Five cases of geography teaching plan in the first volume of senior three.

1. Example of geography teaching plan in the first volume of senior three.

Teaching objectives

Knowledge and skills

1. Understand the concepts of folds and faults, and understand the formation and basic morphological characteristics of folded mountains and fault mountains.

2. Understand the formation, structure and scale of volcanoes.

3. Provide data to illustrate the influence of mountains on traffic from the differences of technical requirements, engineering quantity and training; Cultivate students' ability to use data to analyze geographical problems.

Process and method

1. Read the schematic diagram of folds and faults, and analyze the causes and geomorphological manifestations of folds and faults.

2. Analyze the basic types of geological structures and their influence on surface morphology by reading maps, and cultivate students' ability to read maps and integrate theory with practice.

3. By analyzing the causes of various mountains, cultivate the ability to look at pictures, analyze problems and solve problems.

4. Understand the influence of mountains on traffic through group discussion. Cultivate students to boldly and actively analyze problems and solve geographical problems in life.

5. Case study: the influence of mountains on the structure, distribution pattern and extension direction of transportation lines.

Emotional attitudes and values

1, through group discussion and case analysis, help students establish the spirit of being brave in exploration and innovation, and overcome the good habits of information difficulty and unity and cooperation. Learn to listen and appreciate others, learn to respect others from differences, and thus improve humanistic quality.

2. Through the teaching of "anticline becomes a valley and syncline becomes a mountain", the dialectical materialism view that things are moving and constantly developing and changing is established.

focus

1, three types of mountains.

2. The influence of mountains on traffic.

difficulty

1, correctly judge anticline and syncline.

2. Read the schematic diagram of folds and faults, and analyze the causes and geomorphological manifestations of folds and faults.

Teaching methods and means

Simulation demonstration method, multimedia-assisted teaching method and independent inquiry learning method.

Teaching material analysis and Teaching Strategies

Mountain is the skeleton of land topography, and its formation and development are related to internal forces. Therefore, after describing the power of shaping the surface morphology, this section will teach mountains as a typical case of internal forces shaping the surface morphology. Surface morphology is closely related to human life and production. In order to let students know the influence of surface morphology on human life and production, this section takes the influence of mountains on traffic as a case to analyze the influence of mountains on human life and production. Therefore, this section has two key contents: first, the formation of mountains, introducing the formation, distribution and scale of folded mountains, fault-block mountains and volcanoes; The other is the influence of mountains on the structure, distribution pattern and extension direction of transportation lines. This section takes mountainous areas as an example to analyze the surface morphology formed by internal forces. The purpose is to let students know more about the influence of internal forces on the surface morphology, learn to analyze the influence of internal forces on the surface morphology, and transfer this case analysis method to other structural landforms.

Treatment of folds and faults. Folded mountain and fault-block mountain are both developed on certain geological structures, so when textbooks talk about the formation of folded mountain and fault-block mountain, they all start from the formation of these basic geological structures. They are the basis for understanding folded mountains and fault-block mountains, but they are not the final destination. The ultimate goal is the basic form of folded mountain and fault-block mountain.

The content organization of the "volcano" part. The textbook introduces the volcano from three aspects, that is, how the volcano is formed, its structure and its scale. In the part of volcanic formation, the textbook introduces two different forms of volcanic activity and their landforms in a comparative way. One is the formation of fissure eruption and basalt plateau, and the other is the formation of central eruption and volcanic cone. The purpose is to let students know that not all volcanic eruptions can form volcanic cones. This provides a basic knowledge for students to observe volcanoes in the field in the future.

2. Examples of geography teaching plans in the first volume of senior three.

Content analysis of teaching materials

This section is a case of the influence of external force on surface morphology, which is the concrete application of the previous theoretical knowledge. Through the study of this lesson, students can realize that river geomorphology is an important manifestation of external forces shaping the surface morphology, and it can be extended to other external forces. On the basis of studying the curriculum standards and comparing the relevant contents of the four versions, combined with the case of teaching materials and local cases, students can learn the geography around them, turn the abstract into concrete and improve their practical ability.

Instructional design concept

In this section, through the multimedia demonstration of various river landscape pictures in the teaching process, intuitive teaching is strengthened, and students' participation consciousness, observation, analysis and comprehensive generalization ability are cultivated. Through specific case analysis, cultivate students' ability to apply what they have learned. In a word, with flexible teaching methods, students can not only achieve the three-dimensional goals of this section, but also acquire some basic geographical skills and methods through the combination of autonomous learning and inquiry learning.

Teaching objectives

Knowledge and skills

(1) Mastering the types of flowing water erosion landforms, reading maps to analyze the formation of flowing water erosion landforms, and telling the schematic diagram of river valley evolution process can analyze the differences of river erosion in different stages.

(2) Grasp the types of flowing water accumulation landforms, analyze the formation of flowing water accumulation landforms by reading maps, and read schematic diagrams of various river accumulation landforms to explain their formation reasons and landforms.

Process and method

(1) Let students learn the ability to collect and sort out the geographical data related to the classroom, and at the same time use the data to explain the characteristics or reasons of geographical things, so as to further improve students' ability to look at pictures, analyze and summarize.

(2) "Problem-centered" inquiry discussion and experimental research, so that students can happily carry out autonomous cooperative learning.

Emotions, attitudes and values

(1) Enrich students' successful experience in learning geography and stimulate students' interest in learning geography.

(2) further cultivate the learning ability of cooperation and communication with others, and strengthen the scientific and rigorous learning attitude.

Teaching methods and learning methods: multimedia teaching method, animation demonstration method, question inquiry method, group cooperation method, etc.

Important and difficult

focus

1. Three forms of flowing water erosion, landform types of flowing water erosion and evolution process of river valley.

2. Types and causes of flowing water accumulation landforms.

difficulty

1. Three forms of flowing water erosion and the evolution process of river valley.

2. Analysis of concave bank erosion and convex bank accumulation during river course evolution and wharf selection. Analyze the formation process of river accumulation landform.

3. Examples of geography teaching plans in the first volume of senior three.

Teaching objectives

Knowledge and skills

1, know and understand the regional differences of natural geographical environment.

2. Understand the regional differentiation law of land environment.

3. Analyze the phenomena in human production and life by using the principle of geographical environment difference.

Process and method

This paper tries to use the learned geographical knowledge and skills to analyze the "distribution map of the world's land natural belt", and can convert the map into words, understand the "vertical regional differentiation of Himalayas" map, and get the vertical regional differentiation law of mountains.

Emotional attitude values

Stimulate the interest and motivation of exploring geographical issues, cultivate a scientific attitude of seeking truth and improve the aesthetic taste of geography.

Emphasis and difficulty in teaching

Teaching focus

1, the formation of natural zone.

2. The changing law of geographical environment differences.

Teaching difficulties

Regional differentiation law of land environment.

teaching process

Introduce the differences of natural geographical environment.

[Review questions]

1, the root cause of the integrity of natural geographical environment?

A: There is an exchange of matter and energy between geographical elements.

2. What are the two overall functions of the natural geographical environment?

A: Production function and balance function.

3. What are the two manifestations of the integrity of the natural geographical environment?

A: The natural geographical environment has a unified evolution process, and the change of geographical elements will "affect the whole body".

(Showing landscape pictures "Xishuangbanna Tropical Rainforest" and "Inner Mongolia Grassland") (Teachers in economically developed areas can also compare different natural scenery and natural landscapes seen by different students during their travels)

Teacher: What do these two pictures with different scenery show about the natural geographical environment?

Health: The natural geographical environment is different.

Teacher: Yes. We have just learned about the integrity of the geographical environment, but there is another feature of the natural geographical environment-difference.

Section 2 Teaching of Differences in Natural Geographical Environment

Teacher: Generally speaking, the global geographical environment is a unified whole, but the difference between the above two pictures illustrates such a problem: there are obvious regional differences in different parts of the earth's surface. In fact, regional differences are common in natural geographical environment. There are only similar areas in the natural geographical environment, and it is impossible to have two areas with exactly the same natural conditions.

(Showing the picture "Five Divisions")

Teacher: Which factor reflects the spatial differentiation in the natural geographical environment?

Health: temperature.

Teacher: What is the scale range of this differentiation?

Health: worldwide.

Teacher: Yes. The difference between other regions and our hometown that we feel during our travel reflects the regional differentiation of the land environment, which is smaller than the global regional differentiation.

(Question) Why do different climate types form on land?

Health: Due to different latitudes and land and sea locations, different combinations of heat and water are produced, thus forming different climate types.

Teacher: Please tell me about the flora and fauna characteristics of Xishuangbanna tropical rain forest.

(Students discuss, the teacher summarizes) In the tropical rain forest, it is always hot and rainy, with evergreen vegetation, numerous tree species, complex layers, lush growth, criss-crossing vines in the forest, and epiphytes everywhere. There are many kinds of animals in the forest, but the dense forest makes it inconvenient for animals to walk, so there are almost no animals that are good at running and running long distances on the ground, but there are many animals that nest and climb in trees and are resistant to damp and heat.

Teacher: So what are the characteristics of the animals and plants on the Inner Mongolia prairie?

(Students discuss, the teacher summarizes) On the Inner Mongolia prairie, the typical vegetation is grass, which is drought-tolerant and has developed roots. The grassland is open and flat, and animals are good at running to escape or prey.

Teacher: From the above analysis, we know that there are obvious regional differences in the natural geographical environment, but within a certain geographical scope, it shows the consistency of the landscape, and the integrity and differences of the natural environment are dialectical unity.

(Showing the picture "Distribution of World Land Natural Zones")

Teacher: Please summarize the concept of "natural belt" based on the analysis and observation of this picture just now.

Health: On land, the corresponding climate, vegetation and soil * * * form a regional combination, which has a certain width in space and is distributed in strips.

Teacher: Good. From this picture, we can see that the distribution of natural zones on land is regular.

(Showing pictures "Tropical Rainforest Landscape" and "Tundra Landscape")

Teacher: Please analyze the main factors and reasons that cause the differences between these two landscapes.

Health: Thermal factors. From the equator to the poles, the solar radiation decreases gradually, the tropical rain forest is distributed in the equatorial region, and the tundra is distributed in the cold regions at high latitudes.

Teacher: Yes. Affected by this decreasing heat from the equator to the poles, the landscape and natural belt change regularly from the equator to the poles along the latitude change direction. Please look at Figures 5 and 6 carefully to find out which natural areas span the whole land. What are the characteristics of the distribution of natural zones at low, middle and high latitudes?

Health: tundra zone, coniferous forest belt and tropical rain forest belt all cross the whole territory.

Teacher: What are the distribution laws of these three natural zones?

Health: tundra zone and coniferous forest belts are located at high latitudes, while tropical rain forest belts are located at low latitudes.

Teacher: What are the characteristics of natural belt distribution in mid-latitude areas? Why?

Health: In mid-latitude areas, it is mainly affected by land and sea distribution. The natural belt does not span the whole land like the low-latitude and high-latitude areas, but forms three different combinations on the east coast, west coast and inland of the mainland.

Teacher: Yes. Please carefully observe the "Distribution Map of World Land Natural Zones" and talk about the combination types of natural zones on the east coast of the mid-latitude continent.

Health: From low latitude to high latitude, the east coast of the mid-latitude continent is in turn XX evergreen broad-leaved forest belt, temperate deciduous broad-leaved forest belt and mixed coniferous and broad-leaved forest belt.

Teacher: What is the differentiation law of the natural belt on the west coast of the mid-latitude continent?

Health: From low latitude to high latitude, the west coast of the mainland is XX evergreen broad-leaved forest belt and temperate deciduous broad-leaved forest belt in turn.

Teacher: Yes. Please look at the "Distribution Map of World Land Natural Zones" and recall the relevant knowledge of climate. Think about it: what climate type does the evergreen broad-leaved forest belt in XX belt correspond to? What is the difference between it and the natural belt type on the east coast of the same latitude continent?

Health: the evergreen broad-leaved forest belt with XX belt is a vegetation type developed in the Mediterranean climate, while the eastern coast of the mainland with the same latitude is the evergreen broad-leaved forest belt with XX belt.

Teacher: Then please think about it. Why is there such a difference?

Health: The east and west sides of the mainland have different climate types.

Teacher: What's the difference?

Health: Mediterranean climate, hot and dry in summer, mild and rainy in winter; XX has a monsoon climate, with hot and rainy summers and cold and dry winters.

Teacher: Not bad. (Show the leaf and fruit characteristics of evergreen broad-leaved forest in XX belt representing olive oil, and analyze and compare with the appearance characteristics of evergreen broad-leaved forest trees in XX belt)

Teacher: Please observe and compare the plants that grow in these two climates. What are the differences in external characteristics? Discussion: How do they adapt to the climate?

The Mediterranean climate is hot and dry in summer, and plants lose a lot of water in order to reduce transpiration. Therefore, in order to adapt to this climate, plants in hard-leaf forest belts usually have thick skins, small leaves, waxy surfaces and thick fruits. The evergreen broad-leaved forest plants in XX belt have large leaves and no wax on the surface, because the climate here is characterized by the same period of rain and heat, and the plants have enough water for transpiration.

Teacher: What are the combination types of mid-latitude continents?

Health: There are two combinations. The XX belt and the temperate desert belt are in the middle, and the tropical grassland and temperate grassland are on both sides.

Teacher: Yes. This regional differentiation from the equator to the poles is based on heat, and of course, water conditions are also involved.

4. Examples of geography teaching plans in the first volume of senior three.

Teaching focus

① Understand the formation and distribution of pressure zone and wind zone;

(2) Understand the influence of land and sea distribution on atmospheric circulation;

③ Understand the formation, characteristics and influence range of monsoon circulation.

Multimedia database of teaching means

teaching process

(Introduction) What is the root cause of atmospheric movement? From a global point of view, which regions get the most and the least solar radiation energy?

The teacher draws a board or shows multimedia animation to guide students to think. ) The area near the equator gets the most heat. How does air move vertically? How does the air move vertically when it is hot near the polar regions all year round or less? What is the result of this vertical movement? What is the result of atmospheric movement if we only consider the influence of geostrophic deflection without considering the surface fluctuation and the distribution of land and sea? What is the function of the three-circle cycle?

(blackboard writing) one or three cycles.

1. Reason

2. High, middle and low latitude circulation circles

3. The function of three-circle cycle

(Teachers use multimedia animation or thinking to guide students to observe the schematic diagram of three-circle circulation.) How does the air near the equator rise and the air in the polar regions sink? The air in the subtropical zone sinks, the cold and warm air meet in the subtropical zone, and the warm air rises, which leads to how the near-surface air pressure changes. Compare the genetic differences between equatorial low pressure belt and sub-polar low pressure belt? Compare the differences in genesis between subtropical high belt and polar high belt? Due to the high and low distribution of air pressure near the ground, how will the air move in the horizontal direction under the influence of geostrophic deflection force and friction force? Will the distribution of pressure area and wind area remain unchanged? What are the properties of pressure belt and wind belt?

(blackboard writing) 2. Global pressure zone and wind zone

The distribution of 1. pressure zone and the difference of its causes.

2. Distribution law of wind belt

3. Seasonal movement of pressure belt and wind belt

(Guide students to observe the pressure distribution map in the textbook 1 month and July, or draw a blackboard picture or multimedia animation on the blackboard. Take Eurasia as an example. In winter, the mainland is a cold source, forming a high pressure center. Which pressure belt was cut off? In summer, the mainland is a heat source, forming a low-pressure center, which pressure area is cut off? In this way, different high and low pressure centers are formed between the ocean and the land. What are the distribution locations and names of these high and low pressure centers?

(blackboard writing) 3. Influence of land and sea distribution on atmospheric circulation

1. Different effects of thermal differences between land and ocean on pressure zones and wind zones in the northern and southern hemispheres.

2./kloc-Names of land and ocean pressure centers in the northern hemisphere in October and July.

(Guide students to observe the textbook. The Asian monsoon is a picture or multimedia animation thinking.) Because there are different high and low pressure centers between the mainland and the ocean in the northern hemisphere, what are the characteristics of the horizontal movement of the atmosphere between the ocean and the land in different seasons? What's the difference between winter and summer monsoon in East Asia and South Asia? What are the characteristics of winter and summer monsoon? What is the scope of influence?

(blackboard writing) 4. monsoon circulation

1. Causes of monsoon circulation

2. Characteristics and influence range of winter and summer monsoon in East and South Asia.

design principle

This section focuses on teaching and speaking. Because this section is an important teaching content to cultivate students' spatial thinking ability, we should pay attention to using various geographical schematic diagrams or multimedia animations to guide students to observe and think, and finally achieve the combination of two kinds of thinking by cultivating image thinking and abstract thinking.

5. Examples of geography teaching plans in the first volume of senior three.

Teaching objectives

Knowledge and skills

1. The shaping of surface morphology by external force.

2. River erosion landform and river accumulation landform.

3. Influence of river landform on settlement distribution.

Process and method

1. Autonomous learning, analysis and discussion.

2. Explore activities to understand the evolution relationship between valleys.

3. Using landscape pictures to analyze the causes of river landforms.

Emotions, attitudes and values

Make students understand that things are developing, and development has both internal and external conditions.

Emphasis and difficulty in teaching

● Teaching focus

1. Erosion landform and accumulation landform of rivers.

2. Influence of river landform on settlement distribution.

● Teaching difficulties

Different types of river erosion.

teaching process

[Introduction to New Lessons]

Students, last class, we took the mountain landform as an example to learn the influence of internal forces on the surface morphology. Among the external forces, running water is a big and universal role. Today, let's learn together-the development of river landforms in the third section (blackboard writing).

[Teacher's explanation]

Teacher: The landform formed by rivers is one of the most common landforms we see in nature. Please look at the following two pictures.

(Showing pictures of "Three Gorges Landform" and "Chongming Island")

Teacher: The above two pictures are both river landforms, but are they the same origin?

Health: The reasons are different. The Three Gorges was formed by the Yangtze River cutting Wushan Mountain, which is the erosion landform of the river. Chongming Island is formed by the accumulation of sediment carried by the Yangtze River in the estuary, which is the accumulation landform of rivers.

Teacher: The analysis is correct! These two landforms are the result of external forces-flowing water, but the conditions for their formation are different. Let's learn about the river erosion landform first.

(blackboard writing) River erosion landform

Teacher: In the process of flowing, rivers will destroy and take away the materials on the surface, forming an eroded landform. There are three main types of river erosion. Because of their different erosion directions on the surface, they have different effects on the valley morphology. These three types are traceable erosion, undercut erosion and lateral erosion.

(Play the video Tiger Leaping Gorge or show pictures)

Teacher: The students must be shocked by the raging rapids in Tiger Leaping Gorge. The rushing river flows down from a height, which has a strong scouring effect on the rocks in the valley. Please discuss how the valley will develop as a result of this erosion. Which of the three types is this?

Health: (Answer after discussion) Strong flowing water will erode rocks and make them gradually fade to the upper reaches of rivers, which is traceable erosion.

Teacher: Good. This erosion will make the valley extend to the source, thus making the river develop upstream. Please look at the cross section of Tiger Leaping Gorge again. Which letter does it look like in English?

Health: "V" shape

Teacher: Yes! Tiger Leaping Gorge is located in the upper reaches of the Yangtze River, which is in the late stage of Yangtze River development, that is, the primary stage of river development, and the catchment area of the valley is small.

(Showing the picture "Three Gorges of the Yangtze River")

Li Bai's poem "Towards a White City" says: "When you bid farewell to the colorful clouds in Bai Di, a thousand miles away in Jiangling will be returned in one day. The apes on both sides of the strait can't stop crying, and the canoe has passed Chung Shan Man. "

Teacher: This poem describes the magnificent scenery of the Three Gorges. The river is like a galloping horse, and the boat is like an arrow. Please think about it: which of the English letters is the cross section of the Three Gorges? Which of the three types is this erosion?

Health: the cross section of the Three Gorges is U-shaped, which belongs to "down erosion".

Teacher: Good! The cause of the Three Gorges is that the crustal movement leads to structural cracks, and the water is strongly eroded and cut along the structural cracks, which deepens the riverbed and develops the valley in depth.

Materials: Jingjiang is another name of the Yangtze River from Zhijiang, Hubei, China to Chenglingji, Yueyang, Hunan. The total length is 420 kilometers, and the linear distance is only about 185 kilometers. The degree of river twists and turns is rare not only in China, but also in the world. Therefore, it is known as the "nine-curved ileum". During the flood season, the flood from the upstream rushed here, and the dikes on both sides of the river were in danger. According to historical records, in the 450 years before the founding of New China, the Jingzhou river bank burst 186 times, less than once every three years on average.

Teacher: People often say, "A long river travels a thousand miles, but the danger lies in Jingjiang River". Please look at the pictures and materials for thinking and discussion. Why is Jingjiang dangerous?

Health: (Answer after discussion) Because the Jingjiang reach is especially curved, the water flow is not smooth and it is easy to burst its banks.

Teacher: That's good. Then let the students think: What kind of river erosion does Jingjiang reach belong to? What kind of river erosion landforms will be produced?

Health: It belongs to lateral erosion. It widens the valley bottom, makes the valley slope recede, and makes the river develop horizontally.

Teacher: Not bad. We have learned about the three erosion directions of rivers and their effects on valley topography. Have students ever thought about this question? That is, there are no rivers on land, so how are rivers formed? Read the text and think about it.

(Showing the picture "The Face of Thousands of Gullies on the Loess Plateau")

There are so many valleys in the Loess Plateau, why not form valleys? What is the difference between a valley and a valley?

Health: Valley develops from valley. Gully has a large amount of flowing water, fast flow speed and strong downward erosion and traceability erosion, thus deepening and prolonging the gully. When the valley reaches the aquifer, groundwater begins to flow into the valley. If the valley is replenished with stable groundwater, it will gradually evolve into a river valley.

Teacher: Good! In the early stage of development, the catchment area of the valley is relatively small and the cross section is V-shaped. After the formation of the V-shaped valley, the erosion of the river is weakened and the lateral erosion is strengthened. Please look at the picture below and think about it: where are the two points A and B in the picture more suitable for building a river transport terminal, and explain the reasons.

Health: point B and point A are convex banks, with slow water flow and sediment accumulation; Point B is a concave bank with fast current and strong scour, so it is deep and suitable for wharf.

Teacher: Good analysis! Please read the textbook Figure 4. 17. This kind of concave bank erosion and convex bank accumulation will continue. What will happen in the valley?

Health: This river has a continuous bend. The bend of the river continued to expand to both sides, eventually widening the valley and accumulating a lot of sediment in the valley.

Teacher: Yes! At this time, the development of the valley has entered a mature stage. Look at picture c, what are the characteristics of the valley at maturity?

Health: at maturity, the river valley is wide and the cross section is trough-shaped.

Teacher: Not bad. We understand the formation process of river valleys, mainly the surface morphology shaped by external forces. Let's look at an example to see how well you have mastered what you just learned.

(Activities on page 84)

Students read the material and the teacher shows pictures of Zhangjiajie. )

(Students discuss and answer, and teachers summarize)

The headwaters of Lishui River in Zhangjiajie, the upper reaches of Qiushui River and Maoyan River are typical water erosion landforms. There are many valleys and canyons in the valley, because the earth's crust rises, streams cut down strongly, and there is no time to widen the river, thus forming valleys and canyons in the valley. The bottom of the river is extremely narrow and straight, with thousands of walls standing on both sides, and the beach in the valley is full of water.

Teacher: From the formation process of Zhangjiajie valley landform, we can know that although the valley landform is the result of external force, Zhangjiajie's special and dangerous valley landform cannot be separated from the uplift of the earth's crust.

(activity query)

After class, let the students go online to find some landscape pictures formed by external forces such as glaciers and wind, try to describe their characteristics and speculate on their formation process.

homework

Complete the geographic fill atlas.