| With the continuous deepening of education reform,how to effectively improve teaching and improve teaching quality is an important issue that every educator must face.Since the 1980 s,educators have discovered that the use of information technology has had a positive effect on mathematics teaching.Teachers 'integration of information technology and mathematics courses,mathematics content integration,and full use of information technology in classroom teaching are conducive to the improvement of students' algebra and geometric scores.GeoGebra teaching software,which is rapidly promoted and used in our country,is an open source software that mainly presents a variety of mathematical content.Under the teaching environment of GeoGebra,it can help students diagnose their mastery of knowledge online and push the corresponding learning according to the students 'answers Resources to provide supplementary and increased needs for students of different levels.However,the technical aspects of educators' use of GeoGebra software have become an urgent problem to be solved.Through comparative experiments,the impact of using GeoGebra software on the learning of trigonometric induction formulas from the perspective of cognitive load is studied.The main research questions are:(1)From the perspective of cognitive load,how to use GeoGebra software as a platform to strengthen the integration of information technology and teaching,Teaching the induction formula of designing trigonometric functions?(2)What impact will the use of GeoGebra software on the students' learning process?(3)Will information technology teaching based on GeoGebra software be better than traditional teaching and general multimedia teaching?In order to study the above-mentioned problems,consult relevant theories and sort out the existing literature as needed,form a deeper understanding of the research problems,determine the research ideas,design the mathematics classroom based on GeoGebra software and modify it with the guidance of the teacher;second,select As a research object,a high school and a third class in a middle school in Tianjin were compared by investigation method and experiment method.The three classes usedPowerPoint teaching supported by GeoGebra software,PowerPoint teaching without GeoGebra software support and teaching without information technology.The questionnaire is mainly used to investigate the satisfaction of students with information technology-assisted mathematics classroom teaching;the experimental rule is to investigate whether the use of information technology has a significant difference in post-test scores,and then use SPSS 22.0 software to analyze whether information technology has any effect on student performance Impact,is there any impact of GeoGebra software on student performance.Finally,based on the post-test results of the three classes,students of different learning levels were selected for interviews in each class to understand their attitudes towards GeoGebra-assisted teaching.Using SPSS 22.0 software to analyze the experimental data,the conclusions are drawn:(1)The overall results of the three post-tests are significantly different,and the effect of the significant difference between the three post-tests is between the medium effect and the large effect;(2)Teaching with GeoGebra software has a significantly better effect on student performance than unused classes.(3)Post-test scores of students using PowerPoint software are not significantly different.Based on the research results and research conclusions,the following teaching suggestions are proposed:(1)Strengthen the in-depth integration of information technology and courses,following the four principles;(2)Further strengthen the research on relevant teaching theories,and improve the suitability of the GeoGebra teaching environment and mathematics teaching;(3)Specify the applicable object and purpose of using GeoGebra and give full play to the advantages of information technology teaching;(4)Specify the use of information technology in different stages of classroom teaching,and create a classroom atmosphere for inquiries and cooperation between teachers and students. |
PDF Full Text Request