High school geography lecture notes

A collection of 5 high school geography lecture manuscript templates

As a dedicated people’s teacher, it is inevitable to prepare lecture manuscripts, which are helpful for smooth and effective teaching. Activity. So what issues should we pay attention to when writing lecture manuscripts? Below are 5 high school geography textbooks that I compiled. They are for reference only. Let’s take a look.

High School Geography Lecture Notes 1

1. Lecture Materials

The content is selected from the compulsory course 2 of the geography textbook of the People's Education Press, Chapter 4, Problem Study "Meicheng Jiaozuo" Where is the way out?" The text takes Jiaozuo City, Henan Province as an example to describe the general ideas and methods of economic transformation in resource-depleted cities. As the content of the problem study, this lesson is a summary and sublimation of the knowledge in this chapter. It has the characteristics of generality and comprehensiveness. It requires high students' abilities and is an ideal material for cultivating students to comprehensively apply geographical knowledge.

Knowledge objectives: Taking Jiaozuo City as an example, master the general theories and methods of economic transformation in resource-depleted cities.

Capacity goals: Achieve the purpose of knowledge transfer through the study of relevant cases, learn the general ideas and methods to solve such problems, and improve the ability to apply related geographical information.

Moral education goals: Look at geographical issues from a macro perspective, actively transform your own geographical and world views, and face the current state of things from the perspective of dialectical development.

Teaching focus: Take Jiaozuo City as an example, comprehensively analyze its geographical environment factors, and master the relevant theories and methods of the economic transformation of resource-depleted cities.

Teaching difficulties: Use textbook cases to analyze the economic transformation paths of other different types of resource-depleted cities, and use relevant theories and methods to give rationalized suggestions.

2. Preaching method

Narrative method, comparison method

Multimedia computer

3. Preaching method

< p> As the content of problem study, this lesson is a sublimation of the knowledge of the entire chapter, integrating fragmented knowledge points and geographical thoughts into one example. For students, it mainly tests their ability to comprehensively apply the knowledge in this chapter and their accumulation of geographical elements. First of all, comprehensive analysis of the geographical profile of a place requires students to have a certain sensitivity to natural and human geographical elements and to be able to extract necessary materials from relevant materials. In addition, you must learn to read maps and grasp the basic geographical overview in the map. Then, based on the potential advantages of resource-depleted cities, an assessment is made taking into account the comprehensive geographical location, and rationalized suggestions for its economic transformation are given. To study the content of this section, you must analyze specific issues and treat the current state of things from a dialectical and developmental perspective.

IV. Talking process

As a problem-based research course, this class first has a certain level and requires students to have a good grasp of the content they have learned previously. Before introducing, it is necessary to review the main knowledge points in the first three sections: mainly focusing on "the main factors affecting industrial location", "the benefits of industrial agglomeration and decentralization", "the transformation and management of traditional industrial areas and the characteristics and development of new industrial areas" "Conditions" and other three questions raised questions to help students clarify the key points, difficulties and teaching ideas of this chapter. The specific introduction process is relatively simple. You only need to introduce the development status of my country's industrial and mining cities. During this period, you can briefly review the distribution of mineral resources in our country if necessary.

The text mainly talks about the economic transformation of Jiaozuo, a coal city, so it is necessary to give a necessary introduction to Jiaozuo first. Material 1 in the textbook mainly introduces the industrial status of Jiaozuo City, and Material 2 mainly introduces the industrial advantages of Jiaozuo City. Through the reading of two paragraphs of materials, students are guided to collect important geographical elements, such as Jiaozuo's status as an energy base, its coal, refractory clay, bauxite and other mineral deposits, convenient road and railway transportation, excellent and abundant tourism resources, and good agricultural basic conditions, etc. wait. This way of simplifying the complex is helpful to grasp the key points of the problem at a macro level, and is also an important method for students to process relevant geographical data in the future. Of course, the development of this screening ability requires the guidance of teachers and the cooperation of students' practice. For the teaching of this lesson, students can be appropriately arranged to collect other necessary information in order to increase the width of their field of vision and adjust the classroom atmosphere. In addition, obtaining necessary geographical information through maps is still a top priority in geography teaching. For example, Jiaozuo City’s absolute geographical location, relative geographical location, climate, topography, mineral resources, traffic conditions, etc. can all be obtained through related maps. Obtained through interpretation.

After analyzing the geographical profile and industrial advantages of Jiaozuo City, it is necessary to put forward rational suggestions for the problems caused by resource depletion. Since we are talking about economic transformation, the scope of the topic should be clearly defined within this field. Through the relevant content of Material 3, we understand that Jiaozuo City needs to work hard on three rectification policies: adjusting industrial structure, cultivating new advantageous industries, and enhancing comprehensive competitiveness. Therefore, guiding students to make suggestions on strengths and weaknesses, using the three rectification guidelines as the benchmark, and measuring the feasibility of suggestions is an effective way to train students to solve such problems. What I will teach students here is the problem-solving method rather than the content of the case. As the saying goes, "It is better to teach a student to fish than to teach him to fish."

Next, based on the students’ suggestions and the 10-point rectification ideas listed in the analysis of teaching materials, students can freely speak and put forward their opinions. Through teacher guidance and student discussions, specific plans for economic transformation suggestions will be determined. Finally, pay attention to comparing the suggestions with the industrial advantages to see whether the suggestions are all based on the industrial advantages. This will deepen the students' impression. Through the corresponding relationship between the suggestions and the advantages, it will not be difficult to find solutions to such problems. ideas.

Finally, I will select a similar case in a resource-depleted city, give the necessary information, and guide students to answer the questions, in order to deepen their impression of relevant knowledge. High School Geography Textbook Part 2

1. Textbook Analysis:

The topic "2.4 Global Atmospheric Circulation" is selected from the full-time ordinary high school textbook "Geography" published by the People's Education Press Section 4 of Unit 2 is suitable for first-year high school students. The entire lecture is divided into four parts.

1. Analysis and processing of teaching materials:

(1) Status and role: This unit closely focuses on the main line of atmospheric environment and human survival and development. The previous sections introduced the composition of the atmosphere, the vertical distribution of the atmosphere, and the basic knowledge and basic theories of atmospheric movement. The content of this section is the focus and difficulty of this chapter, and serves as a link between the past and the next. Through the study of this course, students can have a preliminary understanding of the overall movement principle of the global atmosphere and its important significance, and provide a basic theoretical basis for future study of world climate types, the formation and distribution of natural zones, and the formation of ocean currents.

(2) Academic Analysis

The physical and mental development of first-year high school students tends to be mature, they have a wide range of knowledge, and have strong cognitive ability, reasoning ability and self-study ability, so the teaching process With the core of inspiring students' thinking and the active participation of students as the symbol, effective teaching is carried out under the independent learning method.

(3) Key points and difficulties in teaching

1. Key points: the formation of three-circle circulation and the formation and movement process of air pressure belts and wind belts.

2. Difficulty: the direction of the wind in three-dimensional space.

3. Basis for establishing key points and difficulties:

The basis for establishing the formation of three-circle circulation as the key point is that the three-circle circulation is the basis for the formation of global pressure belts and wind belts, and is also the world climate The basis for establishing the formation and movement process of pressure belts and wind belts is that the formation and movement process of pressure belts and wind belts are the basis for the formation of monsoon circulation and world climate.

The reason why it is difficult to establish the direction of the wind in three-dimensional space is that students lack spatial imagination and it is difficult to establish a three-dimensional space model. It is even more difficult to understand the wind direction at low altitude and high altitude in a three-dimensional space model.

(4) Teaching material processing:

In order to fully reflect the whole process of inquiry, this lesson first reminds students to firmly grasp the formation process of atmospheric movement that they have learned before, and combine the before and after The knowledge is closely connected; in order to allow students to better grasp the formation of three-circle circulation, a content has been added - the formation of single-circle circulation; in addition, the knowledge system of the textbook is broken down into the formation of three-circle circulation, pressure zone and wind belt The formation, the influence of land and sea distribution on atmospheric circulation and the monsoon circulation are four parts.

Second and three-dimensional goals:

1. Knowledge and skills

Understand the formation process of three-circle circulation; master the formation and movement rules of pressure belts and wind belts .

2. Process and methods

① Practical ability: Ability to correctly draw three-circle circulation and schematic diagrams of pressure zones and wind zones;

② Picture reading and analysis ability: Able to use diagrams to correctly analyze and explain some problems with pressure zones and wind zones.

3. Emotional attitude and value goals

Enable students to develop study habits of applying what they have learned and integrating theory with practice, so that students can establish a dialectical materialist ideology and realize that exercise is Absolute, stillness is relative.

4. Establish the basis:

Based on the requirements of the new curriculum standards and the actual cognitive level of high school students.

3. Teaching methods and means

1. Establish the basis: A famous educator once said: The beginning of teaching lies in obtaining the method. Therefore, in order to achieve better educational results, teachers should choose effective teaching methods. Since this section has many difficulties and is relatively abstract, it is not convenient to use traditional teaching, so multimedia technology is used for teaching. Since this section is an important teaching content for cultivating students' spatial thinking ability, during the teaching process, attention should be paid to the use of various geographical principle diagrams or multimedia animations to guide students to observe and think, and ultimately cultivate image thinking and abstract thinking. Achieve the combination of two kinds of thinking.

2. Methods and means:

① Through multimedia animation demonstration, let students analyze, summarize and compare the formation of three-circle circulation according to the text;

② With the help of multimedia animation, knowledge teaching is completed using question-based teaching and inquiry-based learning methods.

3. Purpose: Use multimedia animation to process static information in textbooks into dynamic information, turn abstraction into concreteness, mobilize students' multiple senses, and leave a vivid and deep impression on students with vivid and intuitive pictures. .

At the same time, it attracts students' attention, arouses their strong desire for knowledge, and lays the foundation for overcoming difficulties.

IV. Teaching process

(Lecture introduction, teacher showing multimedia animation) What is the fundamental cause of atmospheric movement? From a global perspective, where are the areas that receive the most and least solar radiation energy?

(Teacher shows multimedia animation to guide students to think) Areas near the equator gain the most heat. How does the air move in the vertical direction? Areas near the poles have less heat all year round. How does the air move in the vertical direction? What is the result of this vertical movement? If we do not consider the surface fluctuations and the distribution of land and sea, but only consider the influence of geostrophic deflection force, what will be the result of atmospheric movement? What is the function of the three-circle circulation?

(Written on the blackboard) One and three-circle circulation

1. Causes

2. The formation of single-circle circulation

3. Three-circle circulation The formation of circulation

4. The role of three-circle circulation

(The teacher guides students to observe the multimedia animation or reflection on the three-circle circulation diagram) The air in the equatorial region rises, and the air in the polar regions sinks, resulting in How does the air pressure change near the ground? The air in the subtropical region sinks, the cold and warm air in the subpolar region meet, and the warm air rises. How does the air pressure near the surface change? Compare the differences in the causes of equatorial low pressure belts and subpolar low pressure belts? Compare the differences in the causes of subtropical high pressure belts and polar high pressure belts? How does the air move in the horizontal direction due to the influence of polar deflection and friction due to the distribution of high and low air pressure near the ground? Will the distribution of pressure and wind bands not change? What are the properties of pressure belts and wind belts?

(Written on the blackboard) 2. Global pressure zones and wind belts

1. Differences in the distribution and causes of pressure zones

2. Distribution rules of wind belts

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3. Seasonal movement of air pressure belts and wind belts

(Guide students to observe the air pressure distribution map in January and July in the textbook, or the board diagram or multimedia animation drawn on the blackboard) Based on the Eurasian continent For example, in winter, the continent is a cold source, forming a high-pressure center and cutting off which pressure zone? In summer, the continent is a heat source, forming a low pressure center and cutting off which pressure band? This forms different high and low pressure centers between the ocean and land. What are the distribution locations and names of these high and low pressure centers?

(Written on the blackboard) 3. The influence of the distribution of sea and land on atmospheric circulation

1. The different effects of thermal differences between sea and land on the pressure zones and wind belts of the northern and southern hemispheres

2. The names of land and ocean pressure centers in January and July in the Northern Hemisphere

(Guide students to observe the Asian monsoon in the textbook, which is a picture or multimedia animation) Because different high and low pressure centers are formed between the continents and oceans in the Northern Hemisphere, they are different. What are the characteristics of the seasonal movement of atmospheric levels between ocean and land? What are the differences in the causes of winter and summer monsoons in East Asia and South Asia? What are the characteristics of winter and summer winds? What is the scope of influence?

(Exploration activity) Topic: Why is the middle and lower reaches of the Yangtze River in my country a famous land of plenty? And the Sahara region, which is at a similar latitude, is covered in deserts?

Analysis: This inquiry activity can be used in class (it is best to do it when the global atmospheric circulation has been taught but the monsoon circulation has not yet been taught. In this way, the teaching of monsoon circulation can be introduced. The main purpose of this inquiry activity is The purpose is to let students understand that the ideal global atmospheric circulation pattern is actually affected by other factors, such as the distribution of sea and land and the seasonal movement of wind and pressure zones.

(Written on the blackboard) 4. Monsoon circulation

1. The causes of monsoon circulation

2. Characteristics of the winter and summer monsoons in East Asia and South Asia and their scope of influence

V. Blackboard design

Section 4 Global Atmospheric Circulation

One and Three Circulations

1. Causes

2. Formation of Single Circulation

3 The formation of three-circle circulation

4. The role of three-circle circulation

2. Global pressure zones and wind belts

1. The distribution and causes of pressure zones Differences

2. Distribution rules of wind belts

3. Seasonal movement of pressure zones and wind belts

3. Impact of sea and land distribution on atmospheric circulation

1. The different effects of thermal differences between land and sea on the pressure zones and wind zones in the northern and southern hemispheres

2. Names of land and ocean pressure centers in the northern hemisphere in January and July

4. Monsoon circulation< /p>

1. The causes of monsoon circulation

2. Characteristics of the winter and summer monsoons in East Asia and South Asia and their scope of influence

VI. Teaching reflection:

The new curriculum emphasizes the joint participation of teachers and students in classroom construction, and emphasizes students' independent learning, inquiry learning, and cooperative learning. Therefore, in the teaching process, teachers should become organizers, guides, and facilitators, and let students become. Explorers and discoverers, so that innovative ideas can shine in them.

High School Geography Lecture Notes Part 3

1. Lecture Materials

This lesson is derived from the study of the second chapter of the compulsory course 2 of the People's Education Press. This lesson mainly requires students to be able to The application of the previous knowledge can combine what we have learned to analyze the factors that should be considered in housing, the negative effects that occur in the process of urbanization, how we should calmly analyze and face urbanization, and apply it to real life.

Knowledge objectives: Factors affecting home purchase;

Understand the meaning and characteristics of suburbanization and counter-urbanization, and be able to analyze material phenomena.

Ability goal: to be able to analyze one's own factors, social environment and other factors, and choose housing reasonably

Emotional goal: to establish the appropriate emotional attitude towards urbanization, and not to be arbitrary in combination with oneself Judge whether something is good or bad.

How to choose housing reasonably based on various factors

Understanding of suburbanization and counter-urbanization

Understanding of suburbanization and counter-urbanization

2. Preaching method

Group discussion, investigation and research, comparison and induction

Textbook materials, multimedia

3. Preaching method

1. Use the pre-class group inquiry form to conduct relevant investigations on the issues learned, to cultivate students' in-depth communication and expression skills in life and cooperative inquiry abilities;

2. Draw conclusions through comparison and summary, and improve students' analysis Generalization ability, grasping the essential characteristics of things to solve problems;

IV. Teaching process

1. Introduction to learning

Before class, I asked the students to investigate and analyze the housing selection problem. Today we will take a look at the students’ results, summarize the principle issues of house purchase, and provide reasonable guidance for our house purchase.

◆Design intention: direct import, straight to the point, because the students have been previewed and investigated beforehand, and they know what they want to learn, and the students are looking forward to showing the results, so directly expressing the students' inner thoughts saves time. .

2. Activity design

Pre-class activities: Divide into four groups and conduct a survey of three housing areas in Nanjing, Xinjiekou Confucius Temple, Itakun, and Xianlin. Conduct a questionnaire survey, design your own questionnaire, and analyze the housing price requirements of the location, residents' requirements, why residents want to buy housing in this location, infrastructure settings, and other factors related to residents' home purchases. < /p>

3. Problem design

Students, I wonder if you have discovered a problem during the investigation. Houses in the suburbs, especially villas, are all high-end residences. Many wealthy people living place, so why is this happening? As residents move to cities in the process of urbanization, why do many wealthy people move to the suburbs? This is the second issue we are going to study today: counter-urbanization.

◆Design intention: To transfer transitional knowledge, from the study of home purchase selection factors to the study of suburbanization, while cultivating students' ability to discover problems and inspiring them.

5. Design of blackboard writing

None High school geography lecture manuscript Part 4

1. Talking about the teaching materials:

Brief analysis of the teaching materials: The content is selected from the compulsory course 2 of high school geography published by the People's Education Press.

Course standard requirements:

Analyze agricultural location factors and illustrate the characteristics and formation conditions of major agricultural region types with examples.

Interpretation of this lesson standard:

1. Explain the formation conditions and characteristics of agricultural regional types dominated by planting;

2. Name the commodities The distribution range of grain agriculture explains the formation conditions and characteristics of commercial grain agriculture.

Content status and role:

Agriculture is the industry most affected by the natural environment. Agriculture is the industry with the longest history of development. With the development and progress of society, the social environment has an increasing impact on agriculture. The type of agricultural region dominated by monsoon paddy farming mainly reflects the impact of the natural environment on the formation of agricultural regions; commercial grain agriculture reflects the impact of the social environment on the formation of agricultural regions. This section includes two parts, one is monsoon paddy agriculture, mainly distributed in the Asian monsoon region; the other is commercial grain agriculture, mainly distributed in developed countries.

The textbook contains not much text but is equipped with a large number of maps and landscapes. Therefore, during the teaching process, students should be fully organized to consult maps, mine geographical information, and develop analytical abilities. When analyzing agricultural location factors, it must be analyzed from two aspects: natural factors and socio-economic factors to find out the advantageous location factors.

(1) Knowledge and skills

1. Understand the distribution, production characteristics and location advantages of monsoon paddy agriculture.

2. Understand the regional distribution and production characteristics of commercial grain agriculture and the location advantages of commercial grain agriculture in the United States.

(2) Process and Methods

Read the figure "The Formation and Distribution of Asian Monsoon Paddy Agriculture" to understand the regional distribution and location characteristics of Asian monsoon paddy agriculture; analyze the case "U.S. "Commodity Grain Agriculture" to understand the formation conditions and main characteristics of commercial grain agriculture.

(3) Emotional attitudes and values ??

Establish the concept of developing agriculture according to local conditions, pay attention to the current situation and trends of my country's agricultural development; enhance the love for the motherland and hometown.

Key points:

Analyze the location factors that formed the monsoon paddy field agriculture.

Difficulty:

Compare the formation conditions and characteristics of monsoon paddy agriculture and commercial grain agriculture.

2. Teaching method:

Question-based teaching, case study and comparison and induction

Multimedia computer, teaching map

2 class hours

3. Lecture method

Under the guidance of teachers, students use the knowledge they have learned to analyze agricultural location factors, and then understand the types of agricultural regions dominated by planting. By reading "Topographic Map of Asia" and "Climate Types of Asia" Distribution Map", analyze the distribution range and location factors of monsoon paddy agriculture, learn the distribution and location factors of commercial grain agriculture, and compare the two to consolidate the knowledge and understanding of the two types of agriculture.

IV. Teaching process

1. Introduce a new lesson: through a review of the knowledge you have learned, use the agricultural location factors you have learned to introduce the analysis of monsoon paddy field agriculture.

2. New course teaching: In the first lesson, we first elicit a preliminary understanding of monsoon paddy field agriculture through asking questions, and then learn about monsoon paddy fields by reading "Asian Topographic Map" and "Asian Climate Type Distribution Map" The location factors of the formation of agriculture were summarized by the teacher to help students consolidate their knowledge; students were then required to read the textbook, learn the characteristics of rice planting industry, and understand the problems existing in rice planting in my country by reading the rice planting landscape in my country; finally, students were required to read 49 Page reading materials: Yuan Longping's scientific research on rice; understand the current situation of my country's rice planting industry.

In the second lesson, students are required to focus on self-study, read textbooks, ask questions, and master the distribution, management methods, production characteristics, and location factors of commercial grain agriculture; then, through case teaching, students are guided to read the cases Comparing the differences between "commercial grain agriculture in the United States" and "rice cultivation in southern my country" further consolidates the understanding of the location factors that form the formation of commercial grain agriculture.

3. Summarize the content of this lesson, assign appropriate homework, consolidate the knowledge learned in this lesson, and improve application abilities.

5. Design of blackboard writing

Section 2 Types of agricultural regions dominated by planting industry

1. Monsoon paddy field agriculture

1. Distribution: Asian monsoon region

2. Location conditions: climate, terrain, soil, water source, population, per capita cultivated land, habits

3. Characteristics:

1. Small farmer operation;

2. High output per unit area, but low commodity rate;

3. Low level of mechanization and technology;

4. Large amount of water conservancy projects

2. Commercial grain agriculture

1. Distribution: United States, Canada, Argentina, Australia, Russia, Ukraine, etc.

2. Location conditions : Vast land and sparsely populated areas, market, transportation, natural conditions, mechanization level, Agricultural Science and Technology High School Geography Course Manuscript 5

Dear judges and teachers:

Hello! The topic I want to give a lecture today is the third section of the second unit of the Lujiao high school geography compulsory course - the first lesson of hydrosphere and water cycle (water cycle and its geographical significance)

Next, I will start from the textbook Lectures are conducted from six aspects: teaching objectives, teaching focus and difficulties, teaching and learning methods, teaching process, and blackboard writing design. 1. Talking about the textbook

This lesson is the content of the third section of Chapter 2 of the high school geography compulsory course. This section first introduces the composition and characteristics of the hydrosphere, and the process and significance of the water cycle. . The first knowledge point is easy to understand and is the basic knowledge for students to learn, paving the way for the second knowledge point; the second knowledge point is the focus of this lesson. Focusing on the "Schematic Diagram of the Water Cycle", the process and main links of the water cycle are introduced, focusing on the cycle between sea and land (also known as the Great Cycle), and the geographical significance of the water cycle is analyzed. 2. Tell the teaching objectives:

The requirement for this section in the course standard is that "students use schematic diagrams to describe the main processes and main links of the water cycle, and explain the geographical significance of the water cycle." When analyzing this standard, pay attention to Grasp the following points:

1. The teaching focus should be to guide students to deepen their understanding of the water cycle process and links in nature through drawing.

2. The geographical significance of the water cycle is the focus of this standard. When studying the significance of the water cycle, attention should be paid to forming some basic understandings. For example, the water cycle connects the hydrosphere, lithosphere, atmosphere and biosphere; water is the most dynamic element in nature. One of the factors; water resources are constantly being updated, but they are not inexhaustible, etc.

According to the requirements of the curriculum standard, this lesson is divided into the following objectives:

⑴Knowledge and skills Through learning, students will understand the composition and main types of land water bodies, and be able to analyze Master the mutual movement and mutual transformation relationship between various land water bodies, master the movement and renewal process and rules of land water bodies, and clarify the role and significance of the water cycle on the entire geographical environment.

⑵ Process and methods Through learning, students can further master the method of interpreting geographical principle diagrams, and cultivate students' ability to extract, identify, and process various information from images.

　⑶Emotional attitudes and values ??Through learning, students can understand the importance of terrestrial water bodies to human survival, so that students can understand that water resources should be rationally utilized in human production and life so that they can be used sustainably, so that students Establish awareness of water conservation and gradually establish the perspective of harmony between man and earth. (3) Talk about the key points and difficulties of teaching:

(1) Talk about the key points of teaching: the process and significance of the water cycle

The determination of the teaching focus can enable students to establish the relationship between things. perspectives, thereby gaining a deeper understanding of my country's "Yellow River Xiaolangdi Project" and "South-to-North Water Diversion Project". Help students establish the concept of correctly understanding and utilizing the laws of nature and realizing the harmonious development of human beings and the environment. (2) Difficulties in teaching and learning: the mutual supply relationship between different water bodies

At present, students do not know much about the characteristics of each region. At the same time, students’ spatial imagination ability is relatively lacking, and it is difficult to understand the supply relationship between various water bodies. understand. 4. Preaching method

1. Create scenarios and set issues that students are interested in.

2. Discussion method Provide students with opportunities for independent learning, cooperative learning, and inquiry learning by organizing student discussions.

3. The multimedia presentation method uses multimedia to play some intuitive pictures, animations and digital materials to easily introduce students to the lesson. It vividly and intuitively displays relevant geographical things and phenomena to improve students' perceptual understanding. , stimulate excitement and help them understand the textbook content. Lecture method

1. Learn to use pictures: Let students carefully observe the pictures in the text to understand the relevance of the water cycle. 2. Learn to explore: students think, analyze and summarize the geographical significance of the water cycle.

3. Learn to cooperate: Students discuss and cooperate to collect relevant information and complete activities. 5. Introduction to the teaching process: Question 1: There is a wonderful line in Li Bai's "Jinjinjiu": "If you don't see it, the water of the Yellow River comes up from the sky, rushes to the sea and never comes back?" It hides a huge mistake. You know it is wrong? Where? And does the water of the Yellow River really "flow to the sea and never return"?

Writing on the blackboard: The water cycle and its geographical significance

The composition of the hydrosphere

Students studying independently

Courseware display pictures:

Multimedia display of Figure 2-3-2 "Constitution of the Hydrosphere" in the textbook to understand the composition of water bodies:

Summary: At present, the world's freshwater resources only account for 2.526% of its total water volume. More than 70% is frozen in the ice caps of Antarctica and the Arctic. Coupled with difficult-to-use mountain glaciers and permanently frozen snow, 87% of freshwater resources are difficult to use. The fresh water resources that humans can really utilize are part of rivers, lakes and groundwater, accounting for about 0.26% of the total water on the earth.

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