Research On The Teaching Behavior Of Geography Class In Junior Middle School Based On The Interactive Whiteboard Environment

With the arrival of educational information 2.0 stage,further promoting the deep integration of information technology and subject teaching is an important measure in the reform and development of education in China in the new era.Junior high school geography curriculum standards emphasize the use of geographic information carriers,teachers should actively utilize geographic information resources and information technology means,optimize and enrich geography teaching activities,and promote the change of students' learning style.At present,the interactive electronic whiteboard,as the basic equipment of educational informatization,has been developed vigorously.The changing rules,characteristics and technical optimization support of classroom teaching behavior under the interactive electronic whiteboard environment,and so on.It has become a hot issue in the field of education.This research is based on the activities of "one teacher,one excellent class,one class and one teacher",and takes the classroom teaching record of junior middle school geography teachers participating in the activity under the interactive electronic whiteboard environment as the research object.On the basis of summarizing and comparing the existing classroom teaching behavior analysis system,using the interactive coding table based on information technology put forward by teacher Gu Xiaoqing for reference,this paper constructs a coding system suitable for junior middle school geography classroom teaching behavior analysis.In this study,the video case analysis method is used,and the qualitative analysis software NVivo11 is used to analyze the high school geography level of 15 junior middle school.This paper quantifies the data of teacher's behavior,student's behavior,silence and technology in geography classroom,and summarizes the characteristics of junior middle school geography classroom teaching behavior under the interactive whiteboard environment.Research shows the characteristics of Geography classroom Teaching behavior in Junior Middle School.(1)The subject status of teacher language has declined and the teacher's role has changed.(2)Teacher feedback behavior in time.(3)There is less confusion in helplessness teaching.(4)Pay attention to the Humanistic value of Geography Teaching.There are also some problems in the teaching behavior of geography in junior middle school.(1)The quality of Teachers' questions needs to be improved.(2)The teacher left not enough time for the students to think about the problem.(3)Students' lack of initiative in learning.(4)The interaction between teachers and students is frequent and not deep enough.(5)The function of interactive electronic whiteboard has not been fully utilized.In order to solve the above problems,some suggestions for improvement are put forward.(1)The transformation of teaching idea to teaching behavior.(2)Geography classroom questions should be closely linked to the reality of life.(3)Change geography classroom teaching way,give full play to student's subjective initiative.(4)Imagebased interactive mode based on image-based application is adopted.(5)Combine geography teaching content,excavate the function of electronic whiteboard in depth.(6)To construct a resource bank suitable for geography teaching in junior high school.This research not only enriches the research on geography classroom teaching behavior in junior high school,but also helps to promote the optimization of junior middle school geography teachers' teaching behavior and the development of professional ability.At the same time,it also promotes the implementation of geography core literacy,in order to improve the quality of geography teaching in junior high school.