| Since the beginning of this century,the use of multimedia courseware has been popularized,strengthened and even daily,but mathematicians and mathematics educators on the use of multimedia courseware in mathematics classroom has a different voice,some views even think that mathematics class is the teacher with chalk on the blackboard.This study is concerned about the current line of mathematics teachers to make,the use of "multimedia courseware" situation,attitude and cognition? What are the characteristics of mathematics teachers' behavior in teaching with multimedia courseware? How do these behaviors affect classroom teaching?First of all,the first-line mathematics teachers in a region made and used "multimedia teaching" situation,attitude and cognition were surveyed.In order to better understand the mathematics teachers on the production,use and understanding of multimedia courseware,7 teachers were also interviewed.Finally,we select 12 video lessons of the 2019High-quality Class Display Contest in a certain area to analyze the teaching behavior shown by teachers in using multimedia courseware teaching,as well as their influence on teachers' teaching.The study found that :1 Surveys showed that 87.3 percent of teachers,regardless of urban,rural,teaching and educational background,regularly or always used multimedia courseware.(2)In the multimedia courseware source,only 17% of teachers make their own,(3)when talking about the reasons for using multimedia courseware,77% of teachers are less aware of doing math and exploring mathematics with students because of the convenience of presenting teaching content,62.3% of teachers are less aware of doing math with students because of the visualization of knowledge,and(4)in the use of multimedia tools.97.7% of teachers said they would use PPT,32% of teachers would use geometric panels,and individual teachers would use Shivo whiteboards,101 education,matlab,flash,etc.Only one of the 10 video lessons uses the geometric drawing board.Mathematics software and math education software use less;(5)When teachers make multimedia courseware,the biggest challenge is to have limited technical understanding,their teaching ideas are difficult to achieve with technology,and then animation design is not skilled.(6)In the constraints on the use of multimedia courseware factors,questionnaires and interviews show that there are three main reasons.First,the production of courseware time,ready-made courseware does not necessarily meet their own teaching design,two is not familiar with technical tools,third,mathematics should write blackboard;In the content of the board book most teachers will only board book topics and core concepts;(8)teachers in the process of using multimedia courseware,teachers teach language too much time;the connection language for the overall teaching objectives of the lack of logic;the number of questions less or even forget to ask questions;praise,criticism of feedback less,the courseware operation is not skilled,the use of page pen teaching,the operation of courseware is not very skilled;(9)Multimedia courseware has become the only source of mathematics subject content knowledge in mathematics teaching,teachers have failed to use the animation design and mathematics education software in PPT to promote the process of mathematical thinking,nor can they make full use of the page penand education software to achieve the change of the interactive structure of teachers and students.Due to the limitation of the technical threshold,multimedia is increasingly regarded as a tool for mathematical materials to "move" and make people "lazy",and the evaluation of multimedia is becoming negative.In order to play the role of technology better,we must strengthen the technical literacy and technical cognition in the process of teacher's professional development.Make multimedia courseware and equipment really drive the deep understanding of classroom mathematics and the change of classroom structure. |
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