Research On The Application Of Interactive Electronic Whiteboard In Mathematics Teaching In Rural Primary Schools

With the advent of global informatization and the rapid development of information technology,interactive electronic whiteboards have been widely used in teaching processes in many developed countries."Nowadays,both rural and urban primary schools in China have basically completed the construction of" three connections and two platforms ".However,with the continuous development of educational informatization,higher requirements have been put forward by all sectors of society for today’s education and teaching reform." Traditional teaching tools are increasingly unable to meet the needs of education and teaching.In order to comply with the requirements and development of the times,the concept of transforming education informatization 1.0 to education informatization 2.0 has also been proposed.Interactive electronic whiteboards have also emerged and been popularized and used.It inherits the advantages of traditional teaching models in China for a long time,but also makes up for the shortcomings of computer projection equipment,greatly enhancing the interaction between teachers and students in classroom teaching,It is also conducive to stimulating students’ interest in learning and improving the quality of classroom teaching.This article mainly introduces the definition and function of interactive electronic whiteboard,and explores the application of interactive electronic whiteboard in mathematics teaching in rural primary schools.Taking M Primary School in Handan City as an example.Through interviews with teachers and questionnaires from students,the current situation of the use of interactive electronic whiteboards was investigated.Through interviews with teachers,the main conclusions are that there are three main problems with the current application of interactive electronic whiteboards in M Primary School in Handan City.The first aspect: rural primary school level: rural primary schools do not pay enough attention to the application of interactive electronic whiteboards,and some online learning has not had a supervisory effect,resulting in uneven mastery of interactive electronic whiteboards by the teacher team.The second aspect: at the level of rural primary school teachers: Teachers do not have a correct understanding and attitude towards interactive electronic whiteboards;Teachers’ use of interactive electronic whiteboards is superficial and too rigid;Teachers do not fully grasp the functions of interactive electronic whiteboards.The third aspect: There are software and hardware issues with the school’s interactive electronic whiteboard.Some devices are running slowly,causing stagnation during the teaching process,which affects the teaching progress.Therefore,teachers are unwilling to use them.Through a questionnaire survey of students,it is found that when teachers use interactive electronic whiteboards to teach knowledge,some students cannot adapt to this new teaching environment,and a few students are indifferent.Students do not have a deep understanding of the use of interactive electronic whiteboards.In response to the above issues,the author proposes optimization strategies for the application of interactive electronic whiteboards in mathematics teaching: first,improve the importance of the application of interactive electronic whiteboards by rural primary school leaders;Secondly,improve the information technology literacy of mathematics teachers in rural primary schools;Third,improve the enthusiasm of rural primary school math teachers in using interactive electronic whiteboards;Fourth,optimize hardware resources and enrich software resources;Fifth,stimulate students’ enthusiasm for learning and improve classroom interaction;Sixth,narrow the gap between urban and rural areas.