请在线白板。传统的教学方法一般是老师提问。学生思考一段时间，然后学生个体回答，主要是学生个体与教师的单向互动，导致很多学生的一种思维惯性。使用白板，首先可以增强课堂的互动性。例如，在介绍新课程“the Nature of Carbon Dioxide”时，我采用了实验室复习Carbon Dioxide的方法作为切入点，复习上一课的主要内容，自然切换。关于二氧化碳的性质的话题。在复习实验方法时，要求学生匹配设备，并总结设备可以使用的情况。在过去，学生被要求结合老师在黑板上的一步一步的绘画或让学生在草稿纸上画草图，相互交流，然后总结。使用电子白板，学生可以通过在白板前用手指拖动相应的模拟设备来组装设备。在装配过程中，每一个成功的步骤都得到了及时的肯定。如有错误，教师或基层人员可及时纠正。 In the summary, students can point to the corresponding areas on the whiteboard to explain, so that students can understand the memory. In addition, you can increase the class capacity, select different levels of experimental questions (preferably the middle of the year), and ask several students to come up and operate, leaving traces of learning (the contents of the whiteboard can be automatically saved in the computer) It is convenient for teachers to grasp the student's learning situation in time and correct the teaching content, progress and degree in time. Another example: when studying "Sexual Use of Carbon Dioxide", you can first let the glaciers melt and the land become a desert video, giving students a lot of information that is closely related to life, fully mobilizing students' enthusiasm, and fast-paced, large-capacity Teaching mode. This can save time to encourage students to communicate with each other and discuss their own opinions, forming a good atmosphere of interaction between teachers and students and between students.