Lecture Notes on "Taiwan Province" in the second volume of Geography for Grade 8 published by People's Education Press

"The Sacred Territory of the Motherland—Taiwan Province"

Dear judges, teachers, and classmates, hello everyone!

The topic I want to talk about today is People’s Education Section 3, Unit 6, Volume 2, Volume 8, Grade 8: The sacred territory of the motherland—Taiwan Province. I believe that lectures should be guided by the new curriculum concept and centered around the four links of lecture materials, lecture methods, lecture methods, and lecture teaching procedures. First of all, I will make the following analysis of the teaching materials in this section:

1. Teaching materials

The teaching materials in this section are part of understanding the provincial regions. The teaching materials start from the general situation of Taiwan, Taiwan’s natural conditions and The three parts of economic development status understand Taiwan, highlighting the connection between knowledge. When studying Taiwan, we should first clarify the issue of its territorial ownership, and on this basis, discuss Taiwan's natural conditions and its economic development characteristics. This is the main idea in compiling the textbook in this section. From the perspective of the teaching material structure, this lesson is not only an extension of learning about Hong Kong and Macao, but also lays the foundation for learning about other provinces and serves as a link between the past and the following. Therefore, this lesson is the focus of the teaching material.

2. Teaching objectives

Based on the requirements of the new curriculum standards and students’ knowledge base and cognitive abilities, I determined the teaching objectives of this lesson to be the following three aspects:

p>

1. Cognitive objectives: Through learning, students can use maps to tell the location and scope of Taiwan Province, clarify that Taiwan is China’s sacred and indivisible territory, and understand the natural environment and economic characteristics of Taiwan Province.

2. Method objectives: By using maps and other materials to analyze Taiwan’s natural geographical environment, students can develop their ability to extract information and analyze problems, and initially learn how to understand regional geography.

3. Emotional attitude and value goals: Through historical facts, students will be able to understand that Taiwan has been China’s inalienable sacred territory since ancient times, educate students on patriotism, and cultivate students’ sense of nationality, mission, and responsibility. .

3. Lectures are important and difficult

Based on the requirements of the new curriculum standards and the content of the teaching materials, I determined that the focus of this lesson is (1) analysis of the causes affecting the distribution of natural resources in Taiwan; (2)Taiwan’s economic characteristics.

The difficulty of this lesson is the factors affecting the distribution of natural resources in Taiwan. The basis for my determination of this difficulty is firstly the teaching materials. There are many geographical factors that affect the distribution of natural resources, including latitude, topography, climate, etc., which is a very complex issue in itself. Second, students' ability to comprehensively analyze problems is still relatively poor, and it is difficult to combine many geographical factors and draw conclusions.

4. Preaching Method

So, how to grasp the key points, break through the difficulties, and achieve the teaching goals of this lesson? Then we must use appropriate teaching methods and teaching methods. The selection of teaching methods should be based on the principles of "teaching has no fixed method, the most important thing is to obtain the method" and "taking learning as the method". This is the embodiment of the "people-oriented" educational thought of the new curriculum.

In the teaching activities of this class, I used the heuristic and guided teaching method that combines lecture and practice, the cooperative discussion method and the intuitive teaching method using graphics and charts. I adopt this teaching method based on three reasons: First, modern teaching research confirms that true understanding is the learner's active reconstruction of knowledge. Knowledge reconstruction relies on raising questions, guiding speculation, encouraging bold guesses and imagination, solving problems, and actively constructing a knowledge system. Second, in accordance with the spirit of the "Second Curriculum Reform", teachers change their classroom roles from disseminators of knowledge to guides, collaborators and facilitators of students' active learning activities. The third is to express abstract geographical things through intuitive graphics and charts, making it easier for students to understand.

In terms of teaching methods, give full play to the role of multimedia courseware, organically integrate multimedia information such as text, images, sounds, etc. and display it on the screen to enhance the intuitiveness of teaching, help students understand and remember, and improve Teaching classroom effectiveness.

5. Teaching method

The main aspect of teaching contradiction is students' learning. Teaching is the means, learning is the center, and knowing how to learn is the goal. Teachers must “teach students to fish” in teaching and cultivate students’ ability to acquire knowledge independently in order to achieve the goal of lifelong learning in the new curriculum concept. Based on the above considerations, I mainly study the method from the following aspects in this class:

First of all, physiologically, teenagers are active, easily distracted, and love to express themselves. Grasp this physiological characteristic , create a variety of opportunities and conditions for students to participate, propose their own solutions to problems, give full play to students' initiative in learning, and enable students to learn to learn cooperatively. This enables students to master scientific learning methods such as comparison, analysis and synthesis, and induction and summary in inquiry-based learning.

Secondly, make effective use of the advantages of the Internet and libraries, which are rich in knowledge and resources. I encourage students to obtain knowledge from the Internet and libraries and introduce some websites, search engines and keywords to students. , teaching students how to acquire knowledge independently.

The general idea of ??teaching this lesson is to use the knowledge structure as a clue to stimulate students' learning motivation, and through teacher-student question and answer, the teacher's cognitive structure is transformed into the student's cognitive structure. Throughout the teaching process, I will organize the teaching around the main line of "Taiwan is the sacred and indivisible territory of the motherland, Taiwan's natural environmental characteristics and economic characteristics." It is completed by constructing three major problem scenarios and two collaborative discussions.

6. Teaching process

First play animations that reflect the scenery of Taiwan, and then set up suspense: Do Taiwan Island and Taiwan Province have the same meaning? What other natural places are there in Taiwan besides Alishan Sun Moon Lake? What about the scenery? Today we are going to visit the sacred territory of our motherland - Taiwan Province and introduce a new lesson. This intuitive introduction method has two advantages: first, it sets questions to attract students and arouse their curiosity to explore the results; second, it uses intuitive means to stimulate students' interest in learning.

The first part of this lesson covers Taiwan’s natural environment and the relationship between Taiwan and mainland China. Taking over the tutorial, I will ask: Why is Taiwan Province said to be the sacred territory of the motherland? What historical materials and evidence do the students know? Let the students read the textbook to find out the answers and complete the after-class exercises. Then I will summarize and add from the geographical relationship, blood relationship, and cultural origin to further confirm that Taiwan Province is the sacred and indivisible territory of the motherland. The basis for this approach is: 1. To pave the way for later learning about the environment. 2. Activate students’ existing knowledge reserves and allow students to participate in teaching activities. (First of all, from a geographical perspective, Taiwan was originally part of the mainland of the motherland. Later, due to crustal movement, the corresponding part of the Taiwan Strait sank about 10,000 years ago, and Taiwan Island became a mainland island surrounded by seas in the East China Sea of ??the motherland. Secondly, from the perspective of blood relationship, about 97% of Taiwan’s residents are Han, mainly from Guangdong, Fujian and other provinces in the mainland. Finally, from the perspective of administrative divisions and cultural origins, Taiwan has been the “king” of all dynasties since ancient times. "Soil". For example, the Three Kingdoms, the late Ming Dynasty, the Qing Dynasty... However, due to various reasons, Taiwan is still in a state of separation from the mainland.)

In this part of Taiwan's natural environment, I will combine multimedia courseware. The explanation will be based on the outline map of Taiwan. By reading the map, let students answer the following questions: 1. Find Taiwan Island, Penghu Islands, Diaoyu Islands, Taipei, Kaohsiung, and Keelung on the map 2. Use the scale to calculate the distance between Keelung-Fuzhou, Kaohsiung-Xiamen on the map Field straight-line distance 3. Look at which part of Taiwan Island the Tropic of Cancer passes through? 4. Look at the picture and tell the latitude position, land and sea position and scope of Taiwan Province. 5. What is the terrain of Taiwan?

Then I will add the following: (About 2/3 of the island of Taiwan is mountainous, which is composed of several parallel mountain ranges that run through the entire island from north to south. The mountain is majestic, with tall and graceful peaks, and a large area of ??forest is distributed from the foothills to the top of the mountain. Yushan is 3952 meters above sea level and is the highest peak in eastern my country. The mountains in the east reach the Pacific coast, and the west is a wider plain, with the terrain higher in the east and lower in the west.

The above is an overview of Taiwan. We know that since the Ming Dynasty, foreign powers have invaded Taiwan many times. They mainly focused on the "treasure" of Taiwan, the treasure island. In what aspects is the treasure reflected? Let students read the textbook "Beautiful and Rich Treasure Island", analyze, discuss and answer The following questions:

1. Where are Taiwan’s forest resources distributed? Why? 2. Why are Taiwan’s forest tree species so rich? 3. What are the main agricultural products in Taiwan? 4. What is the reason why Taiwan is rich in these agricultural products? 5. What mineral resources does Taiwan have and where are they distributed? 6. Taiwan’s beauty is also reflected in its rich tourism resources. What tourism resources does Taiwan have?

There are two basis for this treatment: First, organization Clear and clear knowledge points expand students' thinking and highlight their personality. The second is to highlight the characteristics of the geography discipline, that is, to acquire knowledge from maps, digest and understand knowledge in maps, and cultivate students' ability to acquire geographical knowledge through maps. < /p>

Taiwan’s natural environment is the key point. When dealing with the next difficulty—Taiwan’s export-oriented economy, I will solve it in three steps: First. The characteristics of Taiwan’s economic development and its influencing factors. First, students are guided to observe the "Changes in Taiwan Province's Export Trade Structure" diagram and let students discuss and analyze the changes in the export trade structure of agricultural products, processed agricultural products, and industrial products (from the illustration, we can see the changing characteristics of Taiwan's export trade structure. In the 1960s. After the 1970s, the proportion of exports of agricultural products dropped sharply, and the proportion of exports of processed agricultural products fell to its lowest point after the 1970s. However, the proportion of exports of industrial products began to show an obvious upward trend in the 1960s, and became dominant after the 1970s. . )

The students have clearly understood the changes in the export trade structure and have a certain perceptual understanding. I will proceed to the second step to ask questions: 1. What conditions should be met to develop an export-oriented economy? 2. What factors promote it? The development of Taiwan's export processing industry? 3. What are the unique characteristics of Taiwan's industrial distribution? 4. Why are Taiwan's industries mainly distributed in the west?" Guide students to read the textbook and think about their answers. In this way, knowledge points are solved in the form of problems to cultivate students' ability to collect, organize and analyze geographical information and think independently, so that students can change from learning to learning.

The third step is the training of drawing a line chart based on the chart. I first draw the curve of the primary industry, and then guide the students to draw the curve of the secondary industry and the tertiary industry. This can train students' practical skills.

In this lesson, I designed two types of exercises. One is multiple-choice questions, which test students' memory ability and mastery of basic knowledge. The second is picture-filling questions, which test students' ability to use pictures and fill in pictures. These two types of exercises serve to consolidate the content of this section, test students’ mastery, and provide feedback on teaching effectiveness.

The principles for determining these exercises are: abide by the teaching syllabus, highlight the ideological, basic and teaching key points and difficulties; the amount of training is moderate.

As for the after-class summary, my understanding is that it should not just be a simple list of knowledge, but should give full play to the main role of students. It is summarized from three aspects: knowledge, methods and experience of learning. So I designed the following questions: Through studying this class, 1. What did you learn? 2. What was your experience? 3. What did you master? The purpose of the design is to review knowledge and strengthen memory.

I designed the blackboard writing for this lesson as follows:

This network-style blackboard writing design can make the knowledge organization clearer, the levels more distinct, and the important and difficult points more prominent, thus making Students' mastery of knowledge is more systematic and complete. Then use the blackboard to summarize the lesson to enhance students' memory.

Assignment: Let students collect materials to analyze the benefits of cross-strait reunification to the motherland and the harm of cross-strait division to the motherland, and please write an essay on this topic. This will help cultivate students' sense of innovation and patriotic enthusiasm, and enhance their sense of social responsibility.

The lecture is over, thank you everyone!