Research On The Application Of The Interactive Whiteboard To The Geometry Teaching In Junior Middle School

IWB can provide a more flexible and broad platform for teaching in classroom, it can not only remove the gap between people and computer, most importantly, it can change the traditional ways of showing instructional contents in classroom, provide a excellent platform for interaction, improve students' interesting and boost them to participate the instructional activities, accordingly teachers can improve the quality of instruction and students can enhance the efficiency of learning. As IWB being used in classroom widely, people has diverted their attention from the effect and affect of IWB to the ways of integrating IWB with each curriculum and the ways of how to use IWB more reasonably and effectively to fully play the advantages of it.Based on some of geometry teaching theories, this dissertation analyzes the objectives and contents of geometry teaching in junior middle school. Referencing to the instruction process of three types of geometry contents and the features, tools and advantages of IWB in geometry teaching, it analyzes the processes of how to use IWB to teach geometry concepts, proposition and proof. It focuses on how to make good use of IWB to carry out the instruction of these three types of geometry contents.Then, the author and some mathematic teachers in Dong Lin middle school of Shanghai have carried out these three instruction progress in some classes in this school, provided suggestions for the geometry teaching with IWB in this school, From the point of why and how to use IWB, The author analyzed the processes of instructional design for three geometry lessons, and evaluated the effect of these three lessons with the technology of video analyzing and nterview for techers.The results show that it can make fully use of the tools of geometry teaching that IWB can provide, greatly enrich the ways of geometry teaching, improve students'interesting of learning to use the IWB geometry teaching processes to design instruction process and carry out the process. At the same time, the IWB teaching process can boost students to participate the instructional activities, which can highlights the dominant position of the students. As to the effect of teaching, the results of carrying out the geometry teching processes with IWB can help students to understand the abstract geometry concepts and improve the efficiency of teaching and effect of learning. Of course, there are still some difficulties and problems while carrying out these three IWB geometry teaching processes, such as the flexibility of the processes and the difficulties for both teachers and students to operate IWB, all above needs to be solved in further research.