First of all, the use of interactive whiteboard improves the flexibility of teaching. Traditional multimedia courseware is more about demonstration function. Because the content of the courseware cannot be changed, students can't participate in the demonstration process. Now, using the interactive whiteboard, you can flexibly save various teaching resources (including words, pictures, animations or courseware, etc.). You need to put them in the interactive whiteboard resource library or on the computer in class and call them randomly in class. In class, teachers still write "blackboard writing" instead of "subtitles", and the teaching process advances with the activities of teachers and students. It is more convenient to call materials in class than to use the traditional "wall chart". When calling, teachers only need to "click" or "drag", thus getting rid of the structural constraints of using PowerPoint and courseware in the past. Classroom teaching has restored the flexibility of the "blackboard+chalk" era in the past, and information technology has played an auxiliary role in the student-centered classroom. In this way, teachers' day saves time in making courseware and PPT, and can have more time to prepare lessons. At the same time, in the classroom, teachers can flexibly call their own resources stored on the electronic whiteboard according to the learning situation in the classroom, without being bound by "PPT" or courseware programs. For example, in the review class of "Plane Graphics", I saved resources such as "Formula Deduction Process of Plane Graphics" in the whiteboard resource library. In class, call these materials as needed for students to learn. Originally, in the process of recalling the formula derivation of each plane figure, both teachers and students were prepared to use the multi-functional writing pen provided by the interactive electronic whiteboard to further strengthen the various corresponding relationships before and after the transformation by drawing and annotating together, but later, according to the students' learning situation, they made temporary adjustments. If it is "PPT" or courseware, it will take some time to control it, so it is better to call it directly on the electronic whiteboard.
Secondly, the use of interactive whiteboard improves the visualization of teaching, because students' thinking and understanding level are relatively weak. Especially some abstract problems in mathematics are difficult to fully understand. Traditional teaching methods are generally expressed by language, but they often fail to achieve the desired teaching effect. Even with the help of pictures, it is difficult for teachers to continue teaching, and this kind of classroom has quietly lost interest for junior students. Students' enthusiasm will also be relatively low, but the electronic whiteboard has broken this traditional teaching mode. Let abstract problems become visual problems, teachers can drag, delete and add on the whiteboard with passive stylus instead of mouse, and teachers can state some procedural problems without relying too much on language. As long as you move the passive stylus in your hand, you can vividly and clearly demonstrate the process, and don't let the abstract process become a difficulty in mathematics. For example, in "Fraction": 1, it means that the colored part of the graph is influenced by the mindset, and some students mistakenly think that the original graph can get 9/ 16 by rotation. There are two answers, 9/ 16 and 10/ 16, which are at loggerheads. Teachers seize the contradiction machine and use it as a good material to urge students to reflect. By using the layer function of the whiteboard, they can rotate instantly while retaining the background traces, avoiding the disadvantages of other software courseware that is unconvincing in advance, especially through the functions of refreshing and local amplification, so that students can witness it with their own eyes.
It is unprecedented for students to solve problems by converting numbers into figures through calculation. Therefore, even if formulas and figures are put together statically, students can't start. In view of this difficulty, using the characteristics of repetition and layering in whiteboard software, graphics and numbers are dragged together, and dynamic demonstration skillfully strengthens the connection and reduces the difficulty of understanding.
3. In the football match, the handwriting and moving functions in the whiteboard software are used to cross out and drag out the eliminated teams one by one, and put the matches together with the eliminated teams, which subtly implies the law. It is easy for students to realize that the number of eliminated teams is the same as the number of competitions.
Thirdly, using interactive whiteboard to improve the interactivity of teaching. Psychological research shows that children's thinking begins with hands-on. Therefore, to solve the contradiction between the abstraction of mathematics and the visualization of students' thinking, the key lies in concrete operation and observation. When students gain something in the learning process, it is the best time to make full use of the operability and intuition of the electronic whiteboard, and it is also the time for students to experience the joy of success. Students prefer to drag themselves up and down in the process of learning. On the one hand, students always like changeable learning tools that can help them adjust and modify their thinking in time, and meet the needs of their learning process from "making mistakes" to "correcting mistakes". Moreover, the intuitive function of whiteboard makes the generation of teaching behavior more operable. On the other hand, difference is a valuable teaching resource, because students have great differences in knowledge structure, wisdom level, thinking mode and cognitive style. Many unique ideas often make teachers who use ppt and general courseware unprepared, and electronic whiteboard can make up for this.
Fourthly, the use of interactive whiteboard improves the authenticity of teaching. Many so-called heuristic teaching methods in multimedia programming are wishful thinking. The sum of processes, hints, clues and facts hidden in the program constitutes a "correct" solution. Students can deduce or feel the process of solving problems from the first part of the program even if they don't have real ideas and methods to solve problems. This seems to achieve the teaching purpose, but in fact it is inefficient. Because students think and solve problems according to the ideas designed by teachers. For example, the teacher made a cage for the students to drill in. If so, the students will lack the initiative to think. However, in the real problem-solving process, the thinking process and answering process of few questions are unique or linear, and students often face the interference of many choices and information. Generally, we don't think and solve problems according to the ideas and methods of teachers or experts. In the teaching of interactive whiteboard, teachers can design and realize the real process, especially the process of choosing the direction in the face of multiple bifurcation of thinking, exploring the process of failure and the process of thinking being blocked, allowing students to fail and try to fail.
In short, through real activities, give full play to students' main role, let students gradually adjust their cognitive structure and build a new cognitive system in cognitive conflicts. In a word, interactive whiteboard technology is a great transcendence over blackboard and multimedia projection. With the increasing popularity of information technology education and the easy-to-learn and easy-to-use electronic whiteboard, it will replace the blackboard and provide a vivid, vivid and intuitive new interactive platform for primary school mathematics classroom. What we need to do now is to fully explore the teaching strategies contained in this new interactive platform, so that this technology can be truly integrated into daily classroom teaching and achieve a breakthrough in the integration of information technology and subject courses.