematics teaching.

Keywords: effective application of multimedia classroom teaching

First, use multimedia to make boring mathematics interesting and improve students' enthusiasm for learning

The multimedia information technology is integrated into the mathematics classroom teaching. The combination of pictures and texts, audio and video, and visual intuition create various situations for students. It can stimulate students' participation in various senses, mobilize students' strong desire to learn, and have wonderful storylines or interesting. Miao Hengsheng's illustrations can directly arouse students' interest in learning; the appropriate and effective use of multimedia means in mathematics classrooms can fully mobilize students' enthusiasm for learning mathematics, which is conducive to the cultivation of their mathematical interests and will bring mathematics classrooms. Passion and vitality.

The new curriculum standards emphasize the learning style of “library knowledge life” and “learning mathematics in life”. The effective use of multimedia technology can create realistic life situations, allowing students to be placed in the context of life in a networked environment, fully mobilizing all senses and past experiences of students to learn and solve problems. Different aspects and different angles show the diverse situations of knowledge, which can stimulate students' enthusiasm for learning mathematics.

For example, when plane geometry and solid geometry involve the area and volume, the method of “cutting and complementing” is often used. The traditional method cannot express the “cutting” visually, the teacher is difficult to teach, and the students are more difficult to understand. The animation function can vividly demonstrate the process of "cutting". The multimedia information processing technology will perform the "slow motion" of the cut-off process, just like the teacher's experimental operation. Students' thinking is active, and the use of multimedia "cutting method" to seek the teaching of geometric volume has not only improved the students' ability to solve problems by segmenting geometry, but also improved students' enthusiasm for learning.

Second, the use of multimedia to visualize abstract mathematics, better highlight the key points, break through the difficulties

Einstein once said: "Education should make things available to students directly and easily as a valuable gift to enjoy and impress, not as a hard task for him to bear." The key points and difficult stages of the lesson are from shallow to deep, from easy to difficult, from concrete to abstract, using multimedia dynamic pictures to show the whole process of development or reasoning. Combine form and number organically, show movement and change in front of students, and improve students' understanding from image to abstract sum.

For example, some functional problems in mathematics, using visual demonstrations of dynamic changes in multimedia, can combine form and number organically to reduce the difficulty of teaching, making it easy for students to understand and master, and easily acquire knowledge, such as the teaching function y=Asin(ωx+ When φ) images, traditional teaching can only substitute A, ω, φ into a finite number of values, and observe the relationship between function images in various situations. By using "geometric artboard", you can change A, ω, φ by dragging. Value, so that students can visually see the relationship between change and invariance, so that they can deeply understand the key points of knowledge, and the classroom atmosphere is active. Obviously, they not only impressed the image of the trigonometric function, but also laid a solid foundation for the later study of "nature". basis.

Using modern educational techniques, we can turn abstraction into image, thus effectively highlighting key points and difficulties. It can effectively make up for the shortcomings of traditional teaching, and fully display the incomprehensible content or things that are not easy to observe with modern educational technology, mobilize the visual and intuitive functions of students, and create a good atmosphere for highlighting key points and difficulties.

For example, in the teaching of the ellipse and its standard equations, the introduction of the definition of ellipse, using multimedia technology can not only vividly demonstrate the generation of ellipse according to the definition of the image, but also explore the factors affecting the degree of ellipse oblate. Using the geometric drawing board, the long axis is unchanged, the focal length is changed, or the focal length is constant. When the long axis is changed, the influence of the eccentricity on the degree of elliptical oblate can be visually seen. Through computer multimedia assistance, we can see those seemingly static and isolated things on the screen, create vivid pictures for students, provide reliable emotional materials, and enable students to grasp the essence of things and understand the whole of things and The connection between things reveals the law of the formation of things, and summarizes the concepts with accurate and precise language abstraction, thus cultivating students' profound thinking. After theoretical derivation, after discussing the results, if the computer demonstrates the effect of the eccentricity on the shape change of the ellipse, it will receive the effect of icing on the cake.

Third, the use of multimedia to simplify the difficult mathematics, improve the efficiency of mathematics classroom teaching

For some chapters with large amount of information and more content, in traditional teaching, because of the limited teaching methods available and the lack of advanced teaching content presentation methods, teachers need a lot of time to write and draw pictures. In this way, the time left for the students will be correspondingly reduced, the classroom capacity will be small, the students will not be able to practice adequately, and the classroom efficiency will be correspondingly low. The use of multimedia can simplify the complicated mathematics, and the content of the course can be designed into a module structure. It can quickly provide and process large amounts of information.

For example, the topic content of statistical problems, data tables, and the display of histograms, pie charts, stems and leaves, etc., take more time and blackboard space, often after a topic is finished, and the blackboard is almost full. Some application questions, the text of the title is relatively long, and sometimes there are background illustrations and geometric figures, the classroom capacity is large, you can use multimedia for teaching. You can even use the physical projection to project the situation of the previous day at the beginning of the class, pointing out the mistakes made by the students, and standardizing the problem-solving steps. It can be solved in two or three minutes, which is practical and efficient. With the help of physical projection, many times we can change the traditional board into a projection, which can not only explain the error of the problem-solving process from multiple angles and multiple orientations, but also help the teacher to correct the mistakes in time and get twice the result with half the effort.

Some mathematics knowledge, the title is not difficult, but it is more cumbersome, often makes teachers feel annoyed. With multimedia technology, these are no longer troublesome. For example, the relationship between the probability of occurrence of a coin on the front and the back and the number of throws is studied. If it is manually cast, the number of throws is often not large enough due to time constraints, and the credibility of the result is relatively poor. With the use of the throwing coin courseware, more times of throwing can be achieved, which can more reveal the law inherent in the probability of the front and back. In the process of demonstration, the controllability and interactivity of the courseware can be used to actively guide the students to participate in the experiment. The students set their throwing speed and frequency, which leads to relatively reasonable and credible test results. In the process of mathematics teaching, teachers can make full use of the role of these media, attract students' attention, deepen students' impressions, highlight key knowledge, break through the difficulties of teaching, and effectively improve the quality of classroom teaching.

In short, as a modern teaching method, there are still many places for information technology to be used in mathematics teaching. Teachers need to further study information technology, strive to master the level of multimedia courseware, and integrate it with other teaching methods. Classroom teaching, in order to maximize efficiency, can reflect the true value of multimedia-assisted instruction.

Wang Huajuan, Pingyang Middle School, Houma City, Shanxi Province

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