Reflections on the Classroom Teaching of General Weather System Front

Just finished the lesson of "Common Weather System-Front", write a teaching reflection and summarize the success and shortcomings of this lesson.

The success of this lesson is as follows:

1. This lesson follows the concept of "Learning geography is useful for life and learning geography is useful for lifelong development" in the new curriculum standard, and tries to dig out the contents in the textbook that can be linked with reality as much as possible, such as: it was raining on the day of the lecture (late autumn), and guide students to judge what the front crossing is according to yesterday's temperature. What will the temperature be like tomorrow? Do you want to add clothes or reduce clothes? Make students feel that there is geography everywhere in their lives. It is of great use to learn geography well and enhance their interest in learning.

2. I became the guide and organizer of students' study.

(1) Set up questioning instruction class to stimulate students' interest.

A good beginning is half the battle. In order to stimulate students' enthusiasm and interest in learning, let the students read two poems at the beginning of this class. The key sentences are "But now I think of that night, that storm, and I don't know how many flowers were broken" and "It was raining in clear sky in Wan Li". Then I asked a question: Do you know which sentence describes the weather? What are the descriptions of the climate? What other words can you say to describe the weather and climate? Immediately ignited the students' interest and naturally entered the learning state.

(2) Create inquiry situations to arouse students' awareness of problems and processes.

Question consciousness is a kind of exploration consciousness and the starting point of creation. Only when students have problems can they think, explore and develop. The learning process is not for students to passively absorb the ready-made conclusions given by textbooks and teachers, but for students to participate in a vivid, active and personalized process. In this class, I asked such a question: "The sunrise is in the east and the sunset is in the west. Although the road is sunny, it is sunny." Why is this happening? In order to find out this problem, computer animation is first used to simulate the movement of cold front and weather. Then, we set up an inquiry topic: the weather characteristics before, during and after the cold front crossing (the same is true for the warm front). Through group discussion and exploration, get the answer. It changed the previous teaching mode in which the teacher asked the students to listen and the teacher wrote the students' notes.

3. You can pay attention to students from many angles in class.

(1) Pay attention to the individual differences of students. There are individual differences among more than 50 students in the class. I combine the questions and difficulties in this class, so that students at different levels can answer them separately, so that students with learning difficulties can also experience the joy of success and stimulate their interest in learning. It is very likely that a simple question will make a student have strong self-confidence and make a talent.

(2) Pay attention to guiding students to learn the law.

For example, when students explore the weather characteristics before and after crossing ahead, I guide them to start with air pressure, temperature, humidity, wind and rain, sunshine and so on. Make the question clearer and more concise.

(3) I pay attention to activity teaching in class.

Activity is the main channel to implement the curriculum objectives, and it is also a major feature that distinguishes the new geography curriculum from the traditional curriculum. The activity topic of this lesson is: According to the description of the weather in The Water Margin and Song Gongming's Catch Suochao in the Snow, analyze the front type and weather. Through activities, students can further strengthen the key knowledge in this section, and teachers can make encouraging comments in time to make learning more motivated.

Disadvantages:

1, students usually lack the opportunity to explore in class, and have developed the habit of listening to the teacher. They like the teacher to sum up all the knowledge, just write it down and it's all right. They are unwilling and unwilling to think, and they are too lazy to think. This teaching method can only stifle students' creative thinking. In the future teaching, I will pay more attention to the cultivation of students' thinking ability and let them learn to learn, so as to achieve the goal of loving learning.

2. Due to the long time of inquiry activities, it seems that time is tight, which leads to insufficient attention to individual knowledge points and hasty classroom tests.

3. Teachers' evaluation methods should be diversified, not only "good", "very good" and "very good", but also more specific.

There are still limited problems for students. We should make the learning in the classroom truly face all students and truly realize that every student is rewarding, interested and motivated.