How to build an efficient and harmonious geography classroom

Mencius, an ancient thinker in China, once put forward that "the weather is not as good as the geographical position, and the geographical position is not as good as human harmony". "Harmony" is also a hot topic in modern society. Harmony originally belongs to the aesthetic category, which refers to the perfect cooperation, coordination and pluralistic unity of things and phenomena. Harmony is the pursuit of people and education, because harmony can generate power, improve efficiency and produce the best benefits. Classroom teaching is the main form of school education and the main place for bilateral activities between teachers and students. Students spend 80% of their school time on subject classroom teaching. Therefore, it is the main position of school education and teaching, and the main position of students' healthy growth. However, for a long time, there has been a serious problem in classroom teaching, that is, students lack learning space for creativity and a teaching atmosphere with harmonious relationship and ability development. What happens if there are discordant notes in the classroom? I think there are two ways to express it: either, the classroom is dead, everyone is immersed in the case, the "desert" is silent (here refers to the "cold desert" rather than just "silence"), and the classroom is a mess, far beyond the free market and without market rules. Can the teaching task be completed? -The class may be completed in form, but the relationship is not harmonious, which affects students' all-round independent development. Harmonious geography classroom is characterized by the harmony of three basic elements: teachers, students and geography curriculum, namely, the harmony between teachers and students and the harmony between students and geography curriculum. This is what our geography teacher pursues and what we have been trying to do. So, what is the reason for the disharmony in geography class at present? How to create a harmonious geography classroom, and what methods are there? This has become an unavoidable problem before us. According to the research on this topic in the last semester of senior one, we have summarized the following points for teachers' reference only: 1. Analyze the reasons for the disharmony in geography classroom at present. Since 1980s and 1990s, the teaching reform in China has started to move towards quality education. At present, gratifying achievements have been made, but there are still many problems. Who dares to joke about the future of students if the baton of the college entrance examination is not changed? Therefore, it is still "test, the teacher's magic weapon; Points are the lifeblood of students. " So how can students get good grades? Teachers should put pressure on students and constantly overweight them. Students are also forced to do a lot of memory learning, and their only activity time is also used for counseling. It can be seen that the slow reform of the education system is the fundamental reason for the disharmony in geography classroom. As a result, there is an irreconcilable contradiction between teachers and students: students often feel that teachers are superior and emotionally unable to integrate, but in the teacher's view, students can not meet the expectations of teachers and are dissatisfied with students; There is no or little communication between students; Traditional teaching methods make it difficult for teachers and students to live in harmony with geography courses. Imagine, in this case, can you create a harmonious geography classroom? Secondly, to build a harmonious geography classroom teaching, we can work hard from the following aspects. First, close the relationship between teachers and students. Mr. Xia Gaizun, an educator who constructs a harmonious classroom, put it well: "Without education of emotion and love, it is like there is no water in a pond;" Without water, there can be no pond, no emotion, no love, no education. " Emotion is the catalyst of teaching, so we teachers should pay attention to contacting emotions with students in various ways. I think the relationship between teachers and students should be a democratic and equal interpersonal relationship. Geography in senior high school is a difficult course for children aged 16 or 17. The study of geography in senior high school requires students to have agile spatial imagination ability and strict logical analysis and expression ability. Geography class should patiently cultivate students' spatial imagination ability and map reading and analysis ability, which can not be fully mastered overnight, so students should be given enough time to think and patiently guide and explain what they don't understand. If students make mistakes for a while, don't get excited, give them a chance to make mistakes, and then slowly correct them with the help of the teacher. Only in this way can students grow up slowly in the process of learning geography. Teachers should understand students, care about students, respect and appreciate students and be friends that students can trust. As students, we should understand and respect teachers, learn with an open mind, learn from teachers' strengths and make up for our own shortcomings. In class, the relationship between teachers and students is harmonious. I believe that such a classroom should be efficient. Second, coordinate the relationship between students and develop a harmonious classroom. It is often said that one monk carries water, two monks carry water and three monks have no water. In the eyes of many foreigners, a China person is a dragon and a group of China people are worms. What does this mean? It shows that China people have a strong ability to fight alone, but lack the ability to cooperate and help each other, which is related to our overemphasis on independent thinking in the past class. The new concept of classroom teaching requires that the relationship between students should reflect equality, mutual assistance, cooperation and competition, among which cooperation is the most important, which requires teachers to re-examine their own teaching and pay attention to mutual assistance and cooperation among students. In geography class, we can always find some talented students as teachers' favorites. They are active in thinking and responsive in class. Under the guidance of teachers, they are the "protagonists" of learning, while most students are the "supporting roles" of learning. Therefore, in the same class, students with high talents often get more performance opportunities than students with low talents. If this kind of "disharmony" fills our classroom, it will affect the all-round and independent development of most students. For example, the group cooperative learning mode in Dulangkou Middle School can make students actively learn from each other, especially face-to-face interaction, and take personal responsibility in completing the same task, so that all students can actively learn, communicate, cooperate, compete and create imagination in a relaxed, harmonious, cooperative and democratic classroom atmosphere, which not only cultivates students' sense of cooperation, but also cultivates their ability of active learning. Thirdly, coordinate the relationship between teaching and learning, improve the new geography curriculum in a harmonious classroom, emphasize the study of geography that is useful to students for life, change students' learning methods, change from traditional receptive learning to independent inquiry learning, and promote students' all-round and harmonious development. This requires us to change from the role of knowledge imparting to the role of education promoter, to become the organizer, guide and collaborator of students' learning activities, and to emphasize the integration of teachers' "teaching" and students' "learning" in classroom teaching. Teachers should be good at stimulating students' learning potential in all aspects of teaching, encouraging students to innovate and practice boldly, and providing students with opportunities to fully engage in learning activities, so as to gain rich learning experience. 1. Tutorial system plans to lead the way in class and let students pick peaches. Teaching plan circulating classroom refers to directing classroom teaching with the viewpoint of completing teaching tasks and realizing teaching objectives. To implement "effective" teaching, we should set effective and appropriate teaching objectives: according to the geography curriculum standards, combined with the reality of textbooks, students, basic knowledge and ability, each teaching objective is decomposed into three levels: the first level is accessible to all students, and "the top is not capped"; The second level is what ordinary students must achieve, and the backward students can also jump; Excellent students at the third level can exert their spare capacity. 2. Interest in the classroom, so that students always have a sense of accomplishment. (1) Flexible use of teaching methods. "Teaching is regular, but there is no fixed law." The classroom teaching method is flexible and enlightening. Teachers should do everything possible to create situations and opportunities, stimulate students' curiosity and cultivate students' interest in learning. Taking geography class as an example, the preview stage of the tutorial plan: you can stimulate interest by asking questions and practicing questions, so that "the class starts with fun"; Classroom presentation stage: it can be stimulated by task assignment, discussion and exchange, personal demonstration, comparison and analogy, etc., so as to achieve "correct and interesting classes"; Teacher's wonderful comments: we can stimulate interest by challenging students, questioning and asking difficult questions, extending discussion and perfecting the system. So that "the class has been exhausted and the interest still exists." It is meaningful for teachers to present information skills, and students have a strong sense of intimacy in class. How can we make them not arouse inner ripples and have a strong interest in learning? (2) Various teaching methods. Geography course has its particularity. I spent most of my class looking at pictures. I often say to my classmates, "If you learn to look at pictures, you will learn geography." Abstract map is like a gap for children aged 16 and 17, and it will also lead to fatigue in examining the map for a long time. Therefore, we must create conditions, turn abstraction into image, turn boredom into vividness, and use diversified and modern teaching methods to stimulate and maintain students' interest in learning geography. Students perform the revolution and rotation of the earth on the stage; Make schematic diagrams of different parts of the mountain with plasticine or clay; Act as a weather forecaster and forecast the weather; Through the debate, we can understand the advantages and disadvantages brought by the development of natural resources, so as to understand the duality of our treatment of natural resources, which is far more vivid, vivid and interesting than letting students face the rigid floor plan. (3) Humor teaching to express humor is a kind of wisdom, which often brings joy and enlightens people. Its main performance is that the teacher's lectures are vivid, humorous, witty and touching. Teachers should reprocess the teaching materials according to the time, place and person to make the teaching process more vivid, lively and effective. Sometimes you don't have to express your emotions in the face of students' mistakes. The correction of humor can impress students more. For example, in the teaching of "Direction on Map", I found that students always refer to "things" as "left and right" and "north and south" as "up and down". Once, a student said that "Weishan is below Jining and Jining is above Weishan". I suddenly walked out of the classroom and came back to my classmates and said, "The teacher just went out to have a look and found that our place is the same as other places, with the sky above and the ground below." The whole class burst into laughter. The next time a student says "above" and "below", the whole class will say "above is the sky, below is the ground". In this way, the students finally realized that up, down, left, right, east, west, north and south cannot be confused. There are many such examples in teaching. In teaching, we can use humor to attract interest, use humor to guide, use humor to correct mistakes, use humor to enlighten, inject a fresh blood into our classroom, make the classroom attractive like a magnet, and become a hall for students to linger. (4) Students should actively participate in the current geography class and give it to students in all directions. In the preview, students find the key points and analyze the difficulties by guiding the study plan or reading, meditating, discussing or consulting; During the exhibition, students either state, supplement, summarize, or perform, that is, work together; When giving feedback, students will either ask questions, reflect, challenge or summarize, which will be systematized and improved. Students' participation has been affirmed, and their enthusiasm for participating in classroom teaching has never been higher. They dare to question and explore independently, and the children really become the masters of the classroom, and their study becomes extremely happy and relaxed. For example, when teaching the section "Causes of Guilin's Landscape", on the basis of students' full preview, I asked students to take a question-and-answer game, that is, one student asked questions and another student answered them. After answering the question, he continued to ask the next student, and so on. The teacher suggested or supplemented the knowledge points missed by the students. Students' questions and answers can't systematize knowledge. In the feedback link, I grouped all the knowledge points and guided them to design tables and other forms to complete the systematization of knowledge. In this class, students are interested in asking questions, answering questions, writing on the blackboard, supplementing, refuting, drawing pictures and designing tables, which is challenging, vivid and orderly. Experimental research shows that classroom teaching is carried out in a happy mood, and the learning effect of students in the classroom is much higher than that in the general mood. Therefore, in order to make geography classroom teaching more efficient, we must make teachers, students and geography courses coordinate with each other and live in harmony in the teaching process. Harmony is not only the guiding ideology of education and teaching, but also a dynamic optimization process, and it is also the ultimate goal and the highest realm that we should pursue in middle school geography classroom teaching. Through one semester's teaching practice, we can create an efficient geography classroom environment and stimulate students' interest in learning geography and their desire to explore. Making students the masters of the classroom is the core of the smooth development of teaching activities, and handling the activities in the teaching materials is the key to the success of classroom teaching.