摘 要：随着信息技术的快速发展，将其融入小学数学课堂教学已成为教育现代化的重要趋势。本研究旨在探讨信息技术与小学数学教学深度融合的有效模式，以提升教学质量。通过对某地区多所小学进行为期一年的跟踪调查，采用问卷调查、课堂观察和访谈等方法收集数据，分析信息技术在数学课堂中的应用现状及效果。研究发现，通过多媒体课件、在线学习平台、智能教学工具等信息技术手段的应用，能够显著提高学生的学习兴趣和参与度，优化教学过程，促进个性化学习。特别是基于大数据的学习分析系统为教师提供了精准的教学反馈，有助于因材施教。本研究创新性地构建了“三段式”信息技术融合教学模型，即课前预习引导、课中互动探究、课后巩固拓展，形成了完整的教学闭环。该模型不仅提升了学生的数学素养，还培养了他们的信息意识和创新能力，为小学数学教学改革提供了新的思路和实践参考。
关键词：信息技术融合；小学数学教学；三段式教学模型
Abstract：With the rapid development of information technology, its integration into elementary mathematics instruction has become a significant trend in educational modernization. This study aims to explore effective models for the deep integration of information technology and elementary mathematics teaching to enhance instructional quality. Data were collected through a one-year tracking survey involving multiple primary schools in a specific region, employing methods such as questionnaires, classroom observations, and interviews to analyze the current status and effects of information technology application in mathematics classrooms. The findings indicate that the utilization of multimedia presentations, online learning platforms, and intelligent teaching tools can substantially increase students' interest and engagement in learning, optimize the teaching process, and promote personalized learning. Notably, big data-based learning analytics systems provide teachers with precise feedback, facilitating differentiated instruction. Innovatively, this research constructs a "three-phase" integrated teaching model of information technology, namely pre-class preview guidance, in-class interactive exploration, and post-class consolidation and extension, forming a complete teaching loop. This model not only improves students' mathematical literacy but also cultivates their information awareness and innovative capabilities, offering new perspectives and practical references for the reform of elementary mathematics instruction.
引言 1
一、小学数学课堂信息技术融合的理论基础 1
(一)信息技术与数学教学的关系 1
(二)数学学科特点与信息技术契合点 2
(三)理论指导下的教学目标设定 2
二、教学资源的开发与利用 3
(一)数字化教材的设计原则 3
(二)多媒体课件的制作要点 3
(三)在线资源的有效整合 4
三、教学模式的创新实践 4
(一)混合式教学模式的应用 4
(二)探究式学习的实施路径 5
(三)游戏化教学的设计思路 6
四、教学效果的评价与反思 6
(一)学生学习成果评估方法 6
(二)教师教学行为改进策略 7
(三)教学反馈机制的建立 7
结论 8
参考文献 9
致谢 9
关键词：信息技术融合；小学数学教学；三段式教学模型
Abstract：With the rapid development of information technology, its integration into elementary mathematics instruction has become a significant trend in educational modernization. This study aims to explore effective models for the deep integration of information technology and elementary mathematics teaching to enhance instructional quality. Data were collected through a one-year tracking survey involving multiple primary schools in a specific region, employing methods such as questionnaires, classroom observations, and interviews to analyze the current status and effects of information technology application in mathematics classrooms. The findings indicate that the utilization of multimedia presentations, online learning platforms, and intelligent teaching tools can substantially increase students' interest and engagement in learning, optimize the teaching process, and promote personalized learning. Notably, big data-based learning analytics systems provide teachers with precise feedback, facilitating differentiated instruction. Innovatively, this research constructs a "three-phase" integrated teaching model of information technology, namely pre-class preview guidance, in-class interactive exploration, and post-class consolidation and extension, forming a complete teaching loop. This model not only improves students' mathematical literacy but also cultivates their information awareness and innovative capabilities, offering new perspectives and practical references for the reform of elementary mathematics instruction.
Keywords: Information Technology Integration；Primary School Mathematics Teaching；Three-Stage Teaching Model
引言 1
一、小学数学课堂信息技术融合的理论基础 1
(一)信息技术与数学教学的关系 1
(二)数学学科特点与信息技术契合点 2
(三)理论指导下的教学目标设定 2
二、教学资源的开发与利用 3
(一)数字化教材的设计原则 3
(二)多媒体课件的制作要点 3
(三)在线资源的有效整合 4
三、教学模式的创新实践 4
(一)混合式教学模式的应用 4
(二)探究式学习的实施路径 5
(三)游戏化教学的设计思路 6
四、教学效果的评价与反思 6
(一)学生学习成果评估方法 6
(二)教师教学行为改进策略 7
(三)教学反馈机制的建立 7
结论 8
参考文献 9
致谢 9
