smartboard kindergarten math.In the course of teaching "Knowledge of the Corner", I first showed the physical map of the red scarf, triangle ruler, clock face, fan face, and five-pointed star on the electronic whiteboard, so that students could find out if there were any corners on these pictures. Where? The students have already touched the corners in life, and there are some understandings of the opposite corners. The students quickly found the corners on the map. The teacher said: " We found the corners on these maps. If we draw these corners, what would it be? " The graphics at this corner are more abstract. I use the electronic whiteboard to abstract the corners from the objects. Explain that these are corners, and use the drawing function to draw corners on the electronic whiteboard to enable students to establish the concept of the angle. In this way, the abstract angle that makes the students difficult to understand, through the physical demonstration, becomes an intuitive image, and the students are easy to understand. This kind of teaching is close to the students' actual life and meets the thinking characteristics of primary school students. It can help students to establish scientific mathematical concepts, break through the difficulties of teaching, and promote the transition from image thinking to abstract thinking. Primary school mathematics mainly has two aspects of " number " and " form " . The knowledge itself is abstract and boring. Due to the contradiction between the specific image of the primary school students' thinking and the abstraction of the concept, they are often not easy to master the knowledge, and it is more difficult to distinguish the concepts that are easy to be wrong. If we combine static and static according to the content of the textbook, and make the static knowledge dynamic through vivid and interesting pictures, then students can effectively grasp the knowledge by visualizing the abstract concept through the situation of the whiteboard presentation. For example, in the lesson of teaching "Lines, Rays, Straight Lines", I designed this way: first use the drawing function of the whiteboard to draw a point, and then draw a horizontal line from the end of the point, the students will immediately realize How the " ray " is formed; then the expansion and contraction of this end allows the student to understand the characteristics of the ray. Then, draw a point below it, which emits a horizontal line at each end and freely expands and contracts, so that the students can understand the generation of the line and