Research On Deep Learning Based On Interactive Whiteboard Classroom Environment Support

Nowadays,the popularization and promotion of information technology in education,and how to apply emerging technologies to promote student learning have become hot spots for research.Interactive electronic whiteboards leading emerging teaching media are changing the teaching of teachers in traditional classrooms and student learning.Students are encouraged to use the functions and disciplines of whiteboards to interact and collaborate in classrooms to form collaborative learning and inquiry.Learning,making learning more personalized,fair and equitable,and more flexible and interactive.Teachers and students realize the construction of the meaning of knowledge through active interaction.At the same time,they also strengthen the ability of students to use information technology to solve problems.The article proceeds from the following aspects:First of all,on the basis of reviewing the relevant literature,establish the research topic,preliminary explore the innovation of the article and combine it with the current research status to explore how deep learning occurs in the interactive whiteboard classroom environment.Secondly,according to the road map of deep learning implementation,it explores the deep learning steps suitable for the support of interactive e-whiteboard classroom environment.Articles from the interaction theory,cognitive learning theory,constructivism learning theory,the situated cognition theory,distributed cognition theory and metacognitive theory),bloom education objective taxonomy and learning motivation theory,self-efficacy and expected value theory)parsing the deep learning is how to happen,from several aspects illustrates the deep study on the basis of the theory of implementation,and analyses the deep learning and interactive electronic whiteboard classroom environment of inner link,to promote deep learning in the process of the implementation of the interactive electronic whiteboard played an inner functions and features,Moreover,learners' learning motivation and self-efficacy in class have a certain influence on deep learning.At the same time,the development oflearners' metacognitive ability in the classroom,is a major goal to achieve deep learning,students have mastered the whiteboard operation skills at the same time,for their learning or knowledge point in the process of thought,through further adjustments in their behavior ability,monitoring,evaluation of observation and reflection,in order to realize the reprocessing of knowledge and creativity,so in the learners' learning activities,interactive electronic whiteboard can effectively develop the learner's metacognition ability.Third,based on the theoretical basis of the study,combined with the existing conditions of experimental teaching in the school to design a teaching case suitable for deep learning.In the instructional design,the knowledge content of the integration of the various resources of the whiteboard and the cognitive development of the students is used to enable the students to increase their ability to apply knowledge and analyze problems in the cognitive input process through simple memory and understanding.The students' thinking space and ability to solve problems.The empirical research is combined with the previously designed teaching cases,and classroom teaching interventions are conducted in experimental schools to allow students to change the effects of deep learning.In the experimental implementation,the unequal experimental group and the control group were used in the pre-and post-test design.The interactive whiteboard teaching and learning hours in the mathematics classroom were used to verify the learning effect of the learners.The results of the study show that there are significant differences in the academic performance of students in the control class of the experimental class,and it can be concluded that the interactive whiteboard helps to improve the learner's performance.And,after statistical analysis of the three scales(learning motivation,metacognition,and self-efficacy),it was found that the experimental class was significantly higher than the control class.There was a significant difference between the two.This may be a student.Learning generated in the whiteboard environment includes the encouragement of learning peers,the recognition of learning outcomes,and thereflection of evaluation,and the help of teachers,etc.,which together promote the participation of learners in the whiteboard environment.The learners have the interest in learning and have the desire and the pursuit of knowledge.Therefore,the learning environment influences the learning effect of learners.Identify the root cause of the problem and propose corresponding learning strategies.Design activities of student learning,explore the in-depth use of every aspect of the whiteboard classroom,and improve the learning motivation,use the whiteboard resources to recreate knowledge,and strengthen teachers and students.Exchanges and interactions,and the ability to solve problems,explain the root cause of the problem.Finally,summary and prospect.This article said although some progress on the research achievements,but there are still many deficiencies,for example,questionnaire dimension from several aspects to explain the occurrence of deep learning is insufficient,and the experiment is confined to a school,not good Pu Shi Zai other aspects and the problems such as less sample size,prompted the constant innovation and improvement in the later research.