Research On The Application Of The Technology Of The Interactive Electronic Whiteboard Used In The Teaching Of Conic Sections

Class teaching is always the frontier of any school and improving the efficiency of classeshas always been the main direction of the education and teaching research. As the developmentof information technology, the class teaching media has changed from traditional blackboard andchalks to modern computer and screen, and even the Interactive Electronic Whiteboard today.However, the function of the Interactive Electronic Whiteboard has not been fully used in theclass teaching. This thesis, from the aspect of the subject, aims to illustrate how to make the useof the Interactive Electronic Whiteboard in the teaching of Conic Sections more reasonablely andeffectively.The research status at home and abroad shows that the current research of the InteractiveElectronic Whiteboard is mainly about the introduction of the advantages of technology and itsnew usage in class teaching. Even if there are research on applying to class teaching, it still staysin the aspect of class design, lacking the specific instructions to the subject, teaching contentsand teaching cases. Although the research of the integration of the Electronic Whiteboard andclass teaching have been developed in our country, its main focus is around elementary andjunior high school teaching and the arts teaching in senior high schools, with less concerningsenior high school’s science teaching especially mathematics teaching.This thesis analyzes thoroughly the advantages and disadvantages of the InteractiveElectronic Whiteboard in class teaching, studies the requirements for the teaching Conic Sectionsin curriculum standard of common high school, analyzes knowledge structure and features, andunderstands the study characteristics and cognitive level of students. The students of senior highschool are active in thinking, and they are not satisfied with pure memory and hard training.Thus their way to obtain knowledge has been changed. Conic Sections is quite abstract, andcontains some mathematical thinking, such as combination of number and form and equation.These aspects provide development space for the combination of the Interactive ElectronicWhiteboard and Conic Sections class teaching.In order to understand the using of the Interactive Electronic Whiteboard among senior highschool teachers, a survey was made aiming to know more about the Math teachers in senior highschools. From the questionnaire statistics, we can realize that the teachers recognition of theInteractive Electronic Whiteboard is high but there exists some problems, such as simple functions, single methods, low level of the interactive phase and lacking resources consciousness.There are five main reasons for these situations: insufficient training and understanding of itsfunction; immature sharing platform and insufficient resources; lacking hardware facilities andrestricted application; lacking teaching cases and no practical instructions; the high pressure ofteachers, heavy tasks and the potential ability of self-improvement.According to the above research and analysis, combining the characteristics of studentsstudying the Conic Sections and the function of the Interactive Electronic Whiteboard, theapplication strategy of its use in the Conic Sections is offered. There are two basic requirements:looking for the point of penetration of the Interactive Electronic Whiteboard and the teaching ofthe Conic Sections and providing enough interactive space for students; two ways of application:building the pool of resources through the Interactive Electronic Whiteboard and doing theeffective image exploration. Meanwhile, teachers pay attention to two things while applying:(1)the interactive process should be made equally between teachers and students;(2) teachers donot exaggerate the effect of technology;(3) the design of teaching situation should be close tostudents;(4) teachers pay attention to the capture and accumulation of productive resources.Then we formulate experiment plans on the basis of it and examine its effectiveness andrationality.From the result of the experimental research, the study activeness and participation level ofthe experimental class are higher than the control class and their cognitive ability, and exploringand self-study develop better. The colligation development is better than the control class and theeffectiveness and rationality of this strategy is fully tested and verified.