Midterm Reflection

Through half a semester, I have learned a lot of teaching software such as GeoGebra, Desmos, and Miro, as well as many educational theories and methods. As a teacher, I think it is important to focus on classroom interaction and effective scaffolding. The use of information technology can effectively optimize the drawing of graphics, the presentation of changes, and the exploration of properties in the process of teaching mathematics, which can help stimulate students' interest in learning, cultivate their thinking and innovation abilities. The junior high school stage is a golden period of students' thinking development, transitioning from concrete operations to formal operations. The abstraction of geometry is conducive to the development of students' abstract and reasoning abilities, but students' understanding of geometry is limited by their lack of spatial imagination, making it difficult to describe geometric dynamics clearly. GeoGebra and Desmos, as dynamic mathematical software, can reduce the abstract difficulty of presenting and decomposing changes in geometry and function graphs, help students understand complex change processes, provide support for students' geometric cognition and method construction, and promote understanding.

In addition, I believe that Miro board is an excellent tool that can help teachers enhance classroom interaction and interest, and guide students' thinking. Whether brainstorming, summarizing reading content, organizing logical structures, or playing games, Miro is very practical and efficient. The participation of teaching software can effectively attract students' attention and involve more students in classroom exploration. This shows that the deep integration of teaching software and teaching is an effective path to cultivate students' independent learning and cooperative communication ability and is also a positive attempt to create an open and student-centered classroom.

The new curriculum reform in Mainland advocates using information technology to make up for the shortcomings of traditional education, and teachers' thinking about the use of various teaching software in the classroom should be further deepened. Why to integrate, when to integrate, how to integrate, and to what extent to integrate are all worth further research. Therefore, I believe that when integrating information technology and teaching, we must first clarify that students are the main body and information technology is only an auxiliary means. Secondly, in teaching, information technology should be applied appropriately in teaching links to avoid putting the cart before the horse. This can not only enable students to have a comprehensive grasp and understanding of the subject knowledge, improve teaching effectiveness, but also avoid overshadowing the subject characteristics in the classroom.