Report on the research topic of geography in grade one of junior high school

Carrying out inquiry learning of geography to promote the development of students' personality —— A preliminary study of inquiry learning of geography in junior one is a brand-new research topic put forward in the field of educational theory and practice in recent two years. Research-based learning is an activity in which students choose and determine topics from nature, society and life under the guidance of teachers, and actively acquire knowledge, apply knowledge and solve problems during the research process. It emphasizes that students gain personal experience through independent participation in learning activities similar to scientific research, and gradually form a positive attitude of being good at questioning, being willing to explore, being diligent in hands-on and striving for knowledge, generating positive emotions and stimulating the desire for exploration and innovation. As the teaching and learning of geography, which is closely related to human survival and development, this kind of research-based learning is particularly important. First, the significance of research-based learning to students' personality development. Student's personality refers to the sum total of individual psychological characteristics that students often show in their life and practical activities, which are relatively stable and have certain tendencies. Personality tendency is the most active factor in a person's personality structure and the basic motivation for a person to carry out activities. Personality orientation determines people's attitude towards reality, and determines people's tendency and choice of cognitive activities. Geography is a science that studies the geographical environment of human survival and development and the relationship between human and geographical environment. Therefore, an important task of geography education is to make students use the basic knowledge of physical geography and human geography, analyze regional characteristics, deepen their understanding and integrate them through discussion and comparison, and make students apply what they have learned. 1 Cultivate students' problem consciousness. This course focuses on cultivating students' ability to find and ask questions from daily life. Therefore, the research study that I started in the first day of junior high school first determined the scope of study, mainly around the urban environment around our study and life. Let them pay more attention to observe all kinds of things around them and ask why. Understand the uniqueness and individuality of things and deepen understanding. Improve students' ability to collect and process information. Junior one students have superficial knowledge of life, narrow channels of information collection, and the problems are often very simple. It is impossible to ask too much at once. Although the cultivation of students' quality is not as diverse as that of high school students, one's ability can only be developed step by step in practice. We only ask students to do a simple search from newspapers or the Internet. Connecting with reality, entertaining education and entertaining education. According to their interests, hobbies, specialties and family background, students choose research topics related to the "Environmental Investigation of the Surrounding Cities of No.1 Middle School", so that students can feel the close connection between geography and real life. At the same time, in order to solve the problem, students need to actively obtain extracurricular knowledge outside the textbook through various channels, which is more conducive to mobilizing students' enthusiasm for learning geography, improving students' interest in learning geography and enhancing their initiative in learning. Learn to communicate with others. In today's society, competition and cooperation coexist, so having a positive spirit of cooperation and effective interpersonal skills has become an important symbol of modern high-quality talents. The process of inquiry learning is a process of interpersonal communication and cooperation. In order to solve the problems among students, we must rely on the collective efforts of group members. Therefore, here, cooperation is both the purpose of inquiry learning and the means of learning. Through research study, students can learn to respect, tolerate and understand each other and improve their ability to express and persuade others. Enhance students' sense of social responsibility and mission. Geography is closely related to the survival and development of human beings. Population, environment and resources all affect human production, life and study. The research-based learning we carry out revolves around the environment around us, allowing students to find problems and try to solve them in the process of social investigation, visiting and consulting materials, which not only enhances their understanding of hometown, society, nature and people, but also increases their love for life, thus gradually forming a scientific attitude based on reality and an increasingly strong sense of social responsibility. Secondly, it briefly analyzes the differences and connections between junior high school and senior high school in carrying out research-based learning. It is an important breakthrough in the curriculum reform of ordinary high schools to incorporate research-based learning into compulsory courses. As an active, open, exploratory and practical research study, it should run through people's study all the time. Therefore, in the first grade, we should also try our best to let students carry out research-based learning. We know that there is a big gap between junior high school students' cognitive level and learning ability, such as the ability to search information on the Internet, the ability to process information and the ability to think logically. This gap is reflected in the whole activity. For example, in the noise measurement, due to the students' mistakes, the accuracy of the data was affected, and the noise of 140 dB appeared in the playground. For another example, a group investigated white pollution on campus and downloaded some specific and difficult knowledge materials; There are also some groups that do not screen data, and the collected data is far from the required range. Because of this difference, different research results have been obtained. The divergent thinking of junior one students is relatively active than that of senior one students to some extent. They accept new things more easily than senior one students, and senior high school students accept too many standardized things. Therefore, when they accept new things, they will adopt a more conventional social view or a view of something. In addition, junior and senior high school students are relatively relaxed in their studies and have more time to carry out such learning activities. The knowledge level of senior high school and junior high school students is different, so the research study of junior one should be different from that of senior high school. For example, the level of in-depth research, the means of research, the ability to sort out and analyze data, and the ability of social investigation and practice will be different, so that in research-based learning, high school students pay attention to theoretical learning and junior high school students pay attention to intuition. Therefore, carrying out research study in senior one can pave the way for further research study in senior high school. Three. Organization and Implementation of Inquiry Learning In the process of carrying out inquiry learning, the roles of teachers and students have taken on new features, and great changes have taken place in the presentation of educational content, students' learning methods, teachers' teaching methods and the forms of teacher-student interaction. Then, how should research-based learning be organized and implemented? Take "Environmental Investigation of the Surrounding Cities of No.1 Middle School" as an example: 1, Determination of the content. In recent years, great changes have taken place in the surrounding environment of No.1 Middle School, such as the construction of inner ring road, the merger of the two schools, the security situation around the school, road traffic, noise and air pollution. These changes have affected the education and teaching work in No.1 Middle School. Therefore, we have carried out the research study of "the environmental investigation of the surrounding cities of No.1 Middle School" among the junior one students. 2. The general flow chart learning mobilization → individual topic selection → topic selection (merger) → scheme formulation → group implementation (teacher guidance) → group summary → submission of results → exhibition and communication → evaluation and summary 3. The specific implementation stage (1) stimulates students' interest in learning, guides them to engage in research-based learning step by step, guides them to care about local development in class, and combines what they have learned with the surrounding urban environment of our school. Such as environmental protection, transportation, tourism and urban planning. Let students understand the connection between textbook knowledge and real life learning, cultivate students' understanding of textbook knowledge-related issues, and at the same time let students deepen their understanding of textbook knowledge through research-based learning and stimulate students' interest in learning geography. For example, in the section "Residents of the World", figure 6.8 in the book, I asked students to talk about their experiences from the learning environment around us, and then asked questions, what is the current noise situation in our school, whether our learning environment has reached a good standard, and where is the sound source that has the greatest influence on our school? Taking advantage of this trend, a "new learning mode at present-inquiry learning" was held to let students know more about inquiry learning and how to carry it out. (2) Selection and establishment of the subject. According to the characteristics of our school, the natural conditions in this area and the characteristics of students at the same level, the research content of "environmental investigation of the surrounding cities of No.1 Middle School" was determined. In the implementation of topic selection, teachers show relevant questions on the topic, give students a clear direction of topic selection, determine the scope of topic selection for students' research study, and be targeted. Basic organizational form-the form of group cooperation. Group cooperative research is a common organizational form, and students are generally composed of 3-6 people. According to their interests, hobbies, specialties and family background, the students of the research group choose topics related to the urban environment around No.1 Middle School and fill in relevant forms. But at this stage, teachers need to constantly guide, adjust and improve, so that students can choose specific, clear, targeted and operable topics. According to the relevant information, I followed the following principles when choosing the topic: the purpose is clear, that is, what to investigate, what to study, what to cultivate, and so on; The pertinence of the topic is limited to the subjects related to the urban environment around No.1 Middle School and the first-class geographical knowledge; The feasibility of selecting the topic, the combination of theory and practice, etc. (3) Research and implementation of the plan: each group writes a research plan, including the purpose, content, steps and methods of the whole research, as well as the division of labor. In the process of research study, you can report to the teacher at any time and make changes. In the process of implementation, students should go out of campus to investigate, record field investigations and collect data. At the same time, the team members will sort out and analyze the collected data and information, and discuss and study with each other. At this stage, the most likely problem is that the research can't go on, or it is possible to find new problems related to the subject. For example, a group initially studied the topic of white pollution on campus, then the topic became the influence of a nearby food store on our school, and finally it came to the manufacture of induction trash cans. (4) Summarize the results and exchange experiences. According to the needs of their own research content, students collect relevant articles, measurement data, pictures or photos taken by themselves, and at the same time express social surveys, field trips and related experiments in words. In this process, many loopholes will often be found, and the investigation report will be supplemented in time to make corrections, and the research results will be displayed in an appropriate form, which can be small papers, investigation reports, the design of a product, etc. , but its achievements. Fourthly, evaluation is an important part of inquiry learning. So, how should we evaluate research-based learning? What are the characteristics of the evaluation of inquiry learning? What principles should be followed in the evaluation of research-based learning? The evaluation content is rich and flexible. Because inquiry learning is a learning method that emphasizes process, application, experience and participation, the content of inquiry learning evaluation usually involves the following aspects: First, the attitude of participating in inquiry learning activities. It can be judged by students' performance in the process of activities, such as whether team members seriously participate in each research group activity, whether they conscientiously complete their own scientific research tasks, whether they do a good job in data accumulation and analysis, whether they actively put forward research ideas and suggestions, and whether they can cooperate with others and adopt their opinions. The second is the experience gained in research-based learning activities. This is mainly reflected in students' self-presentation, group discussion records, activity records and so on. , but also through behavior and learning results to reflect. The third is the mastery of learning and research methods and skills. It is necessary to evaluate students' mastery and application level of relevant methods and skills in all aspects of research-based learning activities, such as consulting and screening materials, classifying and statistically analyzing materials, using new technologies, expressing and exchanging research results, etc. Fourth, the cultivation of students' innovative spirit and practical ability. In a research activity, we should examine students' inquiry spirit and ability in the whole process from finding problems, asking questions, analyzing problems to solving problems, and evaluate their development through comparison before and after the activity and several activities. Fifth, students' academic performance. The evaluation of inquiry learning takes the form of combining teachers' evaluation with students' self-evaluation and mutual evaluation, group evaluation with individual evaluation within the group, written material evaluation with students' oral reports, activities and exhibitions, qualitative evaluation with quantitative evaluation, and qualitative evaluation as the main form. Attached is a student evaluation form and a research study rating form (for students). Title: Team leader: project details, content rating (10), whether the division of labor is specific, whether the materials are in place, whether the conclusion is clear, whether the speech is clear, whether the standard attitude of Putonghua is natural and generous, whether the gfd display is appropriate, whether the multimedia display method is used and whether it is diversified. Whether this topic can be further studied: Yes () No () What aspects can be further studied: V. Problems and suggestions in research-based learning 1. A small number of students do not pay attention to the subject, and some students only pay attention to the study of the main subject, but are not interested in carrying out research-based learning in geosciences, and the better their grades, the more prominent the problem may be. This part of the students only regard the investigation as an assignment given by the teacher, and the investigation is not in-depth and the thinking is simplified. Therefore, the evaluation method of inquiry learning should emphasize the process, application, experience and full participation to show its advantages. It is particularly important to stimulate students' thirst for knowledge with interest. In particular, it is better to use some modern science and technology to participate in research activities. For example, the survey data can be charted by computer operation, and some students who are interested in photography can directly reflect their research content through shooting. 2. Group collocation is unreasonable. Students with the same learning level in the class are often concentrated in a group, and students who usually like to play together are concentrated in a group, which is prone to offensive and defensive alliances. Even when they go out to play table tennis, they will tell their parents to investigate. Therefore, it is necessary to coordinate with the class teacher and parents to improve management. When going out for an inspection, you need to fill in the inspection report and submit the contents of the inspection on that day to the teacher. 3. Lack of teachers Due to the limitation of geography class hours per week, the corresponding number of teachers is small. In large-scale schools, there is only one geography teacher in each grade. Therefore, the teacher's workload is particularly heavy, so the method of combining topics is adopted to combine some similar topics. In order to facilitate learning and management, I divide the topics of this research study as follows.