Application Research of Interactive Electronic Whiteboard in Drawing Processing Graphics
Wang Lei, Langya Road Primary School, Nanjing City, Jiangsu Province, Nanjing 210024, China
Interactive whiteboards have powerful interactive functions, and there have been successful cases in many disciplines. However, the application of this advanced technology from the field of information technology in the field of information technology is still in its infancy. In fact, as far as its characteristics are concerned, the application of electronic whiteboards in information technology has broad prospects. It can help teachers teach better and students learn better. To this end, the author designed a lesson on drawing graphics to deal with graphics in the subject of information technology, and successfully completed the teaching task using the interactive electronic whiteboard. Based on the practical course of this lesson, the author summarizes the following conventional design process:
1. Clarify the teaching context and find out where the whiteboard function fits the knowledge points
1. Features of teaching content
"Processing Graphics with Drawings" is a teaching content in the middle section of elementary school. Knowledge points cover several points of knowledge such as "copying of graphics", "flipping of graphics", "rotation of graphics", "stretching of graphics" and "distortion of graphics". As far as knowledge content is concerned, the content of this lesson is rich, and it belongs to a class with a large number of knowledge points; from the perspective of knowledge structure, there is an inherent progressive relationship between the five main knowledge points of this lesson, which is a ladder structure, followed by The knowledge must be based on the previous knowledge points; from the point of knowledge interest, this class is one of the class hours that students like to hear, but if there is no definite and meaningful topic, it may also let knowledge flow into form, It cannot really be mastered by students. Therefore, the choice of subject and teaching format is particularly important.
2. Features of interactive electronic whiteboard (take Smart as an example)
The interactive electronic whiteboard (hereinafter referred to as the whiteboard) is to make recognition an interactive process, not limited to understanding the product. The random software of the electronic whiteboard (using Smart notebook as an example) not only has the function of making courseware, but also has powerful interaction and expansion functions, which gives the designer of the teaching process a wide expansion space and opportunities. Drawing processing graphics unit, a large number of graphics deformation and other operations, you can use the whiteboard's own drag, copy and other functions to easily realize the operation, and allow learners to understand the evolution of deformation and other actions in a limited time, Promote the learner's deep thinking ability.
3. Application perspective analysis
From the perspective of software functions, Smart notebook has many functions similar to drawing. These functions not only have similar names, but also have basically the same approach as drawing. You can directly refer to Figure 1.
Figure 1 Application analysis of electronic whiteboard
From the perspective of software expansion, Smart notebook can be compatible with multimedia works in various formats such as Flash. In this way, the integrated expansion function can choose suitable multimedia works as the carrier according to the actual needs of the teaching content, and ultimately use Smart book as the platform Conduct integrated teaching to optimize the teaching process.
For example, in "Look at My 72", the courseware designed by the author includes multimedia materials in multiple formats such as SWF and WEB. The menu selection is based on the needs of the learners, which avoids the difficulty of compatibility with other multimedia works in previous software Drawbacks.
Therefore, in the environment of interactive whiteboards, students can master knowledge in multiple dimensions and experience the process of knowledge and principles through multiple channels. In the drawing processing graphics unit of information technology, it is possible to apply electronic whiteboards to improve teaching performance.
2. Integrate software and hardware functions, process integration in practice
1. Analysis of key points and application methods of whiteboard
In the use of drawing processing graphics units, according to the analysis of the textbooks, we can find that the teaching focus of this lesson is the difference between the flipping and rotating methods of the graphics; the teaching difficulty lies in the graphics; the different understanding of the stretching and twisting methods (a kind of It is the graphics that have changed, and the other is just the size.) Because the learners have different foundations, procedural links are not easy to present, so it is easy to produce situations that students cannot master. Therefore, to solve this part of the problem is the key problem to be solved urgently in this lesson.
(1) Flip and rotation problem
With the interactive function of the electronic whiteboard, we can carry out effective processing in this way to help learners solve the difficult problems of teaching: the electronic whiteboard has its own rotation function, and teachers can use the whiteboard to demonstrate the changes in the rotation of the graphics on the spot. Let the learners understand that the angle of the graphic itself has changed, but the shape remains the same. Sun Wukong still stepped on the cloud and did not raise the gold hoop, so this change is called rotation.
Then use the whiteboard to demonstrate how Sun Wukong responded when enemies were behind him. He used the flip function in the whiteboard to let students see the process of flipping, accumulate the perceptual experience of flipping, and solve the problem of flipping and rotating the graphics.
(2) The problem of stretching and twisting
In traditional demonstrations, teachers are often caught in such a dilemma, unable to prepare to describe the difference between stretching and twisting, and can only use language to describe: stretching does not change the shape of a large area, and twisting needs to change greatly. However, such a description obviously cannot meet the cognitive requirements, and many learners are still in a relatively vague state of content learning in this part.
In the electronic whiteboard, we can try to use a whiteboard pen to drag a graphic on the spot to change the distortion and stretching, so that the learner sees the truth and sees the change process in person. For example, in this lesson, the author chose Sun Wukong's way of making himself bigger when facing tall opponents, so that students can experience the stretching action. In the fourth pass, Sun Wukong rescued the Tang monk, but the Tang monk had to flatten himself to escape the labyrinth. In this process, the learner felt distorted changes. Through the specific practice of the two, learners clearly understand the difference between the two, and naturally solve the difficult problems of teaching.
2. Demonstrate cognitive learning and whiteboard application
In the learning of this lesson, the traditional teaching is always the teacher demonstrates on the teacher's machine, and the students then operate on the student machine according to the demonstration. The teacher-student interface is often inconsistent, which leads to the situation that the learner has no way to start. With the electronic whiteboard, teachers can work with students, and students can also perform various operations on the whiteboard themselves to explore various mysteries in the software. It can not only increase the opportunities for cooperation and joint learning among learners, but also make the learning process full of interactive happiness, and truly make it entertaining.
For example, in this lesson, the author designed the learner incarnation of Sun Wukong to help Tang Seng pass the situation. After studying and understanding the rescue plan, the learner self-recommends the operation of the electronic whiteboard, and the powerful interactive functions in the electronic whiteboard can also be provided to multiple The learners operate at the same time, allowing the learners to jointly conduct on-site exploration and learning in the form of learning groups. This process is full of challenges and fun, and it is very popular among students.
3. Innovative design and whiteboard application methods
A successful information technology course must have an innovation process, so that learners have innovative quality, which is also one of the original intentions of the information technology course. In the traditional online classroom teacher-student extension teaching, most of the learner's creative process is more conservative and closed content, but lacks innovative ways. As the electronic whiteboard enters the classroom, innovation has become an active factor in the information technology classroom. The self-expanding software interface that comes with it can add a lot of beautiful creative examples as needed, giving learners a variety of materials to help them Inspire and create works.
For example, in this lesson, according to the characteristics of the whiteboard, the author designed the fourth "Tang Monk Out of the Palace" link, allowing learners to perform rescue activities in various ways. In the process, the author made full use of the real-time interactive function in the whiteboard. The learner spoke immediately and proposed a rescue plan. The teacher performed the on-site operation through the whiteboard at the same time. All the processes were carried out synchronously, speaking and doing, giving the learner hands The opportunity to use the brain together has received very good teaching results. Learners raised their hands in speeches and proposed nearly a dozen rescue solutions. There is no similarity between the various programs, which is extremely creative and makes teachers fascinated.
4. Evaluation feedback and whiteboard application methods
With the new curriculum reform, the process of teaching evaluation is especially emphasized. In traditional teaching, teachers generally use the evaluation charts on the blackboard and each person fills in the evaluation form to evaluate. Such a method often has a single interface, is far away from the learner or requires a pen, etc., which increases the burden on the learner. The rich material library and drag and other hardware functions in the electronic whiteboard have handled these problems well. Designers can design a variety of lively and efficient evaluation schemes according to the actual situation to help learners self-evaluate.
For example, in this lesson, the author designed a "battle map of various roads", and passed the clearance of each group into a smart notebook in the form of courseware. At the end of each level, the medals in the material were dragged to the corresponding group Don't go and encourage the results of the teams. As another example, in the step-by-step review of the consolidation process, the traditional form of reading aloud in the whole class is avoided, and the "curtain" function of the whiteboard is used to let the answers be masked first. After the "screen recording" function is recorded, the learner should tell the order while playing, and then pull the opening cloth to verify. This process is full of fun, and gives an intuitive evaluation of learning effectiveness, which can be described as real and efficient.
3. Repeated practice to handle the teacher-student relationship in this environment
The traditional teaching method is that dozens of students are surrounded by a teacher, and the process teaching is basically in the situation of teacher control. In the classroom of electronic whiteboards, the teaching method with whiteboard as the core helps students realize the fun of self-renewal learning. Therefore, in the teaching process, higher requirements are placed on the relationship between teachers and students:
1. Teachers must be innovative and adaptable
Teachers can't stick to the rules, they should examine the form, process and methods of traditional teaching, and find out the characteristics of classroom structure suitable for interaction. For example, in the design of this lesson, the author constructed a variety of design schemes according to the teaching objectives, and finally found out the most suitable form in the continuous trial teaching, and then refined it to serve the teaching.
2. Teachers must have deep knowledge and technical skills
In the interactive dialogue, students will continue to raise timely and new questions based on the in-depth content of the theme, some of which may not be prepared in the instructional design, or may be unpredictable. Teachers must have solid knowledge and skills to respond flexibly to these situations. Moreover, the operation of the electronic whiteboard requires a certain degree of proficiency. Skills such as dragging require teachers to practice more at ordinary times, otherwise there will be a situation that the teaching will be interrupted because of no operation.
3. Students should have rich skills experience and operation practice
The interactive function of the interactive electronic whiteboard requires continuous participation of students, not only to participate in the learning of this machine, but also a lot of processes to directly operate the whiteboard on stage. For these operations, there is obviously not a certain amount of practice that cannot meet the needs of classroom teaching, so teachers should make the electronic whiteboard a normal tool for students in their usual learning and practice frequently to ensure that every learner can smoothly Operate the electronic whiteboard.
references
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