A Study On The Influence Of The Classroom Activity Module Of The Interactive Electronic Whiteboard On The Learning Of Students With Different Learning Styles

In the era of education informatization,the information technology and subject teaching deeply integrated to create a new teaching environment,to achieve a kind of can not only play teachers' leading.Interactive electronic whiteboard has been popular,but many of its functions have not been used to the maximum extent in the teaching process of primary and secondary schools.It is necessary to exploit the function of interactive electronic whiteboard to make it suitable for classroom,cooperate with teachers' teaching to the greatest extent and serve teaching.At present,under the guidance of modern education and teaching theory,it is the current trend to reduce the academic burden for students and accurately discover the problems existing in students' learning.Learning style is mainly reflected in learners' learning strategies and learning styles,with certain stability and individual differences.Through the study of students with different learning styles,personalized teaching can be better promoted.In order to explore the influence of the classroom activity module of interactive electronic whiteboard on students with different learning styles:(1)Whether the classroom activity module of interactive electronic whiteboard is beneficial to improve students' learning interest and learning effectiveness in Chinese classroom teaching;(2)Whether there are differences in learning interest and learning effectiveness among students with different learning styles;(3)After using the classroom activity module of the interactive electronic whiteboard,whether there are significant differences in learning interest and learning effectiveness of students with different learning styles.In order to provide reference for frontline teachers to carry out individualized teaching and improve students' learning effectiveness.Taking the Chinese teaching of two classes in grade eight of a middle school in Tianjin as an example,this study adopts literature research method,questionnaire survey method,quasi-experimental research method and other research methods,guided by constructivism learning theory,classroom interaction theory and Kolb's empirical learning theory.After 16 weeks of practice,the following conclusions are drawn:(1)There is no significant difference in the influence of the classroom activity module of interactive electronic whiteboard on the Chinese learning interest of divergent subjects;For the modulating subjects,using the classroom activity module of interactive electronic whiteboard can make them more correctly view the function of Chinese learning,improve the pleasure of Chinese learning,and improve their interest in Chinese learning.(2)Whether the classroom activity module of interactive electronic whiteboard is used in the process of Chinese teaching has a significant difference in the influence of divergent and regulating subjects on their Chinese performance,which can improve their Chinese learning performance.(3)There is no significant difference in the influence of the classroom activity module of interactive electronic whiteboard on the Chinese learning interest and Chinese achievement of the subjects with different learning styles.Therefore,the classroom activity module of interactive electronic whiteboard can be used in the process of Chinese teaching to improve the learning effect of learners and improve the learning interest of adjustable learners.