High school geography teaching plan daquan

Textbooks are dead and can't be changed casually. But the teaching method is alive, and how to teach it depends entirely on the wisdom and talent of the teacher. Next, I compiled a complete set of geography teaching plans for senior high school. I hope you like it!

High school geography teaching plan daquan 1

Location choice of agriculture

Section 1 Agricultural Location Selection

Take your time in class.

This part systematically and detailedly analyzes the natural, social and economic factors that affect agricultural location. Through activities, students can understand that the location choice of agriculture is restricted by many factors. Therefore, when developing agricultural production, we must adjust measures to local conditions and make full and reasonable use of land.

By comparing rice cultivation in the Chao Phraya River Plain in Thailand with that in Australia, the textbook introduces the concept of location and the reasons for choosing different locations in agriculture. In teaching, we should compare the differences in natural conditions, socio-economic conditions and agricultural production characteristics between the Chao Phraya River Plain in Thailand and southeastern Australia. Let the students understand: What are the main location factors of agriculture? The location choice of agriculture is essentially to comprehensively consider various location factors and make rational use of land. On this basis, it is easier for students to answer the reasons for the huge difference in agricultural production between the two places.

Figure 3.3 is the conceptual diagram of the core principle of this unit, which is the basis of other contents of this unit. It should be used repeatedly in the process of analyzing various cases and "activities" in teaching, so as to achieve the purpose of skilled use. P43' s three activities aim to help students understand the layout and changes of agricultural production and the influence of location factors. We should make full use of these contents in teaching to improve students' ability of inquiry and map reading and analysis. Activity 1 and Activity 2: Show maps in teaching, and let students find the geographical locations of Mumbai, Rome and Taihe County, Jiangxi Province. Make students establish the concept of space, and then help them analyze the geographical conditions of these three areas. Activity 3 is "Changes of Agricultural Landscape in Coastal Areas of China". In teaching, it is necessary to show some information about the land use change in this area and the market prices of rice, sugarcane and flowers. Finally, guide students to analyze and explain that the choice of agricultural location is influenced by market factors.

The purpose of P44 case 1 is to show that the location choice of agriculture should be analyzed concretely and viewed from the perspective of development. In teaching, students should be guided to analyze the changes of agricultural products and consumption places in the Mediterranean region, and through the comparison of agricultural location differences between France and Spain, students should learn the methods and ideas of geographical comparison.

The formation of agricultural areas is the result of rational use of land resources according to local conditions. The textbook takes the formation process of mixed agricultural areas in Australia as an example to illustrate this problem. When teaching, we should make full use of the multi-picture synthesis in the teaching materials, analyze the reasons for the formation of mixed agricultural areas in Australia, and train students' ability to look at pictures and analyze.

Three-dimensional target

Knowledge and skills

Understand the meaning of agricultural location from geographical location, natural and social factors.

2. Understand the influence of layout, change and location factors of agricultural production, and explain the influence of agricultural production activities on geographical environment.

3. Cultivate students' ability to read and analyze maps by analyzing the reasons for the formation of regional types of mixed agriculture in Australia.

Process and method

1. Understand the meaning of agricultural location by comparing the landscape maps of different agricultural areas.

2. Use the method of chart analysis and comparison to help students understand the layout, change and location factors of agricultural production.

3. Use specific cases to guide students to understand the differences of agricultural location between France and Spain, and learn to make regional comparisons.

High school geography teaching plan daquan ii

atmospheric circulation

Teaching objectives

Knowledge goal:

1. Understand the formation and mode of three-circle circulation and pressure belt wind belt.

2. Understand the sea-land pressure in the northern hemisphere in June and July.

3. Mastering monsoon circulation is an important part of atmospheric circulation.

4. Understand the relationship between atmospheric circulation and water and heat transport.

Ability goal:

1. Through comparison and analogy, understand and remember the characteristics of three-circle circulation, seven pressure zones and six wind zones on the schematic diagram of three-circle circulation.

2. Looking at the map of "Asian Monsoon" will analyze the formation of monsoon, especially the difference between East Asia and South Asia.

3. Read 1 and July sea level isobars, and analyze the sea-land pressure in the northern hemisphere.

Moral education goal:

1. Through the study of the three-circle circulation, we can understand the important role of atmospheric circulation in the global heat balance and water balance, and also influence the weather changes and climate formation in various places, and understand the dialectical relationship of mutual influence, mutual penetration and mutual restriction among geographical elements.

2. Understand that the climate of China is deeply influenced by monsoon circulation, so as to apply what you have learned and serve the society.

Teaching focus

1. Names, causes and impacts on climate of near-surface pressure zone and wind zone.

2. The name, location and causes of the high and low pressure centers formed by the thermal differences between land and sea in Asia and the Pacific, and the relationship between winter and summer monsoon.

Teaching difficulties

1. The dynamic process of three-circle circulation formation.

2. The formation of monsoon circulation and the difference between East and South Asian monsoon.

teaching method

1. Heuristic teaching, which combines pictures and texts, helps students understand the difficulties of this lesson by drawing and reading pictures while guiding inspiration.

2. Teaching should be step by step, echo before and after, step by step, improve students' ability to understand and analyze problems, and ultimately promote students' understanding and effective grasp of the knowledge points in this lesson.

Teaching aid preparation: projector (film)

Class schedule: one class.

teaching process

Introduce new courses:

The atmosphere is constantly moving, and its forms and scales are complex and diverse, from small-scale local movements, as we learned last class, to small-scale atmospheric movements and large-scale global movements. So, how does the global atmospheric movement move? This is what we are going to learn in this class today. "2.4 Global Atmospheric Circulation" (blackboard writing)

New curriculum teaching:

There is a global regular atmospheric movement, usually called atmospheric circulation. Atmospheric circulation is a main form of atmospheric movement. It exchanges heat and water vapor between high and low latitudes and between land and sea, regulates the global water and heat distribution, plays an important role in the global heat balance and water balance, and is also an important factor in the weather change and climate formation in various places. This lesson mainly talks about two typical circulation forms: three-circle circulation and monsoon circulation. Let's take a look at the three-loop cycle first.

One or three cycles (blackboard writing)

For simplicity, it is assumed that the atmosphere moves on the uniform surface of the earth, regardless of the influence of the earth's rotation. At this time, the cause of atmospheric motion is uneven heating at high and low latitudes. Therefore, in the equatorial region, which is hot all the year round, the atmosphere is heated and expanded. In the polar regions where it is cold all year round, the atmosphere gets cold, shrinks and sinks. In this way, at high altitude, the equator forms a high pressure, the direction of the pressure gradient force points to the polar region, and the atmosphere flows from the equator to the polar region. A low pressure is formed near the equator, and a high pressure is formed at the poles. The direction of the pressure gradient force points to the equator, and the atmosphere flows back to the equator from the poles. Therefore, a single closed circulation is formed between the equator and the polar regions in the northern hemisphere. As shown in the figure.

1. Global atmospheric movement-single circulation (blackboard writing)

But in fact, this closed circulation between the equator and the polar regions does not exist, because the earth has been spinning, and as soon as the atmosphere starts to move, it is immediately affected by the geostrophic bias, thus forming a three-circle circulation.

2. Global atmospheric movement-three-circle circulation (blackboard writing)

Because the earth is constantly rotating from west to east, it is still assumed that the nature of the surface is uniform, and the factors that cause atmospheric motion are uneven heating between high and low latitudes and geostrophic deviation. Take the northern hemisphere as an example to illustrate the atmospheric movement at this time.

The warm air rising in the equatorial region (arrow ①) flows from the equatorial sky to the Arctic sky (south wind) under the pressure gradient force, and gradually deflects from the south wind to the southwest wind under the geostrophic deflection force (arrow ②). When it reaches the sky near 30 N, the wind direction deflects parallel to the isobar and becomes a westerly wind. In this way, the airflow cannot continue to flow north to the North Pole, but moves from west to east. Because the air over the equatorial region is constantly flowing, it can't continue northward, and it accumulates above 30 N. As the air density increases, it produces a downward airflow (arrow ③), which increases the pressure in the lower layer and forms a subtropical high area. At low altitude, the direction of pressure gradient force is from subtropical high to equatorial low pressure area, and the atmosphere gradually deflects to the right in the process of flowing south, forming northeast trade winds (draw arrow ④). In this way, a low latitude circulation circle is formed between the equator and 30 n.

(1) low latitude circulation (blackboard writing)

Near the ground, part of the airflow in the subtropical high zone flows to the equatorial low zone. The other part of the airflow flows northward, and gradually turns from the south wind to the right under the action of geostrophic deflection force, forming southwest wind, also known as prevailing west wind (draw arrow ⑤). At the same time, the southerly airflow in the polar high pressure area gradually turns to the right, forming a northeast wind, also known as the polar easterly wind (draw arrow ⑥). The prevailing westerly wind and polar easterly wind meet at around 60 N, forming an updraft and a sub-polar low pressure belt at low altitude. The updraft rises to high altitude, and part of it flows through the subtropical high pressure area (draw arrow ⑦) to supplement the source of downdraft in the subtropical high pressure area (draw arrow ⑧). In this way, a mid-latitude circulation circle is formed between 30 N and 60 N.

(2) Mid-latitude circulation (blackboard writing)

The updraft near 60 north latitude, the other part flows through the polar region (draw arrow ⑨) to supplement the downdraft in the polar high pressure region (arrow ⑩). In this way, a high latitude circulation circle is formed between 60 N and the polar regions.

(3) High latitude circulation (blackboard writing)

In the southern hemisphere, there are also three circulation circles: low latitude, middle latitude and high latitude. Because the geostrophic force in the southern hemisphere deflects the airflow to the left, the direction of circulation is different from that in the northern hemisphere.

In this way, near the ground, there are 7 pressure zones and 6 wind zones in the world. (projection)

There are seven pressure zones, namely equatorial low pressure zone, subtropical high pressure zone in the northern and southern hemispheres, subtropical low pressure zone in the northern and southern hemispheres and polar high pressure zone in the northern and southern hemispheres.

The wind zones between the pressure zones are: low-latitude trade winds in the southern and northern hemispheres, mid-latitude westerly winds in the southern and northern hemispheres, and polar easterly winds in the southern and northern hemispheres.

Q: What's the difference between the equatorial low and the sub-polar low? What is the difference between the causes of polar high and subtropical high?

The equatorial low pressure area and the polar high pressure area are formed by air movement caused by uneven cold and heat, so they are formed by thermal reasons. Subtropical low pressure area and subtropical high pressure area are formed by the change of air quality caused by atmospheric movement, so these two pressure areas are formed by dynamic reasons.

Because the direct point of the sun moves north and south with the change of seasons, the pressure belt and wind belt also move periodically in a year (see Figure 2. 17). As far as the northern hemisphere is concerned, it generally moves north in summer and south in winter. The pressure belt and the wind belt move regularly from north to south in a year, which often leads to completely different weather and climate conditions in the same area in different seasons.

Orientation: The distribution of pressure zone and wind zone mentioned above is an ideal model without considering the influence of land and sea distribution and topography. In fact, the earth's surface is not uniform, and the actual situation of atmospheric circulation is much more complicated than the ideal model due to the influence of land and sea distribution, terrain fluctuation and other factors. Let's understand the influence of land and sea distribution on atmospheric circulation.

Second, the influence of land and sea distribution and atmospheric circulation (blackboard writing)

Please read Figure 2.18 "Isobar Sea Level Distribution Map in July" and Figure 2.19 "Isobar Sea Level Distribution Map in June 5438+0" to analyze the different characteristics of subtropical high and subtropical low belts in the southern and northern hemispheres.

As can be seen from the figure, the subtropical high pressure zone and subtropical low pressure zone in the southern hemisphere are basically banded, especially in the area south of 30 south latitude, while the high pressure zone in the northern hemisphere is faulted, especially in Asia and the Pacific, which is covered by a wide range of high pressure zones and low pressure zones.

Q: Why is there such a difference in the pressure distribution between the northern hemisphere and the southern hemisphere on the sea level isobar map?

By projecting the distribution map of the world's continents and oceans, and comparing the distribution maps of the sea level isobars in May and July of 5438+/kloc-0, we can see that this is because the southern hemisphere's ocean area is absolutely dominant, and the northern hemisphere's land area is significantly increased, and the land and sea are alternately distributed.

Q: How does the difference between land and sea affect the pressure distribution?

People who swim in rivers, lakes and seas have this experience. At noon in midsummer, if you lie on the beach, you will feel warm, but it is gentle in the water; Winter is just the opposite. This is mainly because the specific heat of seawater is greater than that of land. Under the same solar irradiation conditions, the temperature change of seawater is much slower than that of land. In summer, the temperature in the mainland is much higher than that in the sea, forming a thermal depression; In winter, the temperature on the mainland is much lower than that on the sea, forming a cold high pressure. The thermal properties of land and ocean are different, which affects the pressure distribution between land and ocean. See Figure 2. 18 and Figure 2. 19 for the specific air pressure distribution.

It can be seen from the sea level isobar chart in July that the subtropical high was cut off by the continental thermal low, especially in the Asian continent, where the summer warming was intense, and the Asian thermal low (also called Indian low) was the most prominent, which made the subtropical high only stay in the ocean, forming the Hawaiian high in the North Pacific and the azores high in the North Atlantic. On the sea level isobar map of June+10, 5438, the sub-polar low pressure area was also cut off by the continental cold high, especially the Asian high (also called Mongolian Siberian high), which has the widest control range. Almost all the eastern part of Eurasia is under its control. This makes the sub-polar depression only stay in the ocean, forming the Aleutian depression in the North Pacific and the Icelandic depression in the North Atlantic.

In winter and summer, these high and low pressure centers on land and sea are powerful and extensive, and are called atmospheric activity centers. They move to the north and south with the seasons, which have great influence on the weather and climate all over the world. Once the location and intensity of these atmospheric activity centers are abnormal, it will cause global weather and climate anomalies.

After class, let the students read Subtropical High and Precipitation, Drought and Flood in China to understand the influence of subtropical high on the weather and climate in China. Once the position and intensity of subtropical high are abnormal, it will cause floods and droughts in different regions of China, so as to understand the law and nature.

To sum up, the influence of land and sea distribution on atmospheric circulation can be briefly summarized as follows: (slide)

Orientation: We know the distribution of three-circle circulation, pressure zone and wind zone, and monsoon circulation is also an important part of atmospheric circulation. The climate of China is deeply influenced by monsoon circulation. Let's learn about this part of monsoon circulation.

Third, the monsoon circulation (blackboard writing)

First of all, please read the textbook to understand what monsoon is.

1. The concept of monsoon (blackboard writing)

The phenomenon that the prevailing wind in a large area changes significantly with the seasons is called monsoon.

Look at the textbook and Figure 2.20 "Asian Monsoon" to see where the monsoon is mainly distributed. How does the wind change?

2. Monsoon distribution and wind direction (blackboard writing)

Monsoon is mainly distributed in eastern Asia, with southeast wind blowing in summer and northwest wind blowing in winter. As the song "Loess Plateau" sings, "Whether it is northwest wind or southeast wind …" actually refers to the East Asian monsoon.

Q: Why is the monsoon in East Asia the most typical? How is the seasonal variation of wind direction formed?

3. Causes of monsoon formation (blackboard writing)

Eurasia is the continent of the world, the Pacific Ocean is the ocean of the world, and East Asia is in between. The difference of thermal properties between land and sea makes the temperature difference and seasonal variation between land and sea more significant than that in any other area. In winter, the East Asian continent is controlled by the Mongolian Siberian high (see Figure 2.20), and the ocean is low pressure, so that under the action of the pressure gradient force, the airflow points from the land to the ocean, and under the action of the geostrophic deflector, the northern hemisphere tilts to the right, thus forming the northwest monsoon in East Asia in winter. Similarly, in summer, the East Asian continent is controlled by Indian low pressure, while the ocean is high pressure. Under the action of horizontal pressure gradient force and geostrophic deflection force, southeast winds blow in East Asia in summer. It can be seen that the formation of the East Asian monsoon is mainly due to the seasonal variation of the sea-land pressure center between winter and summer.

In winter, the Mongolian-Siberian high front is northerly in East Asia, with low temperature, dryness and strong wind. In summer, southerly winds from the northwest of the Pacific subtropical high prevail in East Asia, and the weather is hot, humid and rainy.

Read Figure 2.20. What about the seasonal variation of wind direction in southwest China and India?

As can be seen from the figure, the northeast monsoon is in winter and the southwest monsoon is in summer in southwest China and India.

Q: How are the northeast monsoon and southwest monsoon formed?

In winter, South Asia is also influenced by Mongolia-Siberia high, and the northeast monsoon is formed due to the thermal difference between land and sea. In summer, due to the northward movement of the direct point of the sun, the positions of the pressure belt and the wind belt also move northward, which makes the southeast trade winds in the southern hemisphere move northward across the equator and deflect to the right under the influence of the geostrophic deflector, forming the southwest monsoon.

It can be seen that the difference of thermal properties between land and sea is an important reason for the formation of monsoon, but it is not the only reason. The seasonal movement of pressure zone and wind zone is also the cause of monsoon.

China's climate is deeply influenced by monsoon, which also brings some benefits to China. Please watch Activity 2 and discuss what benefits the monsoon brings to China.

Examples are as follows:

In the latitude zone of the world north latitude 15 ~ 30, most of them are arid deserts or deserts. Such as West Asia and North Africa. China is located in the south of the Yangtze River in this latitude zone, so it has become a place with abundant precipitation, mainly due to the monsoon climate with the same rain and heat.

Affected by the monsoon climate, in summer, except for the plateau and mountainous areas, the temperature in the north and south of China is generally higher, which is higher than that in many areas of the same latitude in the world. Summer fever is a major advantage of China's climate resources, which enables warm crops such as cotton, rice and corn to be planted in the vast northern region of China. China's rice and cotton planting industry is among the best in the world. In high temperature season, crops grow vigorously and need a lot of water. Summer is the wettest season in most parts of China. The monsoon climate with the same season of rain and heat is a very superior climate resource in China, which is very beneficial to the growth of crops, forests and pastures.

Classroom exercises:

Students who live by the sea or have traveled to the sea will have such an experience: in summer, standing by the sea, only the sea breeze blows gently, and the summer heat disappears. Why does the wind blow from the sea to the land (sea breeze) during the day and from the land to the sea (land breeze) at night?

Analysis: as shown in the figure.

Due to the difference of thermal properties between land and ocean, during the day (as shown in the upper left), the land heats up quickly, forming a thermal low pressure near the ground and a high pressure at high altitude; The ocean heats up slowly, relatively forming near-surface high pressure and high-altitude low pressure. Under the action of pressure gradient force, the airflow flows from high pressure to low pressure, forming a circulation circle as shown in the figure. Because the near surface is from the ocean high pressure to the land low pressure area, the daytime wind blows from the ocean to the land to form a sea breeze. This is like the formation of the East Asian summer monsoon.

At night (as shown at the top right), the land cools faster than the ocean. Cold high pressure is formed near the ground and low pressure is formed at high altitude; In the ocean, low altitude forms low pressure and high altitude forms high pressure. Under the action of pressure gradient force, the air flow forms a circulation circle as shown in the figure. So at low altitude, air flows from land to sea, so night wind blows from land to sea, forming land wind. This formation process seems to be very similar to the formation of the East Asian winter monsoon.

Course summary:

Through the study of this lesson, we know that atmospheric circulation is a main form of atmospheric movement, and it is a global and regular atmospheric movement. Among them, three-circle circulation and monsoon circulation are typical.

First of all, students are required to make clear that the formation of three-circle circulation is also influenced by factors such as pressure gradient force and geostrophic deflection force. The global pressure zone and wind zone are the result of near-surface atmospheric circulation.

Secondly, it is necessary to understand the influence of the difference in thermal properties between land and sea on the atmospheric circulation, which is manifested in the destruction of the zonal distribution of pressure zones and wind zones that change with the seasons, especially in the northern hemisphere.

Thirdly, master the formation of monsoon and the change of wind direction, as well as the influence of monsoon on the climate in China.

Senior high school geography teaching plan daquan iii

Three economic zones

First, the teaching objectives:

1, understand the division basis of the three economic zones, and master the location and scope of each zone; Understand the differences in the level and speed of economic development in the three regions; Understand the influencing factors of regional economic differences.

2. Understand that regional economic differences are the result of the comprehensive effects of natural, social and economic reasons. Cultivate students' ability to analyze problems comprehensively and dialectically.

Second, the teaching emphasis and difficulty:

1, with emphasis on: (1) economic differences among the three regions; (2) Influencing factors of zonality difference.

2. Difficulties: How to understand the historical and practical reasons for the differences among the three major economic zones and the future development direction of each region.

Three. Teaching hours: 1 hour

Fourth, preparation of teaching AIDS: multimedia courseware, projectors, etc.

Teaching methods: lecture, inspiration, discussion, etc.

Six, teaching steps:

[Introduction to New Lessons] Students! In the first two sections, we looked at the regional division and regional differences of China from a natural perspective. Now let's look at the regional division of China from the perspective of economics. Let's compare the division from nature. What is the connection between the two? Ok, with these questions, let's start this section.

[Blackboard] 1.3 Three Economic Zones in China

I. Division of Three Economic Zones

Question: How are the three natural areas in China divided? You can ask your classmates for answers, or you can answer them collectively.

[Transfer] Right. The division of the three natural areas is mainly based on natural factors. In China, climate and landform are the two basic factors that determine the difference of natural geographical environment in China. So what is the basis for the division of economic zones? According to the different levels of economic and social development of provincial administrative regions.

[blackboard writing] division basis: the eastern part of the economic and social development level of each provincial administrative region (12 provinces and cities); Central China (9 provinces); Western China (10 provinces and cities)

[Activity] Take out the teaching wall chart "Three Economic Zones in China".

Ask the students to look at the pictures and think about the difference between the division of economic zones and the division of natural zones. What's the connection between them?

[Summary] First of all, let's look at their differences: 1, and the division basis is different. (As mentioned above) 2. The boundaries are different. The boundaries of natural regions are related to natural factors, while economic regions are divided by the boundaries of provincial administrative regions. 3. The scope is different. The eastern and central economic zones are roughly coincident with the eastern monsoon zone (including the central part of arid and semi-arid areas in northwest China), and the western economic zone includes most arid and semi-arid areas in northwest China and the whole Qinghai-Tibet alpine region.

Their connection: the advantages and disadvantages of natural conditions are closely related to economic and social development (as can be seen from the figure). Students can also continue to consider the differences and connections between natural regional economies. We talked about the differences between natural areas and economic areas, so let's see what are the differences between economic areas.

[Blackboard] Second, the economic differences among the three districts.

Narrator: The three economic zones are different in many aspects, among which the level of social and economic development and the speed of economic development are more prominent.

[Blackboard] 1, social and economic development level

(1)GDP: It is the final result of all permanent unit production activities in a certain period. Usually represents the economic development level of a region.

(2) Comparison of three aspects:

Eastern, central and western regions

The most developed, developed and backward.

2. Speed of economic development: (It can reflect the development potential of a region's national economy)

Eastern, central and western regions

Fastest, slower in the east and slower in the west.

[Narrator] Students can look at the GDP growth in the three districts of Figure 1. 10 and answer the questions. Why are there differences between different regions in the same country? And it may be very different? With these questions, let's look at the influencing factors of zonal differences.

[Blackboard] Third, the factors that affect the zonality difference.

Narrator: We talked about the characteristics of three natural areas, which have great influence on agriculture, industry and other industries because of the different climate and landforms. For example, the construction of the Qinghai-Tibet Railway is more difficult than other areas, and agriculture is more obvious. Agriculture in the east is developed, but the level of agricultural development in the central and western regions is not very high. Strategic location, east of the sea, open and convenient shipping. The midwest is far from the sea and has been closed for a long time.

[blackboard writing] 1, natural factors

(1) Natural conditions: climate, landform, soil, hydrology, etc.

(2) Geographical location: whether it is near the sea, traffic location, etc.

Narrator: We have studied the influence of natural factors on zonal differences. Let's look at the socio-economic reasons.

[blackboard writing] 2. Social and economic reasons

[Narrator] Please look at the contents of the textbook P 1 1, and then let's sum it up.

[Summary on the blackboard] (1) Historical reasons: different social and economic foundations;

(2) People's concept: the East is more open;

(3) Industrial structure: the eastern part is better;

(4) Political reasons: China's reform and opening up started from the coast.

[Summary] Students, we have finished this section. However, the content left for us to think is complicated, which requires us to read more books and think more, so as to make our knowledge more solid and further apply what we have learned. Now leave a question for students to think and discuss. Q: How to understand the important theory of "get rich first * * * get rich first" put forward by Comrade Deng Xiaoping? (Hint: Please think geographically).

Senior high school geography teaching plan encyclopedia related articles;

Taken the first geography "the movement of the earth" lesson plan daquan

★ The first volume of geography "The Earth and the Globe" lesson plan daquan

★ A complete collection of high school geography knowledge points

★ Compulsory Geography in Senior High School Chapter 5 Characteristic Teaching Plan

★ The geography teaching plan "The Revolution of the Earth and the Return Movement of the Direct Point of the Sun" is a freshman. ...

★ The second chapter of geography in senior one is compulsory.

★ Summary of the most advanced high school geography knowledge points

★ encyclopedia of teaching plan design of the first geography "the movement of the earth"

★ Summary of the latest high school geography knowledge points.

★ A complete collection of geography learning methods and skills in senior one.