Examples of geography teaching plans in senior three.

1. A case study of geography teaching in senior three.

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

Instructional design concept

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

Teaching objectives

Knowledge and skills

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

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

Process and method

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

(4) "Problem-centered" inquiry discussion and experimental research, so that students can learn independently and cooperate happily.

Emotions, attitudes and values

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

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

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

Important and difficult

focus

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

2. Types and causes of flowing water accumulation landforms.

difficulty

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

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

2. Case analysis of geography teaching in senior three.

First, teaching material analysis:

The teaching content of this section is selected from the required course of Curriculum Standard Material Movement and Energy Exchange in Natural Geographical Environment 1 Chapter 2 "Atmospheric Thermal Conditions and Atmospheric Movement-Several Important Weather Systems". Weather phenomenon is a natural phenomenon that people can feel most, which is closely related to people's production and life. The content of this lesson is of positive significance for students to understand the most basic factors of weather change and popularize the knowledge of weather forecast.

From the arrangement system of the textbook, the second chapter of the textbook follows the students' cognitive law, step by step, echoes before and after, and deepens step by step. Meteorological system is an important part of knowledge structure. Because the appearance of various weather phenomena is closely related to the composition and structure of the atmosphere, the thermal state of the atmosphere and the movement of the atmosphere, this lesson summarizes the formation of the weather system and weather conditions on the basis of synthesizing the previous contents, so that the contents of this chapter become an organic whole.

The purpose of learning "weather system" knowledge is to teach students to master the reading of simple weather maps, so as to judge the weather changes in the future, arrange their lives reasonably and guide production. On the basis of the weather forecast of wind, rain, cloudy and sunny weather elements learned in junior high school, senior high school geography has risen to a rational understanding, and the basic basis for further discussing the changes of these meteorological elements is to deepen and improve knowledge. Limited by students' knowledge and space, the textbook only pays attention to several important weather systems-air mass, front, cyclone (low pressure) and anticyclone (high pressure) system.

Second, the teaching objectives:

Knowledge and skills: Understand the weather change characteristics before and after cold and warm fronts transit; Understand the different weather characteristics of cyclone (low pressure) and anticyclone (high pressure) systems; Learn to distinguish the characteristics of cold and warm fronts by using the charts of "cold front weather" and "warm front weather", and analyze the influence of cold and warm fronts on the weather before and after transit by combining the local weather change characteristics or meteorological data.

Through the comparative analysis of cold and warm fronts weather system with cyclone (low pressure) and anticyclone (high pressure) weather system, students' comprehensive geographical analysis ability can be improved; Through the analysis of the frontal weather map, the habit of thinking in geographical space is established.

3. Emotion, attitude and values: make students contact with local weather changes, integrate theory with practice, cultivate students' spirit of constantly exploring new knowledge, and improve the cognitive level of dialectical materialism.

Third, the difficulties in teaching:

Teaching focus:

Frontal system; Cyclone (low pressure) and anticyclone (high pressure) systems

Teaching difficulties:

The formation of frontal and frontal weather;

Movement of horizontal airflow of cyclone and anticyclone

Fourth, teaching methods and means:

Guiding observation method, procedural teaching method, comparison method and discussion method

Optimizing classroom teaching with the help of modern teaching methods.

Five, teaching ideas:

The teaching purpose of this course is to make students have the ability to understand simple weather forecast charts on the basis of mastering the activity law of frontal system, high and low pressure system and the weather conditions formed by them. However, judging from the content of the textbook, it is still difficult to complete this teaching task, which is mainly reflected in the following two aspects:

1, many concepts. There are air masses (cold air masses, warm air masses, continental air masses and ocean air masses), fronts, cold and warm fronts, front and back fronts, cyclones (low pressure) and anticyclones (high pressure). These concepts are the basis of learning this lesson.

2. Knowledge is abstract and theoretical. Such as the morphological characteristics of the front, the movement of the front, the distribution of precipitation area near the front, the airflow direction of cyclone and anticyclone, etc. This abstract knowledge is the key to understand the occurrence of weather phenomena, and it is also the focus and difficulty of this lesson.

The activities of frontal system, high and low pressure system and the weather they form are all comprehensive manifestations of atmospheric movement. But the atmosphere is invisible and intangible. Only by visualizing abstract knowledge can students easily accept and understand the principle. Therefore, making full use of images is the breakthrough of this course teaching.

In teaching methods, we should pay attention to the cultivation of students' observation and analysis ability. According to the students' reality, we can use the methods of guidance and observation to understand the things on the picture, such as what is the front, the difference between cold and warm fronts and so on. Use comparative methods to deepen understanding, such as the difference between cold front weather and warm front weather, the difference and connection between cyclone and anticyclone, etc. By using the program teaching method, some enlightening and logically related questions are designed to analyze the evolution of things on the map, such as how the frontal weather is formed. At the same time, according to the basic concept of the new curriculum standard, inquiry learning is introduced into the classroom, and the ability of students to explore, analyze and solve problems is improved through cooperative inquiry. At the same time, with the help of modern multimedia, three-dimensional teaching is constructed to visualize abstract things and increase the knowledge capacity of the classroom.

3. Case analysis of geography teaching in senior three.

Teaching objectives (1), knowledge requirements

1. Learn about the earth and maps.

2, master the earth's cosmic environment, atmospheric environment, marine environment, land environment related knowledge.

3. Master the contents of world geography and related regional geography.

(B) Intelligent training requirements

1. Cultivate students' ability to use image analysis to explain problems and explore practice.

2. Cultivate students' self-study ability and teach them correct learning methods.

(C) the requirements of ideological education

1, to help students establish a scientific world outlook.

2. Cultivate students' dialectical materialist world outlook and methods.

3. Cultivate students' spirit of loving science and being brave in exploration.

Main work

1, learn from teachers and learn from each other's strengths. According to the requirements of the school, new teachers and old teachers pair up, insist on listening to each other's lessons and learn from each other's strengths. Evaluate the class in time after class, and solve the problems in time when they are found.

2. Prepare lessons collectively and persistently. Prepare lessons collectively in the eighth section every Monday. * * * Discuss the contents, key points, difficulties, teaching purposes, teaching methods and study guidance of this week's lesson preparation, discuss the problems found in lesson preparation collectively, and form a strong teaching and research atmosphere.

3. Participate in teaching and research, actively participate in the teaching and research activities organized by the school, listen carefully to the lectures and demonstration classes of each teacher in the same group, and strive to explore new ways and methods of geography teaching.

4. Study teaching methods, sum up in time in teaching work, sum up your own experience and lessons in time, and constantly improve your teaching methods so as to facilitate future teaching.

5. Teach learning methods and cultivate students' ability. Teachers should gradually infiltrate learning methods in classroom teaching, so that students can gradually develop their autonomous learning ability.

Important and difficult

1, the teaching focus of this semester is related to physical geography.

2. The earth movement, time zone calculation, isoline calculation and atmospheric movement are the difficulties in this semester.

Teaching measures

1, strengthen the intuition of teaching, and make more use of multimedia technology to make the teaching content intuitive and cultivate students' interest in learning.

2. Appropriate supplementary extracurricular geography content.

3. Strengthen two-way teaching, cultivate students' self-study ability, let students participate in teaching activities, and change passive acceptance into active exploration.

4. Strengthen counseling to ensure that poor students can keep up and top students have enough to eat.

5, more practice, 45 minutes to improve quality.

6. Learn with an open mind, attend more lectures and learn from old teachers.

7. Prepare lessons collectively and discuss with each other.

4. Case analysis of geography teaching in senior three.

There is a lot of knowledge that is closely related to life in high school geography, and "Common Weather System" in the third section of Chapter 2 of "Atmosphere on Earth" is one of the most typical contents. A lot of knowledge in this section is often accessible to students in life or on TV. The weather is fine and warm, and the students are familiar with it, but they may not be able to grasp its changing law. Students are very interested in these issues, and their enthusiasm for learning is relatively high. The textbook introduces this aspect in detail. How can students better grasp the law of weather changes? In the process of thinking about how to make students better understand this part of the content, I thought of three teaching methods: First, contact life. Before class, show students a video of weather forecast that students often contact. When they see the programs they often watch, they feel very cordial and their interest in learning is immediately aroused. Moreover, the video also enriches what they have learned in this class and gives students preconceived ideas. First of all, they have a general understanding of what they have learned. With the help of students' existing knowledge, the contents of the video are stored in their brains, and then processed, analyzed and compared to form the image of new things. Doing so will get twice the result with half the effort for the next teaching.

Secondly, use multimedia animation to demonstrate the previous structure and reason diagram. Multimedia contains a lot of information, which can provide students with more pictures and animations in class. Some knowledge of this course is relatively macroscopic and abstract, and students' geographical knowledge is relatively weak in junior high school. It is difficult for students to understand the structure and changing process of the front only through written expression. By looking at the picture (front structure diagram), students can deepen their knowledge and understanding of the writing system. It helps them to establish a relatively complete knowledge system and master the spatial position, spatial structure and spatial relationship of geographical things.

Third, contact the actual situation in the region. The weather around the world has its particularity, and Xin Kegai also suggested that students should know more about the geography of their hometown, so when I put this content, I boldly added the local weather changes to explain the common weather system. There happened to be a cold air going south in the last section, which affected our city. Combined with the cold air going south this time, the weather changes before, during and after the cold front crossing the border and its influence on our city are vividly explained. Through this example, students can easily understand the knowledge of cold front.

Fourth, the method of chart combined with explanation. In view of the fact that the image system and text system in the teaching materials are what we should master. Moreover, there are three kinds of common weather systems: cold front, warm front and quasi-static front. There are similarities and differences among these three weather systems, which are easily confused by students. In order to solve this problem, I compared the top view, side view, structure, air mass movement, precipitation distribution, precipitation characteristics and weather change characteristics of three weather systems by listing. In this way, students can intuitively feel the similarities and differences of the three fronts, and it is easier to sort out the knowledge points.

However, the design of this class also has many shortcomings:

First, in grasping the time, too much time is spent on the structure and causes of the front, which makes less time spent comparing the similarities and differences of the three front systems in the following list. I haven't had time to mention the knowledge point of the influence of cold air on our city recently. Many students didn't understand this content well.

Second, when talking about the influence of frontal crossing on the weather changes in the passing area before, during and after crossing, the answers are announced to students too early, so that students have no time to think, their brain ability is not well mobilized, and their activities are not sufficient.

Third, during class, due to multimedia errors, some animations were not displayed. Moreover, the multimedia screen is too small, so the students in front can clearly see the contents of the screen, while the students sitting at the back of the classroom can't see the contents of the screen clearly because of reflection, which affects the overall effect of the classroom. These problems were not expected before class, and I will adjust them in time in the later class.

All the cases in this lesson come from reality, which makes the teaching materials close to life and stimulates students' interest in studying natural phenomena.

In the process of case analysis, students' existing knowledge and new knowledge are called to understand the previous system and make the knowledge lively and interesting.

In the process of case analysis, the method of integrating theory with practice is adopted to promote thinking and broaden horizons, which is conducive to the cultivation and all-round development of students' comprehensive ability.

Dialectical materialism is integrated into the teaching of these cases, which enables students to establish a scientific world outlook and embodies the educational function of geography teaching.

Many phenomena and laws in nature require us to explain and study with geographical knowledge. How to make students understand this knowledge more effectively and directly is a problem that our geography teachers need to design and think carefully.

5. Examples of geography teaching plans for senior three.

Impart objective knowledge and skills.

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

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

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

Process and method

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

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

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

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

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

Emotional attitudes and values

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

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

focus

1, three types of mountains.

2. The influence of mountains on traffic.

difficulty

1, correctly judge anticline and syncline.

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

Teaching methods and means

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

Teaching material analysis and Teaching Strategies

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

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

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