How to apply electronic whiteboard in geography teaching

At present, the application research of interactive whiteboard in geography teaching is mainly based on the following aspects: (1) Cheng Jun, Lu Qiuxi, Mou Chunjing, Sun Dandan, etc. Starting from the function of interactive whiteboard, the function of resource library is conducive to pre-class preparation; The image processing function is beneficial to the operation on the map; The recording function is beneficial to feedback evaluation, etc. (2) From the perspective of teaching methods, Li Tingting proposed that the application of interactive whiteboard can create teaching environment, mobilize classroom atmosphere and create problem situations. (3) Huang Hui and Zhu Zhigang pay attention to teaching skills. Among them, Huang Hui's application skills include "superposition and contrast of maps" and "highlighting key teaching contents"; Zhu Zhigang proposed to apply interactive whiteboard to "presupposition", including starting point analysis, teaching mode and curriculum resources.

Many front-line teachers discuss the advantages or positive effects, problems or reflections of interactive electronic whiteboard from the perspective of geography teaching and new curriculum reform in middle schools. The author chooses to start from the perspective of geography classroom teaching, hoping to help the interactive whiteboard teaching of geography in middle schools in the future.

I. Interactive electronic whiteboard and its function overview

The concept of interactive whiteboard can be roughly divided into three key words: product (tool), technology and platform. Among them, Huang Hui, Biefeng and others think it is a powerful high-tech product; Li Tingting and Fu Yanjing think this is a new teaching technology. Cheng Jun thinks it is an integrated platform for unifying various systems. The author prefers the first view, which itself is just a product that combines cutting-edge electronic technology, software technology and other means, and provides a multi-functional teaching platform for teachers and students when applied to teaching.

The application of interactive whiteboard in geography teaching has the following functions:

1. Resource library function

Teachers import materials into the resource database in advance so that they can be called during teaching. Or the teaching resource library of the electronic whiteboard, including pictures, audio, video, templates, etc.

2. Interactive function

That is, the teacher operates directly for the students.

3. Generate function

That is, the short-term generation of unset content and the adjustment of set content according to teaching needs.

4. Object editing function

Including modification, saving, copying and other operations.

5. Storage function

Teachers review and play their own lecture records, which is also convenient for students to improve and understand the key contents.

6. Writing function

Write and delete at will, mark key points, draw pictures, etc.

7. Display function

Can be compatible with common teaching software for multimedia demonstration.

Second, the application of interactive whiteboard in geography classroom teaching

1. Applicable tutorial: present resources and stimulate interest.

As the beginning of a class, tutorial class plays a fundamental role in students' state in the whole class. Therefore, how to let students enter the classroom situation in the first time is the primary problem that teachers should consider. Put forward the following two methods of geography classroom instruction by using interactive whiteboard:

(1) "knowledge" import

The import of "knowledge" is subordinate to direct import, that is, straight to the point, but it is not a simple description of the content framework, but a display of specific knowledge. Because of its monotonous nature, electronic whiteboard is used to display dynamic and diverse knowledge content.

For example, when explaining "the general characteristics of the earth's movement", Flash animation of the earth's rotation and revolution is played, and the language prompts: "How many times have you seen the earth's movement? What's the difference? " And remind everyone that the task of this class is to complete the form (compulsory course of People's Education Edition/activity on page 0/5). Traditional classroom teachers need to demonstrate the earth's "from west to east" movement in kind, which can be presented directly on the interactive whiteboard and can be paused at any time as needed. It not only shows the three-dimensional movement to the students, deepens their perceptual knowledge, but also arouses their thinking at the beginning of the class and awakens their problem consciousness.

(2) "activity" import

General activities include watching pictures, watching videos, operating geographical tools, and discussing. The "activity" import of interactive whiteboard is mainly to watch pictures and videos.

For example, when explaining the theory of continental drift, two outlines of South America and Africa are introduced for students to read and observe (as shown in figure 1). Some students immediately suggested that they could be put together, and the teacher immediately asked him to try to spell it on the whiteboard. Finally, it was concluded that the outlines of the continents on both sides of the Atlantic Ocean were concave and convex. This not only aroused students' interest in activities, but also led to the content of this lesson.

2. Apply to the development link: change the tradition and reflect the generations.

In the development process, the interactive whiteboard display function is applied to display the knowledge content one by one, and the content of the resource library can be called at any time as needed. At the same time, highlight and enlarge the key contents, and write, delete, annotate and draw them in time. It is necessary to organize teaching materials in an orderly manner and adjust and improve the content in time. Only by following the students' rhythm and cognitive ability can we meet the "building an open geography classroom" stipulated by the curriculum standards. According to the teaching content, the author made the following classification.

(1) Teachers' teaching links

Teachers' teaching is indispensable, especially the complicated laws, causes and principles must be clearly explained by teachers. Even for students' inquiry activities, teachers should guide the methods in advance and finally summarize them. Compared with traditional multimedia, the biggest difference of using electronic whiteboard in teaching is that teachers stand in front of the whiteboard and face students directly, becoming equal members of the group; In addition, through various functions of electronic whiteboard, the efficiency of classroom teaching is improved.

For example, when explaining the "Common Weather System", students have already understood the causes of cold and warm fronts (as shown in the following table), but they are memorizing the weather phenomenon of cold and warm fronts crossing the border. At this time, if the teacher shows a picture of a city with an interactive whiteboard, bring up the schematic diagram of the cold front and put it on the left side of the city, ask the students, "What kind of air mass controls the city at this time? So what's the temperature? " Drag the cold front map to the middle of the city and ask again, "What will happen in this city at this time?" Finally drag it to the right of the city. At this point, students intuitively understand the causes of weather changes caused by cold front crossing.

(2) Cooperative learning.

The new curriculum reform advocates "inquiry learning and cooperative learning", but because students' academic performance can't be preset, it takes a long time to show it, which is often difficult to implement. In fact, teachers' direct explanation is often not conducive to the formation of students' "comprehensive thinking" learning literacy. On the contrary, if students are inspired by teachers to carry out cooperative learning between students and students, and then use interactive whiteboard to show their learning results, it will achieve twice the result with half the effort. For example, when explaining "oil export in the Middle East", a map was displayed on the interactive whiteboard. The teacher divided the students into three groups, and asked the members of the three groups to play the captains of cruise ships in Western Europe, Japan and the United States respectively, and set a discussion question: "If you import oil from the Persian Gulf, point out the selected navigation route and the oceans, canals and straits you pass through." Representatives of each group mark their chosen routes on the map on the whiteboard and point out the routes. The members of the group also had a heated discussion with the students of other groups from their own standpoint. Teachers become more of a listener in this discussion, and only give guidance when students make mistakes or encounter problems. Compared with the teacher's direct presentation of the answers, this kind of group cooperation has learned far more than the knowledge itself.

(3) Map teaching.

Map teaching is mainly divided into reading, filling and drawing. The magnifying glass function or focusing function of electronic whiteboard is generally used to look at pictures and guide students to observe a certain detail; Or use a magnifying glass or drag students along a certain route to show the map. Drawing activities directly use the writing function to test students' memory of a place and knowledge points. Painting activities can be based on existing pictures, or they can be painted by themselves. Generally speaking, it is difficult to examine thinking activities.

For example, when explaining "the influence of ocean currents on the distribution of fishing grounds", a schematic diagram of "the distribution of ocean currents on the surface of the world's oceans" was presented on the whiteboard (required by People's Education Press 1 Figure 3.5 on page 57), and it was pointed out that fishing grounds were easy to form at the intersection of cold current and warm current. Students find the right position under the teacher's prompt, and then explore the reasons in depth.

3. Suitable for the end of class: review knowledge and test the effect.

In the traditional classroom, we can only test the learning effect by asking questions or reviewing the blackboard. Some teachers ask students to fill in "My Harvest" to get feedback. However, there are still some problems in the authenticity of recycling and students' filling. The application of interactive whiteboard opens up a new way for the end of class.

(1) course completion evaluation

Teachers can ask one or several people to write a question directly on the interactive whiteboard after class to test the learning effect and give an evaluation in time. Evaluating the achievements of several student representatives not only provides reference for other students, but also provides a basis for teachers' own summary and evaluation.

② "method" class.

When giving lectures, geography teachers should pay attention to the infiltration of methods and draw inferences from others to cultivate students' geographical thinking. At the end of the course, we can review what we have learned through the electronic whiteboard, and look at the generation process of learning, so as to guide students to transform teachers' geography teaching methods into their own geography learning methods and problem-solving methods.

For example, when explaining "the characteristics of American agriculture", the teacher guided the students to summarize the contents of each part of the analysis through retrospective play, and finally showed the following structure diagram on the electronic whiteboard (Figure 2). Students recall their own thinking process for the second time, and they are deeply impressed, and invisibly remember the special method of "analysis of agricultural characteristics".

To sum up, interactive whiteboard can be applied to all aspects of geography classroom teaching, which can increase the interest of the classroom, reflect the generative nature of the classroom, and test and summarize the learning effect of the classroom. However, with the phenomenon of "whiteboard fever", there have also been many teaching methods that pay too much attention to technical operation and "full house irrigation". In fact, electronic whiteboard is only a teaching aid technology and should not be "deified" too much. Only by finding the combination of whiteboard and geography teaching, whiteboard and blackboard can we give full play to its role.