Research On The Application Of Multimedia Technology In Primary School Mathematics Classroom Teaching

On the one hand,the deepening of the new curriculum reform has put forward higher requirements for primary school mathematics teaching,requiring primary school mathematics teaching to improve the core quality of students as the main goal;On the other hand,with the continuous development of multimedia technology,multimedia teaching has become the mainstream teaching method of primary and secondary school teaching at the present stage.Its wide application not only brings a lot of convenience to teachers’ teaching,but also brings infinite vitality to students’ learning.The application of multimedia technology in primary school mathematics class has many advantages,but many teachers find that they have not achieved the desired effect in the practical application process.They often feel very smooth after a class,but the students do not use the knowledge flexibly,let alone can not understand the knowledge deeply.What are the common mistakes of teachers applying multimedia technology in primary school mathematics class? How to apply multimedia technology in primary school mathematics teaching better? What are the effective teaching strategies? In order to solve these problems,on the basis of the analysis of relevant literature,combined with a variety of research methods on the application of multimedia technology in primary school mathematics classroom to do the following research.In the first stage of the study,through literature reading,questionnaire survey,interview survey and own teaching experience,the researchers summarized several common misunderstandings of teachers’ application of multimedia technology in primary school mathematics class,which are as follows: Using multimedia demonstration instead of students’ hands-on operation,using multimedia demonstration instead of students’ independent exploration process,ignoring the interaction of multimedia,using multimedia instead of traditional blackboard writing and multimedia courseware quality is not high.In the second stage of the study,the researcher selected 10 classroom teaching videos of primary school mathematics quality class from the observation and discussion activity of 2023 Primary School mathematics Quality class evaluation in Jiangsu Province.Firstly,from the perspective of multimedia technology application,the classroom observation scale needed for this study was constructed.Then,the NVivo qualitative analysis software was used to encode these teaching videos.After coding,NVivo software is used to process the data and tabulate analysis,from the perspective of multimedia technology application to explore the effective strategies of multimedia teaching in these high-quality courses.In the third stage of the research,aiming at the common misunderstandings in the application of multimedia technology in primary school mathematics classroom teaching summarized in the first stage,combined with the analysis results of 10 quality class videos recorded by NVivo software and relevant education and teaching theories,the effective teaching strategies of multimedia technology in primary school mathematics classroom were summarized and extracted.Combined with teaching fragments,these teaching strategies are explained in detail.The teaching strategies are as follows: skillfully using multimedia to help students operate;Use multimedia to help students explore independently;Increase the use of multimedia interaction;Deep integration of multimedia and traditional blackboard writing;Improve the quality of multimedia courseware.