How to do a good job of writing on the blackboard when using multimedia teaching

Since multimedia entered the classroom, we have changed a lot in teaching methods. It can be said that with the development of science and technology, the wide application of modern information technology is profoundly affecting the content of mathematics courses, mathematics teaching and mathematics learning. The new curriculum standard of mathematics puts forward that modern information technology should be used reasonably, teaching and learning methods should be improved, and teaching quality should be improved. However, multimedia teaching is favored by teachers and students because of its flexible and diverse forms of expression, such as the combination of sound and shape, picture and text, motion and static, large capacity, strong intuition and easy acceptance, and our application of multimedia teaching in teaching is becoming more and more extensive. So how can we maximize the advantages of multimedia and optimize the efficiency of mathematics classroom teaching? Let's talk about my experience in using multimedia teaching.

First of all, multimedia courseware should highlight the key points of classroom teaching.

So when using multimedia courseware, it is not necessarily that the more beautiful the courseware is, the better the scene is. The key lies in pragmatism and concentration. In class, if students concentrate on browsing pictures, they will forget the key points that should be mastered in class. Therefore, making multimedia courseware should be pragmatic and make practical courseware the mainstream of multimedia teaching. Courseware doesn't need to be particularly beautiful, and it doesn't need to cover a lot of knowledge. As long as it can make abstract and difficult content intuitive and easy to understand, it will help students better accept and internalize what they have learned.

Second, the combination of blackboard writing and multimedia electronic blackboard writing.

In the teaching content, in addition to slides and other courseware, blackboard writing can play the role of finishing touch, electronic blackboard writing can give children a dynamic vision, and blackboard writing can really highlight the teaching focus and condense the essence of the whole class. For example, when introducing new courses and revealing topics, teachers should write the topics on the blackboard; When introducing concepts, write down the definitions on the blackboard; When exploring the law and studying the essence, we should deduce the theorem on the blackboard; When analyzing the thinking of solving problems, we should write the main thinking path on the blackboard; The process of proving or solving problems on the blackboard; When reviewing and summarizing, we should write the structure of knowledge and its internal relations, as well as the main conclusions and matters needing attention on the blackboard. Although some of these levels can be replaced by multimedia, blackboard writing is a blueprint for students to imitate and a perfect step to realize a wonderful classroom.

Third, pay attention to the rhythm and avoid multimedia teaching.

Therefore, in multimedia teaching, teachers should know the skills to be used, know whether to use them or not, avoid showing their superb production skills to students in a hurry, and show the courseware to students from beginning to end like a movie, so that students can be fascinated, but after a class, students are just confused and have not learned real knowledge.

Fourth, the purpose of using multimedia teaching should be clear.

Multimedia teaching plays a very important role in today's classroom, but it depends on how teachers play their efficiency. I found that in actual teaching, many teachers are not clear about the purpose of multimedia teaching. They think that if multimedia is used in the teaching process, their own teaching will be advanced and their teaching methods will be modernized, so students can learn well. This just ignores the characteristics that multimedia is only an auxiliary means of teaching and serves teaching. Therefore, the purpose of multimedia teaching should be clear, and it is forbidden to make the courseware varied and dazzling regardless of the teaching practice, and play it in turn with various sounds, which greatly affects the continuity of students' attention and thinking. This effect violates the original intention of multimedia use.

Fifth, encourage students to actively participate in the process of making and operating courseware.

Since multimedia entered the classroom, teachers' classes have been completed by making slides and other courseware. The teacher has always been the operator of courseware. Although students have broadened their horizons and been stimulated by various senses, their hands-on operation ability has not been fully exerted. Therefore, students should actively participate in the operation and production process of courseware, so that students are not only learners, but also researchers. This kind of classroom effect will be thoroughly improved, students' sense of participation will be unprecedentedly high, and they will certainly be impressed by what they have learned. Teachers and students make, operate and learn together, and the effect of classroom teaching can be imagined.

I was deeply impressed by the multimedia teaching methods used by these backbone teachers in this heterogeneous activity with the same theme held in Sanya. Every learning content they design is very suitable for students' cognitive ability and learning interest. Although there are some shortcomings in teaching, on the whole, they all pay attention to the combination of the above aspects to complete the teaching. Although not wonderful, the teachers who attended the class were greatly inspired and understood the effect and atmosphere brought by multimedia teaching.

In a word, in mathematics classroom teaching, if multimedia technology is used to describe vividly, to show the inherent laws of knowledge from different angles in different ways, to break through the limitations of time and space, and to let students fully understand the process of knowledge generation and development, it can not only broaden students' horizons, but also help to cultivate students' innovative consciousness and interest in learning, thus optimizing mathematics classroom teaching and improving the quality and effect of subject teaching.