Seventh Grade Geography Teaching Work Plan for the First Semester

The middle school geography course is a basic course that enables students to acquire developable basic geographical knowledge and abilities, understand the geographical environment, learn geographical thinking, establish global ethical concepts, and form global awareness and patriotic emotions. The following is the "Seventh Grade Geography Teaching Work Plan for the First Semester" compiled by me for your reference only. Everyone is welcome to read it! Seventh grade geography teaching work plan for the first semester (1)

1. Guiding ideology:

Geography is the study of the geographical environment and the natural elements, humanistic elements and their interactions on the earth's surface. The science of relationships. The geography discipline has the characteristics of comprehensiveness, regionality, openness and practicality. Middle school geography course is a basic course that enables students to acquire developable basic geographical knowledge and abilities, understand the geographical environment, learn geographical thinking, establish global ethical concepts, and form global awareness and patriotic emotions.

2. Textbook Analysis

Chapter 1 Let’s Get Into Geography

This chapter belongs to the introductory part of the textbook. The first section is “Geographic Knowledge Around Us” ", the second section is "How do we learn geography". It allows students to perceive geography from two aspects: emotion and skills, and explains the learning content and significance of geography, as well as the methods and approaches of geography learning. The teaching content of this chapter is to pave the way and prepare emotionally for learning geography in the future, and to guide students to love and be close to the subject of geography.

The textbook allows students to feel the wonder and intimacy of geographical knowledge through "Mystery of Geography", "Geography and Daily Life", "Geography and Production and Construction", "Geography and Customs", which can not only make students feel The practical significance of geographical knowledge can also stimulate a strong interest in learning geography, reflecting the characteristics of "geographic knowledge is everywhere and geographical knowledge is useful everywhere".

In the second section, "How do we learn geography" starts by guiding students to draw school maps, and starts from practical applications to master the use of maps, a basic tool for geography learning, which reflects the learning of geography that is useful in life. This concept prevents students from feeling that geography is just a subject, but also a life skill. "Learn to collect geographical information", "Learn to think about geographical issues", and "Learn geography during field trips" appropriately integrate interests and methods, emotions and skills, making students feel that geography is an interesting, useful and worthwhile subject. , can learn good courses.

Chapter 2: The Face of the Earth

The textbook in this chapter mainly includes four parts: understanding the earth, the distribution of sea and land in the world, the topography of the world, and changes in sea and land. These contents are basic knowledge for learning geography, and at the same time, they are basic knowledge to help students establish a correct world view and outlook on life, and contain the world view and methodology of dialectical materialism. It is not only a basic course of geographical knowledge, but also a foundation course for life development.

In the "Understanding the Earth" section, the textbook contains a scientific worldview and methodology through the process of human understanding of the shape of the Earth. The textbook gives a comprehensive introduction to the earth from its shape and size to the earth's model - the globe, which can determine the position of any point on the earth's surface. At the same time, students can experience that people can use different methods to make maps for different purposes, and can choose the appropriate map according to their needs.

In the section "Distribution of land and sea in the world", the textbook first shows students the distribution of land and sea on the earth through "Comparison of land and sea areas in the world" pie charts, northern and southern hemisphere charts, etc., through intuitive graphics and specific data. , conveyed to students the characteristics of the world's land and sea distribution and its area comparison. While learning knowledge, students also experienced a method of explaining problems. Through the combination of a series of intuitive and abstract pictures, as well as the drawing of continent outlines, students can have a very perceptual understanding of the areas, names and ordering of continents and oceans.

In the section "Topography of the World", the textbook first briefly introduces what terrain is, what is a topographic map, and concepts such as altitude and relative height. Then it starts with the use of concepts such as altitude and relative height to analyze land. The five basic terrain types are compared. On this basis, we focus on training students’ ability to read pictures. The learning of contour knowledge lays a good foundation for the learning of topographic maps and subsequent learning of isotherms, equal precipitation lines and other knowledge. The interpretation of contours is a good warm-up for training students to improve from image thinking to abstract thinking.

In the section "Sea and Land Changes", the textbook explains the changes in surface morphology, continental drift and plate tectonic movements respectively, and uses a large number of examples to illustrate that the surface morphology is constantly changing. From the continental drift hypothesis to the formation of plate tectonics theory, it is an excellent scientific methodology education material. The process from hypothesis to reasoning to practical verification and finally forming a complete theory is the scientific method implicit in the textbook. Wegener's deeds are a rare example of educating students about their emotions, attitudes and values.

Chapter 3: Residents of the World

This chapter belongs to the content of human geography. It explains the world’s population, race, language, religion, settlement and the protection of world cultural heritage from a macro perspective. The most basic content is world population, including population quantity, distribution and population issues.

On this basis, we will talk about race, language, religion, settlement, etc., so that students can understand the basic situation of the world's population, explain the impact of population issues on the environment, society, and economic development, and correctly view the world's race, language, and religion, Understand the relationship between settlements and the natural environment, know how to respect history and cherish the cultural heritage left by our ancestors.

The content of this chapter will naturally penetrate into the subsequent study. It is a high-level summary of the human geography content scattered in various chapters, and has a general effect on the subsequent study. Moreover, these contents are closely related to many things we know and hear around us. It is recommended that teachers pay attention to connecting with reality and current affairs during the teaching process. Through the learning method of tracing back to the source, we can explore the historical and realistic embodiment of these geographical knowledge and guide students Understand a diverse world and cultivate students' correct views on the world, history, religion, population, environment and development.

Climate is one of the important natural conditions for human survival. Its impact on human life and production is very significant, especially for agriculture, it is an inexhaustible natural resource.

Chapter 4 The Climate of the World

The textbook in this chapter mainly includes four parts: weather and climate, temperature and precipitation, main factors affecting climate, and world climate types. It is a self-contained whole. It is also an important basic content for learning subsequent zoning geography knowledge. In the process of introducing climate, this chapter uses a large number of landscape diagrams, schematics, charts, maps and other materials, and pays attention to closely linking students' familiar life realities to elicit basic scientific principles. Students understand the scientific research process from phenomenon to essence.

Through the study of this chapter, students can master the concepts of weather and climate, understand weather maps, know the methods of measuring temperature and precipitation, read temperature and precipitation curves, and understand the main factors

Precipitation types, understand the main factors affecting climate and the world's main climate types, and be able to conduct basic climate characteristics analysis based on the knowledge learned.

Chapter 5: Differences in civil development in the world

In the previous chapters, we have understood the basics of the natural and human conditions of the world. This chapter introduces the differences in development, international cooperation, international organizations and other politics in the world. Economic concepts will play a fundamental role in learning about each continent and understanding the human geography overview of countries and regions in the future. The first section "Developing Countries and Developed Countries" initially introduces the concept of country, mainly describes the regional distribution characteristics and economic development differences between developing countries and developed countries, and briefly analyzes the causes of development differences; the second section "International Cooperation ", introduces that the theme of today's world is peace and development, and tells the foundation and importance of international cooperation; the third section "Important International Organizations" mainly introduces the emergence of international organizations and the purposes and functions of major international organizations. Through the teaching of this chapter, students can have a deeper and more complete understanding of the country and the world, thereby understanding the nature of world development and changes through phenomena, understanding that cooperation and development are the direction of development of human society, and in order to become a "China in the world" People" lay the foundation.

3. Teaching Strategies and Methods

Under the guidance of new teaching concepts and in accordance with the requirements of the new curriculum standards, geography teaching this semester will make bold attempts to tap students' initiative in learning. With creativity, teaching focuses on inducing students to discover problems, inspiring thinking, and maximizing students' enthusiasm for active participation and active exploration. It fully embodies the teaching principles of "teacher-led, student-centered, teacher-student interaction, student-student interaction" and helps students form a learning style of "autonomous learning, cooperative learning, and inquiry learning". Pay attention to the integration with other subjects in geography teaching, and help students form correct emotions, attitudes and values ??in learning.

According to the requirements of the new concept, the geography teaching this semester focuses on fully highlighting the dominant position of students, mobilizing students' enthusiasm for learning geographical knowledge, making students like and love learning, and change passive learning into active learning. To learn, change students' learning methods, and build a geography classroom with "teacher-student interaction, student-student interaction" teaching ideas, the following ideas are made in the teaching work of this semester.

(1) Enhance teachers’ affinity

To fully mobilize students’ interest in learning geography and make students like geography classes, we must first make students like geography teachers, and the charm of teachers There is inner and outer beauty coexisting. The inner beauty should be the teacher's teaching level; the outer beauty should be the following: the teacher's speech and behavior, active communication with students, encouraging and appreciative attitude, patient and meticulous help, etc. In general, teachers should have the teaching skills , the high quality of teachers' ethics makes students feel that my geography teacher is very good in all aspects, improves my status in the minds of students, and enhances the affinity of teachers.

(2) Exploration of Geography Classroom Model

Since the implementation of the new curriculum reform, I have been using the four-link teaching model of Qingxu No. 2 Middle School and made bold attempts in conjunction with geography teaching. This semester Still based on the goal of student development, we make the following attempts in geography class.

1. Determination of teaching objectives

On the basis of careful analysis of teaching materials, according to the actual situation of students, appropriately integrate teaching resources, select geographical knowledge that is useful to students, and focus on skills The training enables students to learn the basic methods of learning geographical knowledge, and embody emotions, attitudes and values ??while learning knowledge.

2. Dealing with key points and difficulties

In order to overcome the current situation of old textbooks with too much knowledge and tight class time, I use multimedia teaching to master key knowledge and break through difficulties to enhance the teaching quality. Intuitive, it can effectively arouse students' interest in learning and increase the capacity of the classroom. The wide application of modern teaching methods in geography classes is one of the key contents of this semester's bold attempt to reform geography teaching.

●Full-text map training ability

Maps are the most important tool for geography learning. It is very necessary to cultivate students' ability to read and analyze maps in geography class, and it is also important to train students It is an important process of ability, so I use pictures as a guide in this class to cultivate students' practical ability and build a cooperative classroom through students' picture recognition, picture analysis, hands-on picture filling, discussion, communication and teacher-students' picture filling.

●Knowledge expansion*** and exploration

Strengthen the integration of geography with history, art, military and other subjects, so that students can feel the importance of learning geographical knowledge and be able to Apply what you learn to stimulate interest in learning.

●Personal experience and participation in practice

Memorizing the location of geographical things has always been the focus and difficulty of geography teaching. I use the method of students arranging arrays in person to allow students to experience the distribution of geographical things. The position strengthens the memory of knowledge and meets the requirements of the new curriculum reform.

●Application of modern information technology

In order to improve the teaching effect, I will produce a large number of multimedia courseware this semester, making full use of modern technology to promote teacher-student interaction in the classroom. , which greatly mobilized students’ enthusiasm for learning.

In short, the overall teaching design idea for this semester is to apply the concept of new curriculum reform to geography teaching to the maximum extent, change students' learning methods, and build a classroom model with teacher-student interaction and student-student interaction. The seventh grade geography teaching work plan for the first semester (two)

This semester I am responsible for teaching geography to the seventh grade class, two classes per week, and the teaching materials used are in the spirit of the national "Basic Education Curriculum Reform Outline" The Hunan Education Edition seventh-grade geography textbook is compiled under the guidance of the basic concepts of the "Geography Curriculum Standards for Full-time Compulsory Education".

1. Guiding ideology

Under the guidance of the new curriculum standard theory and the work plan of the school teaching office, we will efficiently complete the teaching objectives of this subject. Actively participate in teaching and scientific research activities, and strive to further improve teaching standards and business capabilities. Cultivate students' interest and preliminary ability in learning geography, and ultimately enable students to move from "learning geography" to "knowing how to learn geography".

2. Analysis of textbooks

The first volume of geography for the seventh grade in the Hunan Education Edition takes world geography as the main content, including the basic knowledge of world physical geography and world human geography. It mainly includes four parts: the appearance of the earth, the inhabitants of the world, the climate of the world, and the development differences of the world.

***Five chapters, 16 sections: Chapter 1 "Let's go into geography", Chapter 2 "The face of the earth", Chapter 3 "Inhabitants of the world", Chapter 4 " The Climate of the World", Chapter 5 "Development Differences in the World".

This chapter "The Face of the Earth" mainly includes four parts: understanding the earth, the distribution of sea and land in the world, the topography of the world, and the changes of sea and land. Understanding the earth, understanding the world's land and sea distribution, the world's topography and changes in sea and land, and understanding the basic laws of the development and evolution of global sea and land distribution are the basis for learning geography.

"Inhabitants of the World" belongs to the content of human geography. It explains the world's population, race, language, religion, settlement and the protection of world cultural heritage from a macro perspective.

This chapter "Climate of the World" includes four parts: weather and climate, temperature and precipitation, main factors affecting climate, and the world's main climate types. Judging from the position of the knowledge in this chapter in the entire teaching material system, it is one of the foundations for later learning about regional geography and China.

Based on the understanding of physical geography and humanistic conditions in the previous chapters, this chapter "Development Differences in the World" introduces political and economic concepts such as world development differences, international cooperation, and international organizations to prepare students for future learning in various fields. Human geography profiles of continents and countries and regions play a fundamental role.

3. Analysis of students’ academic situation

There are 48 students in Class 1 of seventh grade. Junior high school students who have just entered seventh grade have been exposed to some geography knowledge in primary school social studies classes, but it is relatively fragmented. As an independent subject, it is the first time for first-year students to come into contact with geography. It is an unfamiliar subject. Many students do not know how to learn geography. The number of subjects required for geography has been increased to 7, which increases the learning pressure. , the learning methods and study habits of primary schools must be changed. Therefore, in the first semester of junior high school, the goal is to develop good study habits and master the most basic geography knowledge. Learn geography knowledge more systematically and be prepared to start from scratch. Since geography class is students' first contact with it, students have a sense of freshness. Teachers should seize this point, teach the first class well, focus on cultivating interest, and get a good start.

IV. Analysis and Measures of Major and Difficult Points in the Textbook

The key contents that need to be mastered in this book include: how to interpret maps; understanding the appearance of the earth and the distribution of land and sea; the topography of the world; climate.

Difficulties: Understanding the earth (construction of the concept of earth space, such as the interpretation of the latitude and longitude network), cultivating the ability to read topographic maps, and world climate.

Coping strategies:

1. Seriously study the new curriculum standard theory, understand the essence of the new curriculum standard, and use scientific theory to guide teaching practice.

2. Do a good job in regular geography classroom teaching. Prepare each lesson carefully and strive to teach each lesson well to improve the effectiveness of the class.

3. Seriously participate in collective lesson preparation and strive for excellence

4. Make full use of network resources, effectively collect and organize geography lesson preparation materials, and fully prepare for the production of geography courseware material.

5. Participate in lecture listening and evaluation activities. Learn from others humbly, learn from each other's strengths, and continuously improve teaching standards.

6. Make a review plan, formulate a review outline, and organize the review carefully.

7. After each exam, conduct a comprehensive quality analysis of each class. Pay attention to discovering problems in teaching and student learning and solve them in a timely manner.

8. Actively participate in computer training and continue self-study to improve the production level of courseware

5. Measures to help the poor

Taking into account the actual situation of our grade , students generally have weak learning abilities, and geography classes will rarely involve content that is too advanced, with basic learning as the main goal. We strive to explain the courses in an easy-to-understand manner and take care of the majority of students with poor learning abilities. In addition, in terms of homework assignments, the relatively simple content in the geographical filling atlas must be completed, and students with better skills are required to complete all of it.

6. Expected goals for this semester

1. Understand the shape and size of the earth, be able to use a globe, understand longitude and latitude lines, and be able to use longitude and latitude lines to determine direction, and be able to use longitude and latitude to determine location.

2． Understand the rotation and revolution of the earth and its geographical phenomena and significance, and know the division of the five zones and the characteristics of each zone.

3． Learn to use maps, be able to read contour topographic maps, and draw topographic profiles.

4． Keep in mind the names and locations of the seven continents and four oceans, understand the changes in the sea and land, and understand the plate theory.

5． Know the difference between weather and climate, understand the factors that affect temperature and precipitation, and understand the major climates and their distribution around the world.

6. Know the world's three major human races and their distribution, and understand the world's three major religions.

7． Understand the major countries and divisions in the world, learn about South-South cooperation and North-South dialogue, and learn about the United Nations, the largest international organization in the world.

7. Measures to improve education and teaching performance

1. Education and teaching must be guided by new concepts. Fully prepare lessons, thoroughly understand the curriculum standards and teaching materials, and strive to highlight key points, break through difficulties, and eliminate doubts in each lesson.

2． Pay attention to individual differences among students. While facing all, we conduct hierarchical teaching and do a good job in transforming underachievers.

3． Give full play to the leading role of teachers. Provide method-study guidance and exploratory learning to improve students’ thinking ability.

4． Make geography teaching close to students, life, and reality, quote the latest materials, and be closely connected with the times.

5． Guide students to carry out geographical activities, cultivate students' hands-on and practical abilities, and integrate moral education and teaching.

8. Teaching Progress

Weekly Teaching Content Class Hours

1 Chapter 1 Let’s Go into Geography Section 1 Geographic Knowledge Around Us Section 2 How do we learn geography 3

2 Chapter 2 The appearance of the earth Section 1 Understanding the earth 3

3 Section 2 The distribution of land and sea in the world 3

4 Chapter Section 3: Topography of the world; Section 4: Changes of land and sea 3

5 National Day holiday

6 Chapter 3: Inhabitants of the world Section 1: Population of the world 3

7 Section 2: Races in the world; Section 3: Language and religion in the world 3

8 Section 4: Settlements in the world 3

9-10 Midterm exam review

　11 Midterm Exam

　12 Chapter 4 The Climate of the World Section 1 Weather and Climate 3

　13 Section 2 Temperature and Precipitation 3

14 Section 3 Main Factors Affecting Climate 3

15 Section 4 Major Climate Types in the World 3

16 Chapter 5 Development Differences in the World Section 1 Developing and Developed Countries 3

17 Section 2 International Cooperation; Section 3 Important International Organizations 3

18 Review

19-22 Final Review

23 Final Exam Seventh Grade Geography Teaching Work Plan for the First Semester (Third)

1. Guiding Ideology

Under the guidance of the new curriculum standard theory, based on the school teaching office work plan Provide guidance to effectively complete the teaching objectives of this subject. Actively participate in teaching and scientific research activities, and strive to further improve teaching standards and business capabilities.

Cultivate students' interest and preliminary ability in learning geography, and ultimately enable students to move from "learning geography" to "knowing how to learn geography".

2. Textbook Contents and Chapters

The teaching content of this semester consists of five chapters and 14 sections: Chapter 1 "Earth and Maps", Chapter 2 "Land" and Oceans", Chapter 8 "Weather and Climate", Chapter 9 "Residents and Settlements", Chapter 10 "Development and Cooperation".

3. Teaching objectives and requirements

1. ? Understand the shape and size of the earth, be able to use a globe, understand longitude and latitude lines, and be able to use longitude and latitude lines to determine direction, and be able to use longitude and latitude to determine location.

2. ? Understand the rotation and revolution of the earth and its geographical phenomena and significance, and know the division of the five astronomical zones and the characteristics of each zone.

3． ? Learn to use maps, be able to read contour topographic maps, and draw topographic profiles.

4． ? Keep in mind the names and locations of the seven continents and four oceans, understand the changes in the sea and land, and understand the plate theory.

5． ? Know the difference between weather and climate, understand the factors that affect temperature and precipitation, and understand the major global climates and their distribution.

6． ? Know the world’s three major human races and their distribution, and understand the world’s three major religions.

7． ? Understand the major countries and divisions in the world, understand South-South cooperation and North-South dialogue, and know the world's largest international organization, the United Nations.

IV. Academic Situation Analysis

There are six teaching classes in seventh grade, with more than 40 students in each class. The workload of geography teaching in any six classes is huge. Junior high school students who have just entered seventh grade have been exposed to some geography knowledge in primary school social studies classes, but it is relatively fragmented. Seventh grade students will learn geography knowledge more systematically and be prepared to start from scratch. Since geography class is students' first contact with it, students have a sense of freshness. Teachers should seize this point, teach the first class well, focus on cultivating interest, and get a good start.

5. Measures to improve education and teaching performance

1. Education and teaching must be guided by new concepts. Fully prepare lessons, thoroughly understand the curriculum standards and teaching materials, and strive to highlight key points, break through difficulties, and eliminate doubts in each lesson.

2. Pay attention to individual differences among students. While facing all, we conduct hierarchical teaching and do a good job in transforming underachievers.

3． Give full play to the leading role of teachers. Provide method-study guidance and exploratory learning to improve students' thinking ability.

4． Make geography teaching close to students, life, and reality, quote the latest materials, and be closely connected with the times.

5． Guide students to carry out geographical activities, cultivate students' hands-on and practical abilities, and integrate moral education and teaching.

6. Teaching schedule

Chapter 1 of Weeks 1-2

Chapter 2 of Weeks 2-4 (Section 1 and Section 2) )

Chapter 3 of Weeks 3-6 (Section 3 and Section 4)

Chapter 3 of Weeks 4-8 (Section 1 and Section 2) < /p>

Weeks 9-10? (Review and midterm exam)

Weeks 11-12? Chapter 3 (Section 2, Section 3 and Section 4)

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Weeks 13-14? Chapter 4

Weeks 15-16? Chapter 5

Weeks 17-18? Review

Weeks 19-20? Review and Final Exam Seventh Grade Geography Teaching Work Plan First Semester (Four)

1. Basic analysis of students’ dual basics, abilities, learning methods and non-intellectual factors

This semester, I am responsible for teaching geography to two seventh-grade classes, with two classes planned for each class every week. New curriculum standards, new teaching materials, and high requirements have brought new challenges to my education and teaching work. Through studying at the primary school level, students have a certain perceptual understanding of geographical knowledge and have the preliminary ability to read maps, analyze and judge. Have a certain understanding of the world overview. Most students have a strong interest in geography. Computer-assisted teaching, network environment, and complete geography teaching aids provide the most fundamental guarantee for geography teaching.

A few students are not very interested in learning and think it is boring; some students even think geography is difficult and difficult to understand; some students think reading pictures is difficult; some students think geography learning is of little use . However, most students still have strong interests and love the subject of geography, and their basic knowledge is not bad.

2. The main features of this textbook are:

1. Analysis of the content of the textbook and suggestions for additions, deletions, and improvements.

The design of the teaching materials is reasonable, especially there are many pictures, which can be expressed intuitively and vividly. I personally think that there are too few written descriptions and some knowledge is too superficial to broaden the horizons for eugenics. In the activities of Chapter 1, such as the movement of the earth, there is too little introduction to the direct irradiation of sunlight on the ground, requiring teachers to make a lot of supplements. If you are not an experienced teacher or a very professional teacher, it will be difficult to teach well. of. Among the continents and oceans, there is no written introduction to the distribution of each continent and ocean except for pictures. This is not conducive to students' self-study.

2. Development of teaching resources.

Make full use of textbooks, teaching materials, and geography books to serve teaching. Guide students to study the geography of our county and township so that they can apply what they have learned.

3. Teaching tasks or goals.

Complete the teaching tasks of the textbooks with high quality and tutor as many students as possible. Students are required to learn easily and the classroom atmosphere is harmonious. Let students learn to learn, learn to analyze problems, look at things objectively, and learn to behave.

4. Measures to reduce academic burden and improve teaching quality.

Carefully study the teaching materials, scientifically design lesson plans, prepare lessons carefully, teach seriously, and summarize the gains and losses in teaching in a timely manner.

5. The structural design of the teaching materials has increased the intensity of inquiry activities. "Activities" and "comprehensive inquiry" in the teaching materials are important components of the teaching content, and their functions have changed from reviewing and consolidating classroom knowledge to Responsible for teaching some new knowledge.

Through the two forms of "activities" and "comprehensive inquiry", students are effectively involved in teaching activities, which enhances the exploratory and practical nature of the teaching materials;

6. Teaching Content is presented in various forms. Different presentation methods are tried in the teaching materials, such as illustrations of some geographical concepts, dialogues to explain geographical issues, group photos or paintings showing geographical processes, etc., to constantly give students a sense of freshness and stimulate their interest in geography classes.

7. Closely connect life and production reality, especially pay attention to exploring students’ life experiences and experiences. The teaching materials attach great importance to the introduction of each teaching content and connect as much as possible with the students' real life, so that students can feel that geography is around them and is alive.

8. Plain and vivid language style. In the textbooks, try to avoid jerky geographical terminology as much as possible, and despise the language style of preaching with a straight face. For example, try using the student's language in dialog boxes that represent student conversations. In addition, some subtitles are also lively and inspiring.