smartboard.2, can promote students' inquiry learning. The floating panel function of the electronic whiteboard allows the teacher to sketch and explain on the landscape map, map, structure map, pattern map or the animation and video that stops playing, as if adding a floating and transparent panel on the electronic whiteboard. Students can be guided to explore a problem. For example, in the geography class, when the teacher is talking about ??large-scale seawater sports??, he first displays a map of the world ocean currents and guides the students to summarize the characteristics of the ocean currents. The students conclude that the northern hemisphere has a clockwise direction in the middle and low latitudes, and the southern hemisphere. The mid-low latitude ocean currents are counterclockwise, and the mid-high latitude ocean currents in the northern hemisphere are counterclockwise. However, it is difficult for students to directly search for the distribution of ocean currents. Teachers can call out the world's air pressure belts and wind belt distribution maps, so that students can start associations. Students can see the relationship between ocean currents and prevailing winds according to the map, and then use the pressure belt and wind belt distribution map to infer. The distribution of the world's ocean currents. Finally, let the students compare with the actual distribution of ocean currents. Such a process is the process in which the teacher guides the students to conduct scientific inquiry: first, proceed from the phenomenon, observe the phenomenon, summarize the law; then propose the hypothesis, and then compare the hypothesis with the actual situation to verify the hypothesis. In this way, students not only acquired knowledge about the causes and laws of ocean current formation, but also learned a way of thinking, a way of scientific inquiry.