Research On The Application Of Interactive Electronic Whiteboard In Mathematics Class Of Grade 5 In Chongqing Primary School

Both The Basic Education Curriculum Reform Outline and Compulsory Education Mathematics Curriculum Standard(2011 edition)emphasize the importance of information technology and curriculum integration,and require teachers to integrate information technology into teaching to enrich teaching content and facilitate students' learning.Interactive electronic whiteboard,as a new teaching media,inherits and develops the advantages of traditional teaching methods.It has been widely promoted and applied in the field of education,which is conducive to improving teaching effects.It can transfer abstract mathematical concepts to students in an intuitive way,which is easy for students to understand and stimulate their learning interest.However,the effect of interactive electronic whiteboard is not good in teaching practice.The application of interactive electronic whiteboard in classroom teaching has become a hot topic for educational researchers,teachers,parents and students.Based on The Constructivism learning theory,information technology and curriculum integration theory,children's intelligence development stage theory and intrinsic motivation theory as the foundation,from the understanding of the interactive electronic whiteboard,sense of teaching effectiveness,the contribution of perceptual learning,perception is negative effect,the five dimensions of Chongqing S area A,B,C three elementary school;the questionnaire survey to 196 the fifth grade students From understanding of interactive electronic whiteboard,sense of teaching effectiveness,the contribution of perceptual learning,perception is negative effect,the five dimensions of9 a mathematics teacher conducted in-depth interviews,supplemented by observation method,the interactive electronic whiteboard in the elementary school mathematics classroom using situation for 2 weeks of classroom observations,understand the interactive electronic whiteboard in the elementary school mathematics classroom useof the status,found that there were problems,and combined with questionnaire survey results,interviews and classroom observation analysis of interactive electronic whiteboard in the elementary school mathematics classroom using the cause of the problem,put forward improving Suggestions.The results show that teachers use interactive electronic whiteboard more frequently.Most teachers and students accept interactive electronic whiteboard well.Students affirm that the teaching efficiency of interactive electronic whiteboard includes:increasing the interest,intuition and effectiveness of classroom;Students affirm the contribution of interactive electronic whiteboards to learning: deepening the impression of knowledge,stimulating interest in learning,helping to understand,and improving attention.Through the difference analysis,it is found that there are significant differences in the acceptance of interactive electronic whiteboard among students in the following five aspects: mathematics achievement,school,mathematics teachers' use of interactive electronic whiteboard(frequency of use,proficiency level,functional level).By using Pearson correlation analysis,it is concluded that teachers' use of interactive electronic whiteboard(frequency of use,proficiency and function)is positively correlated with students' acceptance of interactive electronic whiteboard.at the same time,the following problems were found in the survey: a few teachers were not willing to use the interactive electronic whiteboard;Some teachers do not have a good command of operating functions and only use it to play PPT.Some teachers ignore the interactivity of interactive electronic whiteboard and use simplified and stylized methods.Students are easily distracted by multimedia,and their attention to knowledge is easily disturbed by irrelevant factors.By analyzing the problems existing in the application of interactive electronic whiteboard in the mathematics classroom of the fifth grade in primary school,the main reasons are as follows: teachers' modern education concept is relatively backward;Teachers' ability of integrating information technology and curriculum is not strong;The teacher operation interactive electronic whiteboard level is not high;Students have low self-consciousness and weak self-control.The teaching evaluation standard of the integration of information technology and curriculum is fuzzy;School of interactive electronic whiteboard management and maintenance is not strong;Schools are weak in training teachers to use modern educational technology.The educational competent department invests insufficiently to the interactive electronic whiteboard.Based on this,combining with the theoretical basis and the fifth grade mathematicslesson example,this paper puts forward the improvement Suggestions from the four aspects of teachers,students,schools and education authorities.Teachers: study and implement the new curriculum standard concept,improve the quality of teaching;Combine mathematics teaching activities closely to improve the ability of integrating information technology with curriculum;Enhance the grasp of operation function and enhance the operation level of interactive electronic whiteboard.Students: strengthen learning motivation,strengthen self-management and reflection,improve students' classroom self-control.Schools: standardize the use of interactive electronic whiteboard,improve the integration of information technology and curriculum teaching evaluation standards;Improve the management and maintenance of interactive electronic whiteboard,improve the management mechanism;Strengthen the training of teachers using modern educational technology and improve their information literacy.Education authorities: ensure the continuity of investment in interactive electronic whiteboard,and promote the construction of educational information.