Vast territory teaching plan

As a faculty member, it is necessary to carefully design a lesson plan, with which you can effectively improve your teaching ability. Come and refer to the lesson plan you need! The following are the vast territory lesson plans I have compiled for you. Welcome to share them. The vast territory teaching plan 1

the vast territory

1. Understand the land and sea position and latitude position of our country and the superiority of our position.

2. Understand the four points of our territory and remember our maritime and land neighbors.

3. Understand the seas and major inland seas and islands near China.

the four points of our territory. Names and locations of China's land neighbors

Map of China's territory, globe

Teachers' activities

Students' activities

1. Introducing new lessons: We spent a year studying the geographical conditions around the world, and on this day we began to learn the situation in China.

2. (Take out the globe) Please refer to the globe and the materials you have learned before to analyze the position of our country from two aspects: land, sea and latitude.

Compare Russia, Indonesia, Mongolia and Japan, and analyze the superiority of China's location.

writing on the blackboard: 1. Superior geographical location

1. Latitude location

2. Land and sea location

3. Advantages

Explanation: Our country has both land and sea, and its latitude is moderate, so it is a country with superior location.

Read the four-page map, find out the four points of our territory, and analyze the distance from north to south and from east to west.

writing on the blackboard: 2. Vast territory

1. Four points

Description: China has a vast area, ranking third in the world, with a distance of 5, kilometers from east to west and 5,5 kilometers from north to south, and the landscape varies greatly from place to place.

Let's find out the neighboring countries along China's land borders.

Summary: East: North Korea

North: Mongolia, Russia

Northwest: Kazakhstan, Kyrgyzstan and Tajikistan

West: Afghanistan

Southwest: Pakistan, India, Nepal and Bhutan

South: Myanmar, Laos and Bhutan.

Then find out China's coastal and inland seas, as well as countries facing each other across the sea.

Description: Our ocean is vast, and the territorial sea is 12 nautical miles wide. The inland seas are the Bohai Sea and Qiongzhou Strait, facing six countries across the sea, which is convenient for foreign exchanges at sea.

summary: this lesson mainly talks about China's superior geographical position and vast territory, with emphasis on the four points of China's neighboring countries and territories on land.

Divide into two groups, one is to analyze the land and sea position, and find out the continent where the Dayang River next to China is located. The other is to analyze the latitude position, find out the hemisphere where China is located, and find out the temperature zone < P > The land and sea group analyzes Mongolia and Japan, and the latitude group analyzes Russia and Indonesia, and analyzes the advantages from the aspects of agricultural production, foreign exchanges and marine undertakings.

Find out the four points of China's territory on the map, understand which provinces they are located in, and point them out to the students on the blackboard.

simulate land tourism, find out 12 land neighbors one by one, recall the six sub-regions of Asia, and see which regions they belong to.

Divide into two groups, one looking for the ocean, including the coastal and inland seas. The other one is looking for a country, indicating whether it is located in the east or southeast. Point out and explain to the students on the blackboard.

Draw a map of China's territory, and mark China's land neighbors and countries across the sea, China's territory and the sea. The vast territory teaching plan 2

1. The position and function of teaching material analysis

The textbook in this section is the beginning of China geography. Its compilation is based on factual materials, and more pictures and activities are arranged, so that students can intuitively understand the territorial characteristics of the motherland. To know and understand the motherland, we must first make clear the geographical position of China and its important benefits. All elements of China's natural environment and all kinds of natural resources, such as industry, agriculture, transportation, commerce, foreign trade and other production departments, exist in a necessary spatial position, and occur and develop in this spatial position. China's specific spatial location affects the characteristics of the natural environment and people's economic activities. The vast territory makes our country's topography, climate and even ecological environment complex and diverse, which brings a wide field for various production departments in China and constitutes regional differences in nature and economy. Mastering China's geographical location and vast territory is the basis for mastering the spatial distribution of various geographical things in China and learning other chapters of China's geography.

Teaching objectives

1. Knowledge and skills

Learn to use a globe or a map of the eastern and western hemispheres to tell our country's position, master our hemispheric position, latitude position and land and sea position, and analyze our geographical position, characteristics and advantages; Understand China's area and its position in the world, learn to look up China's land and land neighbors, coastal areas and endangered oceans and maritime neighbors on the map, and understand that China is a big country with both land and sea; Learn to measure the distance on the map and use words, data and map materials to explain the characteristics or reasons of geographical things, further improve the potential of calculation, analysis and induction, and use maps to obtain geographical information and analyze problems.

2. Process and Methods

Using maps to help students establish the spatial concept of geographical things, and form the habit of geography learning by using, reading and analyzing maps.

3. Emotion, attitude and values

Establish interest in learning China geography; By comparing and evaluating "superior location and vast territory", we can stimulate the emotion and national pride of loving the socialist motherland; Understand that China has a vast territory, and cultivate a sense of responsibility to safeguard the reunification of the motherland, realize the great cause of reunification of the motherland, and defend the territorial integrity of the country.

teaching emphasis and difficulty

teaching emphasis: understanding China's superior geographical position.

Teaching difficulties: the imagination potential of location and territory space.

second, the analysis of academic situation

after studying geography knowledge for one year, students have the necessary basic knowledge and skills of geography. In teaching, students will apply the reserved knowledge lightly, but when applying this knowledge, students are often ignorant and unable to apply it skillfully and accurately. Therefore, teachers should increase the use of maps on the basis of the original knowledge and deepen the cultivation of students' map reading and analysis.

analysis of teaching methods

1. teaching methods

this lesson is the first lesson for students to understand the humanistic environment in China. This course mainly introduces China's basic national conditions. Therefore, the design of teaching activities of this course fully reflects the requirements of the new curriculum standard, adheres to the principle of "taking students as the main body and teachers as the leading factor", takes students' development as the basic goal, and focuses on map teaching method, conversation method, lecture method, exercise method and game method on the basis of students' reading books and pictures. Through intensive speaking and more practice, the combination of speaking and practice, repeated use of maps and game activities, the "dead" map is turned into a "living" map to help students transfer their existing knowledge to their understanding and understanding of new knowledge. With the help of students' curiosity to explore the rivers and mountains of the motherland, the teaching method of group cooperative map reading is used to mobilize students' learning intention and initiative, so that students can actively participate in learning all the time, better reflect the characteristics of comprehensive inquiry and open innovation of the new curriculum, experience the joy of cooperative learning, and at the same time cultivate students' potential to learn knowledge and obtain information with the help of maps, cultivate geography learning methods, stimulate their enthusiasm for learning geography and develop their intelligence. In the interaction between teachers and students, autonomous learning can be realized, so that each student's potential can be developed.

2. Learning methods

Although the seventh-grade students have mastered the necessary learning methods and have the necessary potential to read pictures, the level of problem-seeing needs to be further improved due to their shallow experience and narrow knowledge. Therefore, teachers should grasp the characteristics of junior high school students' activeness, curiosity and good performance, adopt various teaching methods with heart, stimulate students' interest in learning, and let students learn from learning to learning. We should infiltrate the science method from the following aspects: ① to cultivate students' potential to obtain geographical information from various geographical images; ② In inquiry learning, master scientific inquiry methods such as comparison, analysis and synthesis; ③ Through group discussion, cultivate students' interactive potential, enable students to learn cooperative learning and promote students' personality development.

IV. Teaching process

(omitted)

Intelligent assessment

Classroom practice is an important means to detect teaching objectives and a "barometer" of classroom teaching, and feedback information in time through detection.

1. Answer the question first

(1) China's north-south span is _ _ _ _ _ _ _ degrees, most of which are located in _ _ _ _ _ _ latitudes, belonging to _ _ _ _ temperate zones, and a few areas in the south are located in _ _ _ _ _ _ _ zones, but there is no _ _ _ _ _ zones.

(2) China's west goes deep into _ _ _ _ _ _ mainland and borders many countries; The east is adjacent to the world's largest ocean _ _ _ _ _ _ _ _, with numerous _ _ _ _ _ _ _ and _ _ _ _ _ _, and it is a country with both land and sea.

(3) The following statement about China's location is correct (

A Eastern Hemisphere B Western Hemisphere C Southern Hemisphere D Northern Hemisphere

(4) China is an (country

A Island Country B Continental Country C Peninsula Country with both land and sea

(5) China's mainland coastline is about () kilometers long and its land boundary is about () kilometers long

.

2. Game activity: The "Ten Thousand Miles at Sea" route design activity requires students to design the shortest route from Bohai Sea to South China Sea.

Give each group a blank "China Offshore Map". Activity requirements: the route needs to pass through six maritime neighbors, two islands, two straits and one bay in China, and the place names should be marked on the map. See which group is the fastest and best. After each group is completed, the design results will be displayed and evaluated by teachers and students.

moving to improve

Teachers: People often say that our great motherland has a vast territory and a long history, which is worthy of our pride and pride in China. Let's have a speech contest. The topic is "Motherland, I am proud of you".

students prepare and give speeches. Teacher evaluation and encouragement.

By setting up impromptu speeches, students can further systematize what they have learned in this section, exercise their organizational materials and speech potential, and stimulate their thoughts and feelings of loving our great motherland.

Set up a suspended class

The teacher plays "Great China" and puts forward that our country has a vast territory. Although it is necessary to manage the country, the work we manage is better in more than 2 countries and regions in the world. So how is our country managed? Please investigate after class, and we will study, analyze and study together in the next class.

V. Teaching reflection

The new curriculum teaching calls for teachers to move from simple knowledge transmitters to researchers and reflectors, that is, not only to be rich in professional knowledge, but also to be good at studying and reflecting on teaching problems. Posner, a famous American scholar, put forward the formula of teacher growth: growth = experience+reflection. Some psychologists in our country also put forward: excellent teachers = teaching process+reflection.

Teaching reflection is a kind of behavior that teachers discover, think and solve problems in the process of teaching practice, and it is also a process of teachers' critical and conscious analysis and re-certification of teaching behavior and teaching activities.

The evaluation of new curriculum pays more attention to students' learning process, expecting students' future development, and embodies the teaching concept of "all for students' development". Comparing the teaching ideas of the new curriculum, I reflect as follows:

Reflection 1. Teaching activities must respect students' existing knowledge and experience, try to get out of the teaching materials and approach life.

Ausubel, a famous cognitive psychologist, has a wise saying: If I can only boil down all educational psychology to one principle

, then I will put it in a word: the only most important factor that affects learning is what learners have understood. We should find out this and teach accordingly. It can be seen that it is necessary to create situations and design cases according to local characteristics, students' existing experience and knowledge background in our teaching. Because when new knowledge is given a vivid background, students' interest is aroused, their inquiry psychology is strengthened, and students reach the realm of wanting to learn. For example, China's north and south have a wide latitude and a great climate difference, which brings favorable conditions for the development of a variety of agricultural economies. It may be abstract for students to understand this knowledge point, and it may be easy to understand if it is illustrated by examples in life. For example, there are obvious differences in crops planted in the north and the south of China. The north is suitable for planting wheat, peanuts and sugar beets, while the south is suitable for planting rice, rape and sugar cane. The fruits in the north are mainly apples and pears, and the south is rich in oranges, bananas and pineapples. Another example is that China's superior location has created rich tourism resources in China, such as coastal scenery, inland desert, ice and snow in the north, tropical scenery in Hainan and so on.

reflection ii. further changing the way of geography learning

the geography curriculum standard emphasizes: "to change the way of geography learning, we should arrange teaching materials according to students' psychological laws and practice, guide students to start from real life experiences and experiences, stimulate students' interest in geography issues, cultivate the potential of geography learning, encourage careful exploration, and make students understand the function and value of geography knowledge, thus forming an active learning attitude."

change the current situation that the curriculum implementation places too much emphasis on understanding learning, rote learning and mechanical training, advocate students' active participation, willingness to explore and diligence in hands-on, and advocate independent learning, cooperative learning and inquiry learning, so that the learning activity can truly become a lively, active and personalized process.

The teaching of this class needs to be further deepened in students' autonomous learning, such as self-regulation of students' learning process, self-determination of learning goals and self-selection of learning methods.

In the cooperative learning in the classroom, we should divide into groups reasonably, give full play to the role of groups, teach students the skills and methods of cooperation, and truly become organizers, guides and participants. In this process, students can not only integrate information and resources with each other, constantly expand and improve their self-awareness, but also learn to communicate, participate, listen and respect others. Such as: reasonable evaluation when students show communication problems in groups.

in the process of classroom inquiry activities, let students act as the masters of discussing problems. From the perspective of thinking, the learning process is a process with divergent and creative thinking. This will not only enliven the classroom atmosphere and bring opportunities for mutual communication, but also fully tap the potential of students and enrich their knowledge.

Reflection III: Teachers should creatively use textbooks

Textbooks are a re-creation and re-organization of new curriculum standards. Teachers should thoroughly study curriculum standards, textbooks and students, find out the connection points of the three, and choose and integrate textbooks when necessary. For example, when learning the location of China in this class, the latitude position can be compared with the southernmost latitude in China, north and south