The application of study tour in geography teaching [the application of film and television resources in geography teaching]

The introduction of film and television resources into teaching will change the mode of teaching communication, give full play to students' subjectivity, enrich the teaching mode and greatly improve the learning effect. The teaching mode mentioned here refers to the teaching activity structure and teaching method constructed to achieve certain teaching objectives under the guidance of relevant teaching theories and practical frameworks. Teaching mode exists objectively, and ignoring its existence will easily make teaching blind and arbitrary. The author believes that teachers should carefully analyze themselves according to the actual situation of students in teaching, strive to find a teaching model suitable for themselves and students, and constantly study and improve it.

In the practice of applying film and television resources to geography teaching, guided by the cognitive theory of constructivism, the author tries to show students the geographical knowledge to be learned in a plot through film and television works, thus establishing a direct connection with the original cognitive structure of students. In the teaching process, according to the teaching content, film content and length, the film and television resources are designed and combined reasonably, and when and how to use them are determined, so that they have a positive, timely and timely impact on the teaching structure, teaching scenes and teaching activities.

Under the guidance of this idea, the author mainly carried out the exploration and practice of the following modes.

1. Autonomous. That is, movies directly corresponding to or similar to the teaching content are used as teaching materials and played in class. This model breaks through the traditional view of teaching materials and teaching forms. Students learn and think independently, and learn to communicate and cooperate.

For example, in the teaching of sub-Saharan Africa, the author's textbook is not a textbook, but the film Lost in Africa. The film describes that British and American tourists were robbed by local aborigines while traveling in Africa, and several of them were kidnapped. A series of stories happened during their escape. The film vividly shows Africa's unique natural landscape, involving almost all wild animals, showing the contradiction between illegal hunters and animal protectors, and showing Africa's economic characteristics and environmental problems, which are directly related to the content of the textbook.

In the process of teaching, the author asks students to watch movies first. After reading it, I will communicate and think with my classmates about interesting issues such as scenes and plots that have the greatest influence, the deepest impression, the most confusion or the most interest, and complement and prompt each other. In this process, students are very active, showing the initiative of learning, the classroom atmosphere is relaxed and active, and the learning effect is also very good. After investigation, 45% of the students think that the scene that has the greatest influence on them is that the local aborigines hunt the female elephant and get the ivory. Some students said that they were stabbed in the heart at that time (this emotion is difficult to achieve in traditional text textbooks); 30% students think that when the chief was killed, the tribe held a ceremony, people sang and danced, and the chief's son covered his body with some paint, which impressed him the most. 20% of the students think that the characters in the movie wear little clothes and the local climate should be very hot, but to their confusion, the mountains in the movie are covered with snow. ...

The information contained in this film far exceeds the written teaching materials, and it has profound ideological connotation. Moreover, students feel novel and fascinated in the process of watching. Even the most naughty students are watching carefully, their hearts remain in the classroom, and their enthusiasm is greatly mobilized.

Of course, taking movies as teaching materials, in addition to letting students watch movies, we should also exchange and discuss some topics (up to the students themselves). This concept of teaching materials based on movies is a change from the traditional concept of teaching materials, which not only mobilizes the enthusiasm of students, but also mobilizes the creativity and enthusiasm of teachers. In addition to this film, the author also uses the film The Day After Tomorrow as a teaching material.

2. Preview. In other words, it is played before class as a means to introduce new lessons.

For example, in the teaching process of Sea-land Change, the author first played some clips of the movies "The Great Cracks in the Earth" and "The Great Los Angeles Earthquake", and the shocking scenes attracted the attention of students and aroused their thinking. "What are the reasons for these phenomena?" Such doubts have made teaching a good start. For another example, in the teaching of Xinjiang, an important position in the western development, the author played a video of Xinjiang folk song "Xinjiang is good" before class. Taking Xinjiang's grasslands, herders, deserts, melons and fruits, and songs and dances as the background, the interpretation of songs and dances by Uygur singers dressed in national costumes has greatly aroused students' interest and achieved the effect of "the artistic conception is generated at the beginning of class".

3. Appreciate. That is, it plays a role in consolidating and sublimating after class.

For example, after learning about our neighboring countries and regions (Japan, Southeast Asia, Russia, India), the author arranged for students to watch the film Around the Earth for 80 Days (the best film in the 29th Oscar). The film describes an English gentleman, Philip Fogg, who made a bet with his friends in London on 1872 that he could travel around the world in 80 days. This was almost impossible under the traffic conditions at that time. The master and servant have been to many countries and cities during their journey, such as India and Japan. They encountered quite a lot of difficulties, but they were all solved by Mr. Philip Falk's wit and determination, and finally returned to London in a limited time. The film covers the customs of many countries and cities, and well summarizes and summarizes the contents of our neighboring countries and regions. In the process of film screening, students' audio-visual organs are mobilized, which greatly improves students' understanding, memory and retention of learning content, and the learning content is consolidated and sublimated in the process of watching movies.

4. active. Use film and television resources to continue what you have learned after class. At present, the continuation mode used is mainly activities, that is, students express their understanding of the learning content through hands-on activities after watching the film.

For example, after studying the first chapter "Multi-ethnic Family" in Grade 8, the students showed great interest in the folk customs of ethnic minorities in China, so the author showed the feature film "56 Flowers of 56 Ethnic Groups" to the students and asked them to reflect their understanding after learning and watching in their favorite way. Many girls choose to make national costumes. Considering that it is not cost-effective to use real cloth, the students brought wax paper for art class as raw materials, and the clothes made by Uighurs, Koreans and Mongolians are really decent. Students' interest in learning geography has been increasing in this movie-watching experience and activity.

The above teaching mode has greatly enriched the geography classroom teaching. However, it should be noted that teaching can't be without model, but it can't be absolutely modeled. Because the teaching process is a dynamic process, both teachers and students in teaching are personalized elements, and there is no universal teaching model. When using the above model in teaching, the author will make dynamic adjustments according to different students and their different psychological states.

In addition, teachers should have correct guiding ideas and methods when using film and television resources. The orientation of film and television resources is "serving teaching", so we should pay attention to choosing targeted films when using them to serve our teaching; We should choose and create suitable teaching modes according to different teaching purposes, teaching contents and teaching objects. Grasp the time and degree of screening; Before watching a movie, it is best to introduce the content of the movie to students, so that students can get more information from the movie. In short, teachers must use video resources to play a leading role in geography teaching to ensure the effective use of video resources.

Editor Luo Feng.