Familiar with the digital whiteboard function

1. Teachers need to have a deep understanding of the various functions of the interactive whiteboard for classroom. For example, they need to understand the characteristics and uses of different writing tools, such as pens, highlighters, and brushes, as well as how to adjust the color and thickness of handwriting. At the same time, they need to master the use of erasing tools, including partial erasing and full erasing.

2. Learn to use graphic drawing tools and be able to quickly draw geometric shapes such as circles, squares, triangles, etc., which is very useful for teaching subjects such as mathematics and science. For example, when teaching the properties of geometric shapes, you can draw shapes directly on the whiteboard for demonstration.

3. Master multimedia insertion functions, such as inserting pictures, videos, audio, etc. In Chinese teaching, you can insert pictures or videos related to the text content to help students better understand the context of the text; in English teaching, insert original English videos to improve students' listening and speaking skills.

Teaching design combined with whiteboard function

1. Design interactive teaching sessions with the whiteboard according to the teaching content and objectives. For example, in history teaching, if you want to explain the development of historical events, you can use the timeline function of the whiteboard to arrange the events in chronological order on the timeline, so that students can feel the sequence of events more intuitively.

2. For content that requires students to participate in interaction, plan the interaction method in advance. For example, in physics teaching, design an experimental simulation session to allow students to observe physical phenomena by operating virtual experimental equipment on the whiteboard.

Resource Preparation

1. Collect materials related to the teaching content, such as teaching courseware, pictures, animations, test questions, etc. These resources can be stored in a computer and connected to the smart board for teaching software. For example, in biology teaching, collect animations of animal and plant cell structures and display them on the whiteboard in class so that students can see the internal structure of the cell more clearly.

Classroom teaching stage

Introduction

1. Use the multimedia function of the whiteboard to introduce the course. For example, play an interesting video or show an attractive picture to arouse students' interest. For example, in geography teaching, play a video about volcanic eruptions to introduce the teaching content about volcanic landforms.

2. You can use the interactive function of the whiteboard to conduct simple questions or small games. For example, in mathematics teaching, use the fill-in-the-blank function of the whiteboard to let students fill in a simple math formula as a warm-up for the course.

Knowledge sharing session

1. Use writing tools to explain knowledge points step by step on the whiteboard. For example, in Chinese teaching, teachers can write key words in the text on the whiteboard and explain their pronunciation, meaning and usage while writing.

2. Use graphics and multimedia materials to assist in explanation. In chemistry teaching, display 3D model images of molecular structures, and use text and graphics to explain the composition and chemical properties of the molecules.

3. Use the annotation function appropriately. When displaying teaching materials or documents, you can annotate important content to emphasize key points and difficult points. For example, in political teaching, use the annotation tool to highlight key sentences in the content of policy documents and explain them in detail.

Interactive Session

1. Organize students to operate in front of the whiteboard. For example, in computer basic teaching, let students operate the software interface on the whiteboard by themselves and complete some simple tasks, such as copying and pasting files, while other students can observe and make suggestions from their seats.

2. Carry out group competitions. Use the grouping function of the whiteboard to divide students into several groups and compete by answering questions and doing puzzles on the whiteboard. For example, in an English word spelling competition, representatives of each group take turns to spell words on the whiteboard, and the group that is fast and correct will score points.

3. Conduct a classroom poll or survey. Use the voting function of the whiteboard to collect students' opinions on a certain issue. For example, in art teaching, display several paintings of different styles, let students vote for their favorite works, and then guide students to discuss why they like these works.

Summary

1. Review the key points of this lesson on the whiteboard. You can use mind mapping tools to present the knowledge points in the form of mind maps to help students sort out the knowledge structure. For example, at the end of a history class, use a mind map to show the cause and effect relationship of historical events and the main characters.

2. Use the recording function of the whiteboard to display the interactive results of students in this class. For example, in group activities, display the works or answers of each group, and make summaries and evaluations.

After-class consolidation and expansion stage

1. Post homework through the whiteboard. It can be in the form of electronic documents or online test questions. In addition, some requirements related to whiteboard interaction can be added to the homework, such as asking students to use whiteboard software to make a simple knowledge explanation video.

2. Sharing of learning resources

1. Share the teaching resources used in class, such as courseware and extended reading materials, with students. Students can view these resources again through their own devices after class to deepen their understanding of the knowledge.

3. Interactive feedback continues

1. Use the online interactive platform of the whiteboard (if available) to encourage students to continue to ask questions and discuss the class content after class. Teachers can respond to students' questions in a timely manner to maintain the continuity of teaching.