Research On The Deep Integration Of Information Technology And Primary School Mathematics Classroom

This study is based on the background of the Education Informatization 2.0 era and the requirements of the 2022 edition of the "Compulsory Education Mathematics Curriculum Standard".The rapid development of information technology has led traditional teaching towards the path of modern information-based teaching.The introduction of information technology in classroom teaching has revitalized teaching content,enriched teaching activities,transformed traditional teaching modes,provided a way to cultivate innovative information talents that meet future social demands,and to realize education informatization and to drive the development of education modernization with education informatization.Elementary school mathematics is a basic subject that plays a critical role in developing students’ logical thinking,analytical ability,problem-solving skills,and provides assurance for the smooth operation of their daily lives,based on the cultivation of mathematical core competencies.However,students at the elementary school level are still in the stage of enlightenment in terms of abstract thinking abilities,spatial imagination abilities,and logical abilities.They may find it difficult to understand the abstract and complex mathematical knowledge.The reasonable use of information technology in teaching can facilitate the implementation of mathematical core competencies by simplifying complex concepts and making abstract ideas more concrete,thereby realizing the cultivation of future information talents.Nevertheless,some teachers’ biased understanding and insufficient development of abilities have caused the deep integration between information technology and elementary school mathematics classrooms to remain at the stage of integration,which has affected the quality of teaching to some extent,hindered the progress of educational informatization,and impeded the cultivation of information talents.Therefore,fully leveraging the advantages of information technology in elementary school mathematics classroom teaching,avoiding its adverse effects,and achieving deep integration between information technology and classroom teaching have received significant attention from researchers.This study adopts research methods such as classroom observation,interview survey,and literature analysis,and follows the logic of "relevant literature review-important theoretical interpretation-status quo investigation and problem analysis-analysis of existing problem causes-optimization and improvement strategy construction" with the aim to enrich the content of information technology and elementary school mathematics teaching,and promote the informatization of elementary school mathematics education.This study includes five parts:The introduction mainly covers the research question,literature review,concept definition,theoretical basis,research objectives and significance,research ideas,and methods.The first part elaborates on the theoretical content of the deep integration of information technology and elementary school mathematics classrooms.Specifically,it includes connotation,types,values,and paths.In essence,the deep integration of information technology and elementary school mathematics classrooms is a unity of objective regularity of technology and subjective initiative of teachers and students.It has certain values in enriching teaching activities,revitalizing teaching content,improving education evaluation,and transforming teaching modes.The second part analyzes the current situation and specific manifestations of the deep integration of information technology in elementary school mathematics classroom teaching.Based on the actual situation of schools and the author’s survey data,this part explores problems that exist in terms of the selection of information technology,teacher operation,student reception of information,teacher-student interaction,and teaching feedback.It also investigates the attitudes,confusions,and expectations of teachers and students towards the application of information technology in elementary school mathematics classroom teaching,based on the theory of educational communication stages.The third part further analyzes the fundamental reasons behind the problems based on the current situation of the deep integration of information technology in elementary school mathematics classroom teaching.These factors mainly include teachers’ cognitive bias,lack of aesthetic knowledge,insufficient classroom generation ability,failure to master students’ characteristics and attention rules proficiently.The fourth part is the focus of this study.Based on the main issues and causes analysis of inappropriate application mentioned above,the author proposes regulatory strategies to optimize the inappropriate application of information technology in elementary school mathematics.This includes starting with changing teachers’ understanding of information technology-assisted teaching as a concept shift;aiming for enhanced abilities to ensure classroom teaching efficiency,which includes improving teachers’ teaching ability and information technology operation ability;putting classroom education at the center,implementing deep integration,focusing on teaching content,teaching mode,classroom practice,and teaching goals as the main directions of integration to ensure the implementation of deep integration;using teaching evaluation as diagnosis,regulating the teaching process,reforming the evaluation method with information technology,and improving evaluation efficiency.