The 20th century is an era of globalization, networking and information-based knowledge economy. The times require teachers to update their educational concepts, adjust teaching contents and reform teaching models. The core of the transformation of teaching mode is to cultivate students' innovative spirit and practical ability. Mathematics is an abstract logic subject, and the thinking of primary school students is in the transition stage from concrete image thinking to abstract logic thinking. Primary school mathematics must build a bridge between the abstraction of mathematical knowledge and the visualization of students' thinking, and information technology is such a bridge. Under the new situation, it is the requirement of the information age and innovative education to master modern information education technology and apply it to classroom teaching correctly and reasonably. But how can we effectively use information technology to carry out fruitful innovative practice in primary school mathematics teaching? This paper discusses how to effectively use information technology in primary school mathematics classroom teaching.

First, create problem situations to stimulate curiosity.

Primary school students are curious, and the only way to constantly stimulate students' curiosity is to create problem situations. In classroom teaching, teachers are the planners, organizers and instructors of classroom teaching activities. If teachers can grasp the creative factors contained in the teaching materials, stimulate students' learning emotions, create changing learning situations that can stimulate new strangeness, make full use of students' curiosity, and introduce students into a process related to problems, so that they feel a kind of suspense psychologically.

For example, when teaching the subject of "area calculation of plane combined graphics", we should first help students to clarify the relationship between "combined graphics" through review, and then observe the application diagrams of various combined graphics displayed on the computer network in daily life, and put forward: What should we think if we want to calculate the area of these physical graphics? Students answer, look at what kind of graphics the physical map is similar to, and use the calculation formula of graphic area. After the computer turns the physical maps into regular figures, it asks: Can you calculate their areas now? Students found that although they changed to regular figures, they didn't learn their area calculation formulas, so they didn't calculate them. At this time, I asked: What do you want to know most now? This problem has caused a lot of discussion among the students. Some people say, first divide this figure into several previously learned figures, and add or subtract them to calculate the area of this figure. Finally, teachers and students summed up the method of "area calculation of plane combination graphics". This topic is put forward by showing the mathematical situation in life through computer network, arousing students' curiosity, and then discovering and asking questions by themselves. Eager to try to solve problems, students' interest in learning reached the highest point, their thinking became active, and they were fully prepared to participate in the new lesson learning activities. This kind of students' thinking is completely the performance of active learning, and it is indispensable to cultivate innovative consciousness.

Thirdly, using information technology to assist teaching and break through the teaching difficulties.

Primary school students' thinking is in the transition period from concrete thinking in images to abstract thinking, which constitutes the contradiction between the image of primary school students' thinking and the abstraction of mathematics. How to solve this contradiction and use multimedia in teaching can successfully realize the transition from concrete thinking to abstract thinking. Due to the concrete image of multimedia, the combination of dynamic and static, sound and emotion, proper use of multimedia can turn abstraction into concrete, mobilize the synergy of students' various senses, and solve the content that teachers and students find difficult to explain and understand clearly.

For example, in explaining the lesson of "area of a circle", in order to let students better understand and master the key point of calculating the area of a circle, I first drew a circle on the computer, then divided the circle into two equal parts *** 16, and then staggered the two parts through animation, so that I could spell an approximate rectangle. I demonstrated it several times, let the students feel it and finally realize it. What is the relationship between the length and width of this approximate rectangle and the circle? Thus, the area formula of finding a circle is deduced, which makes it easy to break through the important and difficult points of this course, greatly improves the teaching efficiency and cultivates the students' spatial imagination ability.

Third, pay attention to the guidance of learning the law and change "teaching fish" into "teaching fish"

French educator Dostoevsky said: "A bad teacher gives up the truth, and a good teacher teaches people to discover the truth." In teaching, our teacher should not only let students know some ready-made theories, but more importantly, guide students to understand how these theories are obtained. What should be emphasized is the process of "discovering" knowledge, creative problem-solving methods and the spirit of forming inquiry. Professor Ding Zhaozhong, the Nobel Prize winner, once urged our teachers not to teach knowledge to death, but to teach it by methods, to open students' minds and cultivate their self-learning ability, instead of simply drawing conclusions. Teachers should realize that it is better to teach people to fish than to teach them to fish. "

For example, in the teaching of deriving the formula for calculating the area of a circle, students cut the circle in groups, and some cut it into an approximate rectangle; Some put round scissors together into an approximately flat quadrilateral; Some put round scissors into an approximate triangle; Others put round scissors into a trapezoid. Students derive formulas for calculating the area of a circle from different angles and in different ways. In this process, students can taste the fun of independent thinking and cultivate their divergent thinking ability. The students were immersed in the joy of victory. The teaching of deducing the formula of circular area is over here, but the teacher didn't stop there, but asked, "What kind of figure is the easiest to put the circular scissors in?" The teacher's questions pushed the students' thinking interest to a climax. At this time, the teacher gave full play to the advantages of multimedia courseware and showed various methods to deduce the formula of circular area one by one. The students quickly summed up the simplest method and explained the reasons. In this way, students not only know what it is, but also know why, and raise their thinking to a new height.

Fourthly, using multimedia when students are distracted can adjust students' mood and stimulate students' interest.

Interest is the best teacher. Someone once said, "Compulsory learning without interest will stifle students' desire to explore the truth. "According to the laws of psychology and the learning characteristics of primary school students, the duration of intentional attention is short and the classroom thinking activities are tense. After a long time, students are prone to fatigue and inattention, which reduces learning efficiency. At this time, choose appropriate multimedia methods to stimulate and attract students. Create new excitement, stimulate students' thinking motivation, and let students continue to maintain the best learning state. Only when students are interested in learning can teaching achieve good results. According to the principle of situational education, creating a learning atmosphere full of beauty and wisdom can enable students to gain concrete feelings about objective situations, stimulate corresponding emotions, and devote themselves to learning, so that their potential abilities can be fully developed.

In short, choosing the best combination of multimedia application and mathematics classroom teaching properly and using multimedia appropriately will play the role of "moving a child and living a child" and give full play to its maximum effect, which can reduce students' excessive learning burden, improve classroom teaching efficiency, promote the implementation of quality education, cultivate students' non-intellectual factors, adapt to the needs of modern education, and effectively cultivate more cross-century creative talents.