20 19 Try to talk about the real questions and answers on the qualification of senior high school geography teachers in the first half of the year [User Edition]

# Teacher Qualification Certificate # Introduction 20 19 In the first half of the year, the real questions and answers of the teacher qualification interview were released one after another. After the exam, many netizens provided the real questions and answers of the senior high school geography teacher qualification interview in the first half of 20 19. I hope it will be helpful to everyone and for reference only.

Version 1

First, review the test questions

High School Geography "Factors Affecting Climate"

Second, the analysis of test questions

teaching process

Link 1: Introducing a new lesson

Picture import. Show tropical rain forest landscape map, temperate deciduous broad-leaved forest landscape map, tundra ice sheet landscape map. Ask the students to guess what kind of climate these natural landscapes are in, and guide them to draw the conclusion that they were formed in different climates, and then introduce a new lesson.

Link 2: New Curriculum Teaching

(A) the relationship between climate and natural factors

Teachers' activities directly make students read textbooks and summarize the characteristics of climate and its relationship with the natural environment.

The teacher concluded that climate is the general state of the atmosphere in a region for a long time and the comprehensive performance of the regular weather in this region. It also explains the relationship between climate and other natural geographical elements, and emphasizes the integrity of geographical environment.

Factors affecting climate

1. Solar radiation and atmospheric circulation

The two elements of teachers' activity climate are temperature and precipitation, and guide students to understand that the factors affecting climate are the factors affecting temperature and precipitation. The teacher shows the map of world climate types and asks questions to make students think about these factors.

question

(1) Why is the climate difference between the equator and the poles so great?

(2) Why is the climate difference between the Mediterranean coast and the middle and lower reaches of the Yangtze River in China so great? What are the main factors?

Teacher's summary

(1) Solar radiation is the main source of the earth's energy. The uneven distribution of solar radiation at different latitudes on the earth's surface makes the heat on the earth decrease with the increase of latitude, which is the basic factor causing climate differences in different places.

(2) Atmospheric circulation-the direct factor causing climate difference. Atmospheric circulation promotes the exchange of heat and water between high and low latitudes and between land and sea, and regulates the global distribution of heat and water.

2. Potential surface factors

(1) sea-land difference

Teachers' activities let students watch the distribution map of world climate types, and take Moscow and London as examples to show the precipitation and temperature change maps of temperate maritime climate and temperate continental climate. (Teachers inspire students to think from geographical location, climate type, temperature annual range, annual precipitation, etc.)

Question: What's the difference between the climates in London and Moscow? What are the main factors?

Teachers and students concluded that the climate in London is mild and humid all the year round, and Moscow is cold and dry. Mainly affected by the distance from the sea, due to the difference of thermal properties between land and sea, the characteristics of water and heat between land and sea are different, thus forming two climate types: continental and maritime.

(2) Ocean current factor

Teachers' activities allow students to watch the distribution map of world climate types and review the distribution map of global ocean currents. Students can observe what climate types are on the west coast of Australia, the Pacific coast of Peru, London and the east side of Madagascar, and think about the relationship between these climate types and the ocean currents they pass through.

Teachers and students concluded that ocean currents have a significant impact on the temperature and precipitation in the passing area. Warm current has the function of increasing temperature and humidifying, while cold current has the function of reducing temperature and humidity. Generally speaking, the region where warm current passes is warm and humid, and the region where cold current passes is cold and dry.

(3) Topographic factors

In fact, both land and sea position and ocean current belong to the underlying surface. Students, can you think of other factors that will affect the climate? And give an example.

The teacher summed up the terrain: there is more precipitation on the windward slope and less precipitation on the leeward slope. The sunny slope has a high temperature and the shady slope has a low temperature.

Solar radiation, atmospheric circulation and underlying surface transitions are all natural factors, so will human activities affect the climate?

Link 3: Consolidate and improve

Let the students watch the pictures of thermal power plants releasing a lot of waste heat and workers paving cement roads in the courseware. According to the method of analyzing natural factors, discuss and analyze in groups of four before and after, and draw the conclusion that human activities (releasing waste heat, changing atmospheric composition and changing the nature of underlying surface) will also affect the climate.

Step 4: Summarize the homework.

Summary: Let the students summarize independently.

Homework: Think about the role of climate in the formation and evolution of geographical environment.

Brief design of blackboard writing

Special analysis of national defense

1. Briefly describe the main factors affecting climate.

Reference answer

The factors affecting climate are mainly divided into two categories, natural factors and human factors:

Natural factors: solar radiation, atmospheric circulation, land-sea differences, ocean currents, topography, etc.

Man-made factors: factory exhaust emissions, changes in underlying surface properties, etc.

2. How to cultivate students' creative ability?

Reference answer

To cultivate students' creativity in teaching, I think we should start from the following three aspects:

First, pay attention to cultivating students' observation ability, and keen observation is the starter of creative thinking.

Second, pay attention to cultivating students' imagination. Imagination is the wing of thinking exploration.

Third, pay attention to cultivating students' divergent thinking, which refers to the thinking process of seeking different answers from the same source material. Strengthening the training of divergent thinking ability is an important link to cultivate students' creative thinking.

Version 2

First, review the test questions

High school geography "the influence of traffic mode and layout changes on the layout of commercial outlets"

Second, the analysis of test questions

teaching process

Link 1: Introducing a new lesson

View the import. Looking back on what we learned in the last lesson, we should think about the influence of transportation mode on settlements, and what influence urban development and transportation layout have on people's daily lives, and then lead to shopping, and then lead to the layout of commercial outlets, and introduce this lesson.

Link 2: New Curriculum Teaching

(A) the concept of commercial outlets

Teachers' activities directly let students understand the concept of business outlets by reading textbooks.

Teacher's summary refers to various "nodes" that can gather people and logistics. It can be a large, medium and small city, or a commercial center with the function of gathering people and logistics in the city.

(B) the impact of traffic patterns on the formation of commercial outlets

The data shows the "China City Distribution Map".

Ask a question

1. What are the characteristics of the distribution of important cities in ancient and modern China?

2. Where are the current cities in China?

3. What is the influence of transportation mode on the layout of commercial outlets?

Teacher-student activities Students think and teachers guide them.

Teachers and students concluded that cities are mainly distributed along traffic lines and intersections. Cities in China are mainly concentrated in important railway and highway trunk lines and coastal areas.

(C) the impact of transportation on the development of commercial outlets

The materials show "Schematic Diagram of Beijing 1980 Urban Layout" and "Schematic Diagram of Beijing 20 18 Urban Layout".

Ask a question

1. What changes have taken place in the layout of large shopping malls in Beijing in two stages?

2. What changes have taken place in the two stages of Beijing's urban traffic development?

3. What are the reasons for the changes in the layout of commercial outlets?

Teacher-student activities Students exchange and discuss in groups, and teachers patrol and guide.

Teachers and students concluded that Beijing's commercial outlets were initially concentrated in Xidan and Wangfujing in the city center and spread to all traffic loops. Beijing's traffic development shows a "loop" distribution.

Commercial outlets have developed from the center of the city to places with superior traffic positions on the edge of the city. With the popularization of automobiles and the development of transportation, the traditional central business district has declined.

Link 3: Consolidate and improve

Think about the relationship between the development process of the city and the changes of transportation mode and commercial network layout.

Step 4: Summarize the homework.

Summary: Let the students summarize independently.

Homework: after class, find out the influence of traffic development in this city on the layout of commercial outlets.

Brief design of blackboard writing

Special analysis of national defense

1. Where are the commercial outlets mainly distributed?

Reference answer

Commercial outlets are mainly distributed along transportation trunk lines and transportation hubs, and there are also a wide range of commercial outlets in coastal areas.

2. The teaching suggestion of senior high school geography curriculum standard (experiment) requires developing students' critical thinking and innovative thinking, and talks about how to meet the requirements of curriculum standard.

Reference answer

(1) We can gradually cultivate students' critical thinking and innovative thinking by exposing them to different viewpoints, debating questions and encouraging them to put forward their own opinions boldly in the learning process. The content of the textbook is designed as a series of internally related questions to cultivate students' innovative thinking.

(2) Geographical design is also a learning activity that can be tried. Common design themes, such as land use, urban and rural planning, transportation planning, industrial zone location, solutions to environmental problems, etc.

(3) Designing and exploring questions to activate students' innovative thinking. For example, in the teaching of "global warming", the textbook points out that "global warming will have a great impact on the global ecological environment and social economy", and teachers can ask exploratory questions that cannot be answered directly from the textbook for students to think and discuss.

(4) Setting mistakes leads students to question boldly and stimulates students' critical spirit and innovative thinking. Teachers can deliberately make mistakes on some key issues and guide students to find and correct them. For example, in the section "Geographical Significance of the Earth's Rotation", there is a proposition that the Earth's rotation has produced the phenomenon of day and night alternation. Therefore, teachers can design the wrong proposition that "without the rotation of the earth, there would be no alternation of day and night", so that students can judge whether it is correct or not. Finally, students realize that the earth does not rotate and there are alternation of day and night, but only once a year.

Version 3

First, review the test questions

High School Geography "National Important Agriculture and Forestry Base"

Second, the analysis of test questions

teaching process

(A) video import, leading to new lessons

Link 1: Introducing a new lesson

Review the last lesson about the rich land resources and relatively developed agriculture and forestry in Northeast China. Ask the students what are the characteristics of land resources in Northeast China, then ask the students what are the characteristics of agriculture and forestry planting in Northeast China, and then introduce this lesson.

Link 2: New Curriculum Teaching

(1) agricultural base

The teacher used PPT to show the photos of agricultural crops in Northeast China before and after the founding of the People's Republic of China.

Ask a question

(1) What is the main agricultural production in Northeast China?

(2) Whether the planting of crops has changed before and after the founding of the People's Republic of China, and what are the reasons?

Student activities Students look at pictures, analyze, think and communicate.

Teachers and students concluded that the agricultural production in Northeast China is mainly planting. Before the founding of the People's Republic of China, it was mainly dry miscellaneous grains. After the founding of the People's Republic of China, the structure is relatively reasonable, mainly corn and soybeans.

1. The structure is complete, and agriculture is the mainstay.

PPT, the information teacher, showed the Structure Map of Agricultural Output Value in Northeast China, the Structure Map of Agricultural Planting Area in Northeast China and the Structure Map of Grain Output in Northeast China.

Ask a question

(1) Why are the agricultural structures in the three northeastern provinces relatively complete?

(2) Analyze the characteristics of agricultural planting area composition in three northeastern provinces.

(3) Analyze the characteristics of grain output composition in the three northeastern provinces.

Teachers and students interact and think about pictures, and teachers ask questions.

Teacher-student summary

(1) In the agricultural output value of the three northeastern provinces, agriculture is dominant, accounting for more than half; Followed by animal husbandry, accounting for 32.9%; Fishery accounts for 8.9% and forestry accounts for 2.3%, so the agricultural structure of the three northeastern provinces is relatively complete.

(2) In the composition of agricultural planting area in the three northeastern provinces, grain crops are the main crops, followed by oil crops and vegetable crops.

(3) In the composition of grain yield, cereals are dominant, followed by beans and potatoes. Among cereals, the proportion of corn is as high as 65.76%, followed by rice and wheat.

2. Important commodity grain bases

The display material PPT shows the Distribution Map of Commodity Grain, Sugar, Oil and Cotton Base Counties in Northeast China.

Ask a question

What are the main food crops in Northeast China? Where are the commodity grain bases mainly distributed?

(2) What are the main sugar crops in Northeast China? Which provinces are the commodity sugar bases mainly distributed in?

(3) Where is the commodity grain and oil base in Northeast China?

Teacher-student activities Students look at the pictures, and teachers guide and summarize.

(2) Forestry base

Display materials teacher PPT shows the "distribution map of woodland in Northeast China" and thinks about it in combination with the contents of the textbook.

Ask a question

(1) What are the characteristics of trees in Northeast China? Where are they mainly distributed? What are the three major forest areas in Northeast China?

(2) Where are coniferous forests and broad-leaved forests mainly distributed? What is the distribution law of natural zones?

(3) Where are the economic forests mainly distributed?

Teacher-student summary

(1) The forest volume is large and the timber output is high, mainly distributed in Daxing 'anling, Xiaoxing 'anling and Changbai Mountain.

(2) Coniferous forests are mainly distributed in the northern mountainous areas of Daxinganling, while broad-leaved forests are mainly distributed in the vast mountainous areas east of Songnen Plain and north of Songliao Plain. It reflects the zonal distribution law of latitude from equator to poles.

(3) Economic forests are mainly distributed in Liaodong Peninsula and Liaohe Plain.

Link 3: Consolidation and Expansion

Solve the suspense before class: what is the reason for the development of agriculture and forestry in Northeast China? What does it have to do with land resources?

Step 4: Summarize the homework.

Summary: Teachers and students * * * summarize the content of this lesson.

Homework: After class, collect the development history of agriculture and forestry in Northeast China after the founding of the People's Republic of China, understand the development of agriculture in Northeast China, and pave the way for subsequent study.

Brief design of blackboard writing

Special analysis of national defense

1. Briefly describe the existing problems, development direction and development focus of mountainous agriculture in Northeast China.

Reference answer

(1) has some problems: unbalanced harvesting and breeding; Deforestation, forest fire.

(2) Development direction: Taking the protection of forest resources as the core, while doing a good job in the "natural forest protection project", we will develop diversified characteristic agricultural products, realize the "three-dimensional development" in the mid-levels and develop characteristic agriculture and supporting processing industries for characteristic products in mountainous areas.

(3) Development focus: the characteristic cash crops such as forest trees, ginseng, deer breeding, forest frogs, etc. have changed from raw materials to raw materials and products processing.

2. What are the advantages of asking questions in class?

Reference answer

The problem is the spark to stimulate students' thinking. Thinking always starts with the problem. First of all, clever questioning is an extremely important way and means to successfully stimulate students' thinking and cultivate their excellent thinking quality. Secondly, it can stimulate students' interest in learning, stimulate their curiosity, inspire their thinking and develop their intelligence. Finally, it can enliven the classroom atmosphere, enhance the communication between teachers and students, establish a harmonious classroom atmosphere and improve the role of teaching and learning.