Traditional Culture Encyclopedia - Photography major - Application of micro-video resources in geography teaching in senior high school
Application of micro-video resources in geography teaching in senior high school
Lead: Micro-video resources are student-centered teacher-student interaction to achieve teaching purposes. This will allow teachers and students to fully interact. In the teaching of micro-video resources, teachers should change the traditional classroom teaching mode of teacher-led and theoretical teaching, change their roles in time, return the classroom to students, and let students become the main body of experiential activities.
Micro-video resources refer to learning through experience. Blend brand-new experience into traditional teaching, so that students can find the true meaning of learning, find the fun of knowledge and enjoy the fun of teaching through experience. Generally speaking, the content of micro-video resource method refers to improving the traditional teaching method in the teaching process, starting from the teaching purpose, meeting the teaching needs, simulating certain scenes, stimulating students' learning potential in virtual scenes, mobilizing students' emotions, and making students feel the shock brought by knowledge and experience in immersive scenes.
First, the meaning and source of geographic video resources
Geography is a subject that studies various natural and human phenomena and their relationships in the geographical environment of the earth's surface. ? Geography? This word first appeared in China's Book of Changes. Ancient geography mainly explores measurement methods related to the shape and size of the earth, or describes known regions and countries. Geography is a subject that studies various natural and human phenomena and their relationships in the geographical environment of the earth's surface. Geographic video resources refer to the combination of geographic knowledge and video by means of modern technology, which gives people the most intuitive feelings from visual and auditory senses. So where do geographic video resources come from? In this information age, information is readily available and the sources of teaching resources are more diverse. It can come from animation and songs, and those documentary films, even videos of traveling and exploring in special landforms, can be our geographical video resources.
Second, the importance of the development and utilization of video resources in high school geography classroom teaching
(A) can change the teaching philosophy and methods of senior high school geography teachers.
The development and utilization of video resources in geography classroom teaching in senior high school lies in mobilizing the enthusiasm and initiative of college students. Micro-video resources can stimulate students' competitive desire subjectively and objectively, make students actively prepare and develop various abilities in the process of making micro-video resources. In the process of preparing micro-video resources, students will prepare their own materials and help themselves in various ways? Charging? , in? Charging? In this process, they will gain more knowledge to arm themselves. Invisibly, they will improve their self-study ability. In the process of preparation, of course, they will not build a car behind closed doors. They will communicate with others, cooperate and even form small teams. This kind of experience will enhance their team spirit and cooperation ability, and increase their knowledge in communication with others, realize the limitations of their own thinking and the lack of hardware reserves, cultivate the quality of modesty and eagerness to learn, and form a good habit of respecting other people's opinions. In the process of making micro-video resources, the requirements for psychological quality are higher. In a highly free environment, it is a good exercise for people's spirit. Of course, in the process of micro-video teaching, the function pays more attention to learning in communication and learning in competition. Moreover, in our opponents, we can often find many excellent qualities worth learning, whether they are opponents or friends. To respect your opponent is to respect yourself. Micro video resources will teach us how to compete fiercely and gracefully. After the main competition, no matter whether it is successful or not, it is necessary to make an elegant curtain call. After the game, we should objectively analyze the gains and losses, calmly analyze our own strengths and weaknesses, and find out where we need to improve. Or let students share their own achievement stories and let them discover their own bright spots and potential. On this basis, this positive emotional feeling will strengthen each other's sense of self-efficacy when summing up communication.
(B) can greatly improve the geography knowledge literacy of senior high school students.
Micro-video resources refer to the teaching ideas and teaching forms that, according to students' cognitive characteristics and laws, present or reproduce and restore teaching contents by creating actual or repeated situations and opportunities, so that students can understand and construct knowledge, develop their abilities, generate emotions and generate meanings in the process of personal experience. Micro-video resources are based on the development of human life, respecting life, caring for life, expanding life and improving life, which contains high life value and significance. It is not only concerned about how much knowledge and things people can acquire through teaching, but that the meaning of human life can be displayed and expanded through teaching. Micro-video activities can train students' imagination, creativity and the ability to express their inner feelings and experiences. Micro-video resource method means that teachers create certain situations through micro-video resources, so that students can have a deep understanding of theoretical knowledge in micro-video resources, and change passive learning into active learning, so as to understand, master and apply knowledge. For example, when talking about topography, lead the participants to imagine the topography of Qian Shan thousands of miles away, describe the topography and describe its formation form. In the process of their description, association activities can cultivate students' imagination, creativity and ability to express their inner feelings and experiences through their learning conditions and forms. Their personality, hobbies, abilities and so on can be seen, and then encourage each of them to make plans according to their different characteristics, make clear their goals and March towards their dreams.
Thirdly, the application strategy of video resources in geography classroom teaching in senior high schools.
(A) senior high school geography teachers should choose appropriate geography video resources as teaching resources.
In the teaching of micro-video resources, teachers should change the traditional classroom teaching mode of teacher-led and theoretical teaching, change their roles in time, return the classroom to students, and let students become the main body of experiential activities. However, this does not mean letting students go their own way, but requires teachers to participate. The role of teachers is not only to teach theoretical knowledge and answer questions for students, but also to grasp and control the whole activity site, so as to ensure the effective development of the activity.
(B) High school geography teachers should adopt appropriate broadcasting methods to enhance the teaching effect of high school geography classroom.
Micro-video resources are the interaction between teachers and students with students as the main body to achieve teaching purposes. This will allow teachers and students to fully interact. The interaction between teachers and students can be said to be the most important part in the teaching process. Two-way interaction in teaching can often bring the best efficiency to the classroom. This can also increase the understanding between teachers and students and promote teaching on the premise of mutual understanding. Teachers can design teaching content and mode according to students' needs and preferences, and students can adjust themselves according to teachers' usual teaching habits.
References:
[1] Zhang Fang. Practical Exploration of Cultivating Innovative Ability in Geography Teaching in Senior High School [J]. Global Human Geography, 20 16( 10).
[2] Xuan, Wang Lin, etc. Investigation on the application of information technology in geography teaching in senior high schools [J]. Journal of Qufu Normal University: Natural Science Edition, 20 13( 1).
[3] Yang Zongjun. How to Cultivate Students' Research Ability in Geography Teaching in Senior High School [J]. New Curriculum Research: Basic Education, 20 10(3).
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