Based high school mathematics teaching in the IT environment-毕业论文翻译.docVIP

Based high school mathematics teaching in the IT environment IT into the infinite vigor and vitality for the reform of education and teaching to write papers network: With the rapid development of network technology and multimedia technology, the development of information technology in today’s society had a profound impact, creative tools expand human capacity. brought substantial changes to classroom teaching effect “must vigorously promote the universal application of information technology in the teaching process, to promote the integration of information technology and curriculum of the progressive realization of the National Basic Education Curriculum Reform Program: presentation of the teaching content and the way students learn, and change the way teachers teach and students and teachers interact, give full play to the advantages of information technology, to provide a variety of educational environment for students to learn and develop powerful learning tool. “information technology in the classroom teaching to create a new curriculum model, so effective classroom teaching to become possible. author, based on their own teaching practice, to talk about based on high school mathematics teaching in the IT environment. FLASH courseware creation of the problem situations Multimedia classroom with a traditional classroom can not be compared the advantages it to graphics, sound, animation, video, and other rendering information, this math course to add the a beautiful scenery line FLASH courseware of interactivity strong, lifelike animation effects, greatly enrich the teaching form conducive to stimulate the students ‘motivation to learn, develop students’ abstract thinking. FLASH courseware presentation cylindrical surface area, such as the teaching of the surface area of #8203;#8203;the ball, the author used to start apple peeler, cutting sphere affixed to the surface of the ball with a square at the same time raised the question of “how to derive the