Five geography teaching plans in senior one.

# Senior One # Introduction Freshmen in Senior One should find a set of effective learning methods according to their own conditions and the characteristics of multidisciplinary knowledge, strong comprehensiveness and wide contact between knowledge and thinking in senior high school. I have compiled "Five Cases of Geography Teaching Plan for Senior One" for all students, hoping to help you with your study!

1. A Case Study of Geography Teaching in Senior One.

[Teaching objective] 1. Understand the formation process of three-circle cycle.

2. Master the position and characteristics of the wind zone of each pressure zone.

3. Understand the causes and laws of seasonal movement in the pressure belt.

4. Understand the role of atmospheric circulation.

[Teaching Focus]

Distribution and movement law of air pressure area and wind area.

[Teaching difficulties]

Three-circle circulation and the formation of wind zone in pressure belt.

[Teaching method]

Multimedia interactive demonstration and explanation.

Atmospheric circulation is the direct cause of changeable weather phenomena and an important factor in climate formation, which has a great influence on weather and climate all over the world, so it plays a key role in Unit 2 and is a link between the past and the future.

The formation of three-circle circulation, pressure zone and wind zone is the key content that students are required to understand and master flexibly in the syllabus, and it is also the difficult content in teaching.

How to design classroom teaching so that students can fully understand the formation of three-circle circulation, pressure belt and wind belt in limited class hours and form a correct, three-dimensional and dynamic image in their minds? This has always been a difficult problem. Some people have tried many teaching methods:

Traditional indoctrination teaching divides students into different latitudes, demonstrates physical activities, and draws pictures with students while explaining.

The results are different, but they are not ideal. The outstanding problem is that near-surface and high altitude are confused, there is no very clear thinking, and the knowledge of atmospheric circulation will not be applied flexibly and consciously to solve the problem. You can only cram for the exam.

I have also considered making dynamic demonstration courseware by using the modern multimedia teaching equipment in our school, but my time, energy and ability are limited and I have not succeeded.

When this part of the content was in the online teaching resource database, and the design was exquisite and close to teaching, the teaching attempt was made immediately, and the result was gratifying. Students are willing to observe the computer dynamic demonstration and sum up their own answers after careful thinking and discussion. Because the conclusion is drawn by students' active thinking and repeated discussion, and there are three-dimensional and intuitive dynamic images in their minds, students feel that their thinking is clear and rigorous, and they are handy to use.

2. Examples of geography teaching plans in senior one.

1. Curriculum standards and teaching material analysis requirements: The geography curriculum standards for senior high school put forward the knowledge requirements of this section: "Draw a schematic diagram of the global distribution of pressure belts and wind belts, analyze the laws of atmospheric movement, and tell the distribution and movement laws of pressure belts and wind belts and their impact on the climate." According to the requirements of curriculum standards, the main content of this lesson is to let students understand the formation of three-circle circulation, pressure zone and wind zone; Master the distribution and seasonal movement law of pressure belt and wind belt, and lay a good foundation for later lessons to learn two parts: "the influence of land and sea distribution on atmospheric circulation", "monsoon circulation" and "the influence of pressure belt wind belt on climate". "The formation of pressure zone and wind zone" is an important content in the second chapter, which plays a connecting role in the second chapter. On the basis of predecessors' knowledge, it is necessary to analyze the laws of global atmospheric movement by using the knowledge of the fundamental cause principle that causes atmospheric movement and the relationship between several forces that affect atmospheric horizontal movement, while the judgment of the latter's climate type needs to be analyzed by using the knowledge of global atmospheric movement laws. Three-circle circulation controls various forms of atmospheric movement, and its distribution and change directly affect the weather and climate, so three-circle circulation is the focus and key of this section. In order to enable students to master the distribution of pressure zones and wind zones, teachers need to guide students to analyze the causes of the formation of pressure zones and wind zones, so that students can discover the distribution laws of pressure zones and wind zones and avoid rote memorization.

Second, the analysis of learning situation:

Due to the lack of geography curriculum in the ninth grade of junior high school, the foundation of senior one students is poor. At the same time, senior one students have no knowledge of solid geometry and lack the ability of spatial imagination. Besides, understanding sports requires knowledge of physics. Due to the lack of students' basic knowledge, it is difficult for students to understand in teaching, which requires teachers to simplify the complex, promote it layer by layer, strengthen the explanation to facilitate students' understanding, and deepen students' consolidation of knowledge through multimedia-assisted teaching, which will be more effective.

Third, the teaching objectives

1. Knowledge objective: Understand the formation process of three-circle cycle; Master the formation and movement law of pressure zone.

2. Ability goal: draw the schematic diagram of three-circle circulation and pressure zone, and cultivate and improve students' geographical skills and spatial imagination ability in drawing the schematic diagram.

3. Emotional goal: make students develop the study habit of applying what they have learned and integrating theory with practice.

IV. Key Points and Difficulties

1. Key:

The formation of three-circle circulation, the formation and movement of pressure area and wind area.

2. Difficulties:

(1). Wind at high altitude and near the ground in three-dimensional space.

(2) the seasonal movement of the pressure belt and the wind belt

Teaching methods of verbs (abbreviation of verb)

Use the questioning teaching method, ask questions in a certain situation, explain and analyze at different levels, and gradually deepen. Firstly, the hypothesis conditions are put forward, and the conclusion of a cycle is drawn by reviewing the previous knowledge. Then deny one of the conditions and get the conclusion of three-circle cycle; Negate the second condition, and get the conclusion that the wind area in the pressure area moves seasonally.

Students adopt inquiry learning, acquire knowledge, develop skills and cultivate abilities by discovering and solving problems, and learn in the process of "rediscovering" and "reassembling" knowledge, emphasizing autonomous learning.

3. Examples of geography teaching plans in senior one.

First, teaching objectives, knowledge and skills

Can tell the concept, composition and formation of volcanoes;

Process and method

Through observation and simulation experiments, the formation process of volcanoes can be described.

Emotional attitudes and values

Students can appreciate the magical beauty of physical geography.

Second, the difficulties in teaching

Teaching focus

The composition and formation of volcanoes.

Teaching difficulties

The formation process of volcano.

Third, teaching methods.

Set up situational method, teaching method and demonstration experiment method.

Fourth, the teaching process

(A) the introduction of new courses

PPT shows a set of pictures of Mount Fuji in Japan.

Students, before class, the teacher shows you a set of pictures. Let's see where the photos are. I heard that many students recognize it as Mount Fuji in Japan, which is quite right. Mount Fuji is the symbol and pride of the Japanese. Do the students know which of the three mountain types we learned last time is Mount Fuji? Yes, it belongs to a volcano. In this class, I will learn about volcanoes together. (blackboard writing topic)

(B) the new curriculum teaching

1, the teacher made a demonstration experiment to simulate the formation process of the volcano:

Put a conical flask on the table, put a proper amount of white vinegar and detergent in the flask, and drop the baking soda solution into the conical flask with a dropper. When the drop falls behind, foam is produced in the bottle, which overflows the bottle and accumulates around the conical bottle with the continuous increase of foam.

When teachers do experiments, students observe the experimental process and keep a safe distance to solve the following problems:

(1) After students observe, describe the experimental phenomena they see.

(2) Students use the chemical knowledge learned in junior high school-acid-base neutralization reaction to explain the reason for this phenomenon.

(3) Students demonstrate the phenomena and reasons of the experiment by analogy, and infer the formation process of the volcano.

Finally, the teacher summed up the formation process of volcanoes: magma at the deep bottom, under great pressure, spewed out along the central nozzle or pipeline of the earth's crust.

The magma located deep below is ejected under great pressure along the central outlet or pipeline of the earth's crust. The mountain thus formed is a volcano. If magma flows out along the linear cracks in the earth's crust, it will often form a vast basalt plateau.

2. Combining the textbook and the bubble state after the experiment, students think and answer:

(1) What are the parts of a volcano?

(2) Where are the foam piles corresponding to each part?

3. Students answer according to the textbook: What is the size of the volcano?

(3) Consolidation and expansion

(1)PPT shows videos and pictures of Tianchi Lake in Changbai Mountain, China.

(2) Introduce some knowledge about active volcano, extinct volcano and dormant volcano.

(4) Summarize the homework

Collect the information of other volcanoes after class, make PPT or video, and report and share it next class.

Five, the blackboard design

The formation of volcanoes:

Under great pressure, magma deep underground spews out along the central outlet or pipeline of the earth's crust, forming a volcano.

4. Examples of geography teaching plans in senior one.

First, the teaching purpose "three-circle cycle" has always been a difficult point in teaching. Because of the large spatial scale and many elements in this section, it is difficult for students to understand and understand only the pictures in the textbook. With the help of the animation display of multimedia courseware, they can only watch, but not touch. Students only rely on pictures to imagine, it is difficult to form the concept of spatial thinking, and finally they are confused. So we decided to let the students do it and make a three-circle model. This can improve students' spatial imagination and logical reasoning ability.

Second, teaching ideas

This experiment is completed in five steps: experiment preparation-group division of labor-cooperation and mutual assistance-model display-teacher summary. In the preparation stage of the experiment, the teacher arranges the materials needed for the experiment in advance; Then the group divides the work to process the materials to form the materials needed for the final model making; Then, work in groups to complete the model with the introduction of "the formation of three-circle cycle" in the textbook; Finally, the model is displayed, and the teacher comments on the problems in the model making.

Third, teaching preparation.

(1) globe. Each class prepares 10 rubber globe toys of moderate size, with their own warp and weft nets. They are highly disciplinary and can help students deepen their understanding of geography while doing experiments.

(2) cardboard. Taking the printing paper as the material, four vertical air currents, three near-ground wind directions and three high-altitude wind directions are drawn on it. Students only need to cut along the line when attending class, which greatly saves class time. At the same time, in design, high-altitude wind is different from near-surface wind. The wind at high altitude is curved, and finally deflects by 90, and the wind near the ground is straight. This is because the causes of high-altitude wind direction and near-surface wind are slightly different, which needs students to strengthen before making.

(3) scotch tape, scissors, etc.

(4) Model making: clear division of labor. In class, students distribute their work reasonably in study groups. Two students are responsible for paper-cutting and two students are responsible for folding. Four vertical air currents, three high-altitude winds and three near-ground winds are prepared. The other two students are responsible for reading textbooks and understanding the formation process of the three-circle cycle. Cooperation and mutual assistance. After preparing the materials, the students in the group work together to complete the model.

In the first step, the equatorial region is heated the most, and the air near the ground expands and rises, so there is an upward vertical airflow near the equator; The polar region is cold all the year round, and the air accumulates and sinks, so there is a sinking vertical airflow near the polar region.

The second step, after the air in the equatorial region rises, the air density at high altitude increases, forming a high pressure; After the air sinks in polar regions, the air density at high altitude decreases, forming a low pressure. Under the action of horizontal pressure gradient force, the upper air flow flows from equator to polar region (south wind). Under the action of geostrophic deflection, the south wind gradually turns right to southwest wind, and then turns high to west wind around 30 N. In this way, the airflow from the equator keeps accumulating and sinking here. Therefore, there is a sinking vertical airflow near 30 N, so the air density near the ground increases, forming a high pressure. From this, the air flows out from south to north, and the airflow flowing south (north wind) gradually deviates to northeast wind (near the ground) due to the influence of geostrophic bias, forming a low-latitude circulation.

In the third step, the northbound airflow (southerly wind) from 30 N near the ground is gradually changed into southwest wind (near the ground) due to the influence of geostrophic drift. The polar air sinks, the air density near the ground increases, forming a high pressure, and the air flows south (north wind) and gradually turns into northeast wind (near the ground). So near 60 N, the southwest airflow from the south meets the northeast airflow from the north, and the warm and light airflow climbs above the cold and heavy airflow. Therefore, there is an ascending vertical airflow near 60 n.

Step 4: After the air rises around 60 N, it flows to 30 N (high-altitude wind) and 90 N (high-altitude wind) respectively, forming middle latitude and high latitude circulation circles.

5. Examples of geography teaching plans in senior one.

I. teaching material analysis The content of this section is the key and difficult point in urban unit teaching. In the last section, the textbook takes the city as a point and expounds the location factors of the city from a macro perspective, while this section takes the city as a region and analyzes the internal structure of the city from a micro perspective. The key point is to analyze the distribution and formation reasons of different functional areas.

Second, the teaching objectives:

1. Knowledge objective:

(1) Grasp the types of urban functional areas, and illustrate the influence of historical factors, economic factors and social factors on functional areas with examples.

(2) Understand the influence of regional culture on the city.

2. Ability objectives:

(1) Cultivate students' ability to analyze pictures and to combine theory with practice to analyze and solve problems.

(2) We should look at the problem from a comprehensive and dialectical point of view and avoid formulating what we have learned.

3. Emotion, attitude and values goals:

(1) There are certain rules to follow in understanding the distribution of urban functional areas. Learn to understand the formation and changes of urban functional areas from the perspective of development, train students to analyze specific problems and establish the idea of seeking truth from facts.

(2) By understanding the city and the three major factors, it will play an important guiding role in the formation and rational planning of the urban regional structure, so as to further love the city where you live.

Three, the focus and difficulty in teaching:

Key points:

1. Spatial distribution law and characteristics of three major urban functional areas.

2. The main factors affecting urban functional zoning.

3. The influence of regional culture on the city.

Difficulties: the influence of economic factors on urban functional zoning.

Fourthly, the analysis of learning situation.

Senior one students are divided into parallel classes and there are no experimental classes. Students know something about the city, but they know little about the functional zoning of the city, so they need to be careful when explaining it. I don't know much about the influence of regional culture on the city, so I should provide more suitable cases when I explain.

Teaching methods: autonomous learning, cooperative inquiry learning and explanation.

Sixth, preparation before class

1. Students' study preparation: preview the textbook knowledge and complete the study plan.

2. Teachers' teaching preparation: making multimedia courseware, previewing study plans before class, exploring study plans in class, expanding study plans after class and city pictures.

3. Design and layout of the teaching environment: four people in a group, ready to explore learning.