A New Solution to Classroom Informatization
Electronic interactive whiteboard technology in Britain
Effective use of electronic interactive whiteboard technology (IWB) to promote the reform of teaching methods in primary and secondary schools is becoming an important breakthrough to promote the teaching reform in Britain. After many times of communication and consultation with Promethean and Mirandanet Fellowship, Beijing Academy of Educational Sciences decided to carry out educational experimental research with the application of electronic interactive whiteboard as the main content in primary and secondary schools in Beijing. From 65438+1October1to 65438+20051October 20th, the author went to London, England to receive special training on electronic interactive whiteboard teaching at the invitation of the above-mentioned British companies.
1. What is an electronic interactive whiteboard?
Electronic interactive whiteboard is the integration of hardware electronic induction whiteboard and software whiteboard operating system (ACTIV studio). Its core components are composed of electronic induction whiteboard, induction pen, computer and projector. The electronic induction whiteboard is a large induction screen with the size of an ordinary blackboard. It works with the support of computer software and hardware, and its function is equivalent to that of a computer monitor, replacing the traditional blackboard. The electronic induction pen bears the dual functions of electronic whiteboard pen and computer mouse, and its function replaces the traditional chalk. Teachers or students directly use inductive pens to operate on the whiteboard (equivalent to teachers and students using chalk to operate on the blackboard in traditional teaching): write or call various software, and then feed it back to the computer through electromagnetic induction, and quickly project it onto the electronic whiteboard through the projector. The whiteboard operating system (ACTIV studio) is a software platform existing in the computer. It not only supports information exchange between people and whiteboards, computers and projectors, but also comes with a powerful subject material library and resource production tools. It is also an intelligent operating platform, which is compatible with all kinds of software. Teachers can call all kinds of teaching materials or application software to teach at will on the whiteboard. Whiteboard integrates traditional blackboard, computer, projector and other functions, which is very convenient for teachers to use.
At present, the electronic interactive whiteboard has entered the classroom of primary and secondary schools and has become the mainstream mode of educational information equipment in primary and secondary schools in Britain. Electronic interactive whiteboard has replaced the traditional blackboard and become a necessary tool for British teachers.
Research by British education experts shows that teachers generally go through three stages in applying whiteboard teaching:
The first stage: increasing visual effects (supporting preaching). Teachers increase the visual effect of teaching through whiteboard, which is only used as a didactic tool, not as an information means to integrate well in teaching and promote students' mastery of concepts. There is little classroom interaction at this stage, and students seldom participate in and discuss.
The second stage: the interactive stage. Teachers can make use of some functions in the whiteboard operating system to make the explanation and demonstration of knowledge and concepts clearer, and expand students' various angles and ways of thinking by encouraging students to answer questions again and again.
The third stage: greatly improve the interaction of teaching and change the way of thinking (enhance interaction-a change of thinking). Teachers can skillfully use whiteboard technology, make full use of network resources, localized courseware and other curriculum resources, and stimulate students to actively participate in the teaching process, actively participate in teaching discussions, answer questions, boldly assume and explain knowledge, thus promoting students' cognitive development.
Second, the impact of electronic interactive whiteboard technology on teaching
British education experts believe that the impact of electronic interactive whiteboard technology on teaching and learning is mainly manifested in the following aspects:
1. Influence on teaching and teachers' professional development
(1) The main difference between electronic interactive whiteboard and other teaching multimedia lies in its interactivity.
Electronic interactive whiteboard technology provides technical possibility and convenience for classroom interaction, teacher-student interaction and student-student interaction, and lays a technical foundation for establishing student-centered classroom 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. The "courseware" made by whiteboard technology (specifically, the digital teaching plan of teachers) provides great convenience for the interaction and participation of teachers and students in the teaching process. In the whole teaching process, students can change and enrich the original "courseware" content of teachers, whether it is their correct understanding of knowledge or their wrong answers. As long as they operate on the whiteboard, the whiteboard system will automatically store these valuable materials, thus generating personalized "courseware" for each teacher in each class (specifically, the digital record of the whole teaching process), which will become an important resource for teachers in future teaching.
(2) Electronic interactive whiteboard provides technical support for resource-based teaching activities.
Effective use of teaching resources is an important link in skillfully applying whiteboard technology. Whiteboard system has prepared a lot of subject materials for each subject, but it is not a ready-made and fixed courseware. Teachers must form their own teaching plans according to their specific teaching design and objectives, using the information in the resource library. Whiteboard technology makes it very convenient for teachers to use the resources in the resource library to generate their own digital teaching plans. Moreover, because the whiteboard system is compatible with various software applications of Microsoft, teachers can also go online directly to find course resources on the whiteboard.
(3) The whiteboard operating system expands and enriches the tool functions of traditional computer multimedia, and further improves the visual effect.
For example, the unique dragging function, photography function, hiding function, curtain drawing function, coloring function, matching function and instant feedback function in whiteboard operation tools enhance the visual effect, which is more conducive to stimulating students' interest and mobilizing students' multiple intelligences to actively participate in the learning process.
(4) Improve teaching efficiency and make teaching more planned.
Teachers not only use whiteboard for teaching, but also a good helper for teachers to prepare lessons. Teachers can store the whole teaching process on the whiteboard in their own folders, which will become electronic documents and curriculum resources for their own subject teaching, and become the resource basis for teachers to teach, summarize and reflect on their professional development in the future.
(5) Electronic interactive whiteboard is beneficial for teachers to carry out team teaching research.
Studies have shown that if teachers form teaching and research groups to discuss whiteboard teaching methods and strategies together, such team teaching and research methods are more conducive to promoting teachers' professional development than teachers' own isolated whiteboard teaching.
2. The impact on students' learning
(1) Improve students' attention and understanding.
Compared with the traditional blackboard teaching, the visual effects of the whiteboard, such as color, hiding, animation and other teaching functions, can greatly attract students' attention, and use the theory of multiple intelligences to help students better understand and master knowledge. Especially when learning some abstract knowledge and concepts, whiteboard provides students with a variety of methods and ideas to analyze and solve problems.
(2) It is convenient for students to review previous knowledge and promote students to master new knowledge.
Because the whiteboard can record the content and process of teachers' previous teaching (including students' learning process), it helps students consolidate and recall old knowledge and concepts, thus promoting students to learn and master new knowledge.
(3) It is beneficial to arouse students' enthusiasm and participation in active learning in class.
The research shows that whiteboard teaching emphasizes the participation of students and the interaction between teachers and students, which greatly reduces the phenomena of students' inattention, small gestures and casual speaking in the original classroom teaching, and improves students' learning quality, learning motivation and learning self-confidence.
Thirdly, the evaluation of whiteboard experiment results in five schools in Beijing.
Since June 2004, sponsored by Capital Normal University and assisted by Beijing Academy of Educational Sciences, two educational professional institutions have jointly conducted an experimental study on the application of electronic interactive whiteboard in classroom teaching in some primary and secondary schools in Beijing.
At present, the whiteboard experiment has been carried out in five schools: Beijing 16 1 Middle School, Beijing 14 Middle School, Beijing Zhongguancun Middle School, Beijing Dongxiang Primary School and Beijing Gucheng Central Primary School. The middle school subjects involved are: mathematics, Chinese, foreign languages, physics, chemistry, politics, geography and information technology (computer), and the primary school subjects involved are: Chinese, mathematics, English, information technology (computer), art, society and music.
Through the whiteboard experiment for more than one semester, the teachers and students of the experimental school fully affirmed the whiteboard teaching in the following aspects.
(1) Whiteboard technology integrates traditional blackboards, projectors and computers, becomes an important means of classroom teaching, forms a unified teaching platform, and greatly improves the efficiency of classroom teaching.
(2) The interactive concept of whiteboard design, as well as the interactive and operational characteristics of whiteboard technology itself, as a revolutionary teaching method, promotes the reform of classroom teaching methods, is conducive to interactive learning between teachers and students, supplements the gap between demonstration multimedia teaching and individualized teaching under network conditions, and is conducive to promoting the integration of information technology and subject teaching.
(3) Whiteboard technology integrates words, sounds, pictures and images. As a new teaching method, it not only helps to stimulate students' interest in learning, but also makes students' learning easier and more convenient.
(4) Whiteboard not only provides platform support for teaching on hardware equipment, but also provides a new way of thinking for our teaching through the software design of whiteboard: for example, it has many functions such as taking pictures, pulling the curtain, hiding, storing in resource database, connecting to the Internet and so on, which makes teachers' teaching more convenient, vivid and interesting.
(5) Whiteboard provides a huge resource storage space, which is convenient for teachers to accumulate and reflect on teaching resources and teaching process, summarize and sort out teaching experience, promote teachers' professional development and improvement, and save teachers' teaching preparation time.
On the basis of fully affirming the advantages of whiteboard teaching, the experimental teachers and students put forward many suggestions for improvement.
First, the hardware technology of whiteboard needs to be improved.
(1) stylus: the right-click function is not easy to use; Double-clicking doesn't work; The recognition is not very good; Easily broken; (2) Compatibility between whiteboard and computer: it is not compatible with domestic Lenovo notebook computers; (3) The whiteboard interface switches frequently with other software interfaces, which is easy to crash; (4) There is something wrong with the Chinese font of the whiteboard itself.
Second, the technical support of whiteboard needs to be improved.
At present, Whiteboard Company has no technical center such as after-sales service in Beijing. If there are technical problems, it is difficult to solve them in time. This is the most worrying problem for schools at present, so they dare not purchase on a large scale.
Third, whiteboard resources and localization have become the biggest obstacles for teachers and students in China.
Most of the resources of whiteboard itself are not suitable for domestic teaching content, and it is urgent to join domestic local teaching resources. In addition, it is necessary to sinicize the whiteboard, otherwise some teachers in China will be blocked from whiteboard users.
Fourth, the scope of application of whiteboard teaching.
The teacher of Beijing Experimental School suggested that the whiteboard should be suitable for small classes with less than 40 students. In the case of small class size, the interaction between teachers, students and students is more convenient and can give full play to the interactive function of whiteboard. If it is used in a large class with more than 40 students, it is difficult for teachers, students and students to interact with each other, and it is not only difficult to play the interactive function of the whiteboard, but also difficult for students sitting in the back row to see the teaching content presented by the whiteboard because of the size limitation of the whiteboard.
Fifth, due to the high economic cost and large investment, the practical value of whiteboard in Chinese schools needs further study.
Wang Wei, Institute of Basic Education, Beijing Institute of Education
Application and case study of electronic interactive whiteboard in primary and secondary schools in Britain
At the UK Educational Technology Exhibition on June 5438+ 10, 2004, the UK Department of Education and Skills announced that it would invest another 25 million pounds in the fiscal year 2004-2005 for the purchase of electronic interactive whiteboards (or smart whiteboards) in primary and secondary schools. This is the second time that the British government has paid for electronic whiteboards in primary and secondary schools after investing 25 million pounds in September 2003. So far, the UK Department of Education and Skills has invested 50 million pounds to support the use of electronic whiteboards in information-based teaching in primary and secondary schools. According to the survey released by the British Department of Education and Skills in June 5438+ 10, 2003, the proportion of electronic whiteboards in primary schools, secondary schools and special education schools is 48%, 82% and 53% respectively. The survey also shows that electronic whiteboard is one of the most commonly used computer-aided devices in primary and secondary schools in Britain, and its ownership rate is second only to digital projectors and digital cameras. The reason why the electronic whiteboard is favored by the British Ministry of Education and Skills and teachers and students in primary and secondary schools mainly lies in its clear visual interface, convenient operation mode and flexible interactive function. Teachers and students in primary and secondary schools in Britain have benefited a lot from the use of electronic whiteboards and accumulated some experience from a lot of teaching practice. The following is an analysis of several typical teaching cases.
Case 1: Reading and Writing Course in Elementary Schools in Newington
The school is located in the small town of Newington and provides compulsory education for children aged 7-1/kloc-0. There are 10 electronic whiteboards in this primary school, one of which is assigned to computer classrooms, and the other nine are installed in each classroom. All electronic whiteboards are wall-mounted, and the matching digital projectors are fixed on the ceiling of the classroom. Speakers are arranged on both sides of the whiteboard to improve the volume and sound quality and ensure the acoustic effect of classroom teaching.
This case is a reading and writing training class in the fourth grade of primary school. There are two main teaching objectives of this course: one is to know compound nouns and learn to recognize the number of syllables of compound nouns; The second is to analyze the structure of a poem and discuss it in class. Because the two goals are very clear, the teacher's classroom teaching is also divided into two parts. The first part is to know compound nouns. First, the teacher writes down various compound nouns on the electronic whiteboard, and then the students independently identify the number of syllables on their own "writing and erasing" white tablet (this is a small tablet for students). Finally, with the participation of the students, the teacher analyzes the listed nouns one by one. The second part focuses on explaining the structure and significance of a poem. First of all, teachers use the display function of electronic whiteboard to show students a part of poetry. Because the teacher arranged for the students to preview the poem in advance, the students had a week to prepare, including getting familiar with the content and rhythm of the poem. Next, the teacher listed several related terms on the electronic whiteboard to examine students' understanding of these terms, such as rhyming, rhyming double-line poems, five-line poems, syllables and so on. The students responded positively to the teacher's teaching methods and had a good understanding of the concepts they had learned.
Teachers in this school generally believe that electronic whiteboard has become an indispensable teaching tool for them. All teachers think that electronic whiteboard has brought great differences to their teaching career, and teachers can adjust or modify the teaching content at any time according to the teaching needs in class. The use of electronic whiteboard also makes students feel novel, and they pay more attention to what teachers teach in class.
Case 2: Arithmetic Class in Sibruk Church Primary School, England
This school is relatively small, with only 100 registered students and four classes in one school. At present, there are five electronic whiteboards in the school, one for each of the four classrooms, and the remaining one is free to control. In addition, each classroom is equipped with a video player, which is connected with a digital projector, so that the TV can be moved without affecting the viewing. This case introduces an arithmetic lesson about "Angle". Teachers' curriculum design is divided into three parts: the "warm-up stage" of the curriculum; The lecture part of the course; The successful conclusion of the course.
Warm-up stage: In order to help students enter the teaching situation as soon as possible, the teacher designed an interactive game. The teacher first puts forward some specific questions related to the angle on the electronic whiteboard, then asks the students to give the answers, and then demonstrates the answers on the electronic whiteboard for teachers and students to discuss together.
Lecture part: in the first step, the teacher briefly introduces the protractor and the correct use of this mathematical instrument to the students. Through the demonstration of electronic whiteboard, students quickly mastered the correct use of protractor and how to avoid wrong measurement. Then, the students measure with a protractor on the electronic whiteboard. In the second step, the teacher explained the knowledge about the inner angle of the triangle to everyone. After the concept is completed, the students actually measure the internal angles of many triangles on the electronic whiteboard. By measuring the inner angle, students can further understand the isosceles triangle and know how to judge whether the triangle is an isosceles triangle (see figure 1). The third step is to expand from the inner angles of triangles to the inner angles of other polygons. Teachers still encourage students to demonstrate how to measure the inner angles of polygons on the electronic whiteboard. The fourth step is to carry out cooperative learning and group discussion. Organize students to make and fill in the form in groups, and then each group will take turns to show their works.
Successful conclusion: At the end of this class, the teacher evaluates the students' task completion and guides them to summarize themselves. Have you found some interesting conclusions through the table?
At this point, a lesson about "angle" ended in the students' thinking and aftertaste. Through such study, students not only master the knowledge of mathematics, but also enhance their confidence in using electronic whiteboard, which can be described as killing two birds with one stone.
Case 3: Application of Electronic Whiteboard in Greenville Kindergarten
There are about 160 children aged 4-7 in this school. In addition to the nine classrooms that meet the normal teaching needs, there are two classrooms specially prepared for children with special educational needs. At present, the first school has installed two electronic whiteboards, one of which was provided by NOF for the school to try out. After a period of trial, the teachers and students responded well, and finally the school bought two. Teachers believe that the combination of excellent software and advanced technology (electronic whiteboard) has brought great changes to teaching practice, especially the software like Easiteach Maths (a mathematical software) and Easiteach literature (a word processing software), which is used by all teachers in the school almost every day.
Teachers believe that since the electronic whiteboard was put into use, children can concentrate for a long time in class, and the situation of being easily distracted in class has been greatly improved, and the electronic whiteboard has improved students' interest in learning. By operating the electronic whiteboard, children's painting skills are not only improved, but also their creativity is cultivated (see Figure 2). Children like to make up stories with Easiteach literacy software, and they like to listen to their own stories recited. The headmaster is very proud of the children's progress. She collected stories written by children, printed them out, edited them into books and showed them to every visitor who came to school.
Case 4: Perfect combination of electronic whiteboard and PowerPoint
Nonington C of E primary school is an ancient primary school located in Dover, a port city in southeast England. Established in 186 1. This case mainly introduces the slide production and display activities of sixth grade students. This activity originated from a slide show at the beginning of school in autumn. At that time, the teacher showed the students selected slides, in order to let them know the magic of Power Point and encourage them to create. The students were very moved by this observation activity. Some students compare watching slides through the interactive function of electronic whiteboard to reading an interesting book. This greatly encouraged teachers and students, who decided to make their own audio books for junior students.
After determining the goal, the next step is to choose the content of the slide. Therefore, senior students form a joint working group to solicit the opinions of junior students and conduct extensive communication on this issue. The contents of the slides were soon finalized, such as Our New Farm, Jungle and Animals, Three Little Pigs and so on. After completing the previous demand analysis, the third step is the actual operation stage. The teacher is responsible for the overall organization and coordination, and asks everyone to do their homework according to the five groups that have been divided into reading and writing classes. In order to make full use of the five computers in the classroom, it is best for two people to work together in a group. After the initial production of slides is completed, in the weekly reading and writing class, each group takes turns to show them on the electronic whiteboard, and everyone discusses the revision.
At the end of the autumn semester, the students invited the children of lower grades to visit the classroom in groups and let them demonstrate on the whiteboard in person. Judging from the feedback from other teachers and children, this slide production activity was a complete success.
Case 5: Charles Street Center Science Class
Charles Street Learning Center is a primary school in West Kent, which offers the fourth period (equivalent to grade 10- 1 1). Students come from middle schools in West Kent, and most of them have emotional or behavioral disorders. The purpose of school education is to help students build self-confidence and improve their academic performance and learning ability. Students usually study in the center for one year, and then they are sent to special colleges for further study to prepare for future employment. The center has good educational information equipment and conditions, students can own a computer, and all teachers have strong information technology knowledge and ability.
This case is a science class, and the teaching content is "Sensory organ eyes". The focus of this lesson is the optical illusion and reaction time of the eyes. In class, the teacher first displays the "eye structure diagram" on the electronic whiteboard, so that students can mark the names of various parts of the eyes in the corresponding positions on the electronic whiteboard. Then students should write a summary according to what they have learned and store it in their study folder for future review.
Teachers also ask students to log on to some websites to search for knowledge about eyes. These websites provide many interesting experiments. Students can test the optical illusion of their eyes and then record the real results. For example, which side of the cube in the middle of Figure 3 is the front, and which of the two parallel lines in Figure 4 is longer. The teacher also asked the students to test the eye reaction time by playing "point game" (a game to test the eye reaction time). There are some white circles on the screen. When black spots appear in the circle, the students click on them to see how many black spots they can hit in 30 seconds and record the experimental results.
Because of the use of electronic whiteboard, this class is very interactive, which enhances the interest of the class in many ways. Students with learning difficulties become active participants in the teaching process, and they can experience the fun of learning in the first time and enhance their self-confidence.
From the analysis of the above cases, we can easily see the great role of electronic whiteboard in school teaching: compared with the traditional blackboard, electronic whiteboard can record and save the whole process of teaching and learning in real time, and teachers can call the classroom teaching materials stored in the computer at any time without worrying that the contents on the blackboard cannot be reproduced. Compared with the "computer+projector" widely used by teachers in classroom teaching in China, electronic whiteboard allows teachers to adjust and modify teaching plans conveniently and freely according to students' learning situation, and to save and update their own electronic teaching plans at any time. At the same time, electronic whiteboard can make teachers and students realize benign interaction in classroom teaching, which is helpful to improve students' interest in learning. It is more suitable for diversified teaching and creative teaching than the "unchangeable" display content on the projection screen.
In short, the electronic whiteboard can be used as a traditional blackboard for teachers to scribble at will, and can also meet the requirements of multimedia teaching. Therefore, electronic whiteboard has the advantages of traditional blackboard and multimedia teaching, and makes up for the shortcomings of the latter two, and has won wide recognition for its flexible and convenient practical functions. It is conceivable that the electronic whiteboard should have great development potential and good development prospects in the future teaching process.