How to standardize geography teaching language

Due to its wide coverage and wide span of knowledge, geography teachers need to have high language quality and accomplishment. Therefore, how to standardize geography teaching language has become one of the basic teaching skills that the new generation of geography teachers must develop.

The standardization of geography teaching language is a reflection of the scientific nature of geography teaching, which is specifically reflected in the requirements of language accuracy, scientificity, pertinence and colloquialism.

1． Accuracy requirements for geography teaching language

The accuracy requirements for geography teaching language are first reflected in pitch. The pronunciation requirements for geography teachers are the same as for other subjects, requiring teaching in Mandarin and striving for accurate and standard pronunciation. They should also pay great attention to the accuracy of the pronunciation of place names. The pronunciation of many place names is different from the commonly used pronunciation, such as Yalu (lù) River, the boundary river between China and North Korea, Liu (lù) An, the tea village in Anhui, Hui (kuài) Jishan where Dayu controlled floods, and Fan (pān) Yu in the Pearl River Delta of Guangdong They are all easy to pronounce and mispronounce. Geography teachers should check the dictionary frequently and must not take them for granted and lose their prestige.

The accuracy requirement of geography teaching language is also reflected in the appropriate usage of each word. For example: when talking about fronts in weather phenomena, warm fronts are warm air masses that "climb" above cold air masses, showing that warm air masses are active; cold fronts are warm air masses that are "lifted" above cold air masses, showing that warm air masses are passive. party. This kind of attention to word choice is a reflection of the scientific nature of the geography discipline. In particular, geographical concepts and principles require geography teachers to express them in precise language so that students can obtain accurate information.

2. Scientific requirements for geography teaching language

Geography teaching language must have strict scientific nature, which is mainly reflected in geography. Teachers should try to use the terminology of this subject in their lectures. For example: Geography teaching is always inseparable from the orientation. When expressing orientation, teachers must use the standard orientation terms "up north, down south, left east, right west" instead of using irregular daily life terms "up, down." , left, right" instead.

The scientific nature of geography teaching language is also reflected in the requirement that teachers can use geographical knowledge structure teaching, that is, there are systematic and well-organized levels, and the teaching language must be orderly. For example, when talking about the geographical location of a region, we should first analyze the latitude position, and then the sea and land location; when analyzing the economic characteristics of a region, we should first talk about the economic level, then the departmental structure, and finally the layout. This will teach students the ideas and trends in analyzing geographical issues.

3. Targeted Requirements for Geography Teaching Language

The scientific nature required by geography teaching language is for middle school geography level. It cannot be as rigorous as college geography. The degree of scientific nature must take into account the age characteristics of students. That is to say, due to the different levels of teaching objects, the languages ??used in junior high schools and high schools cannot be substituted for each other and must be targeted. A common mistake that new teachers make is to "exaggerate", using university language instead of high school language, and high school language instead of junior high school language. They think they are scientific, but in fact they are out of touch with the age characteristics of students and the teaching requirements of middle school. For example, the concept of folds is included in the syllabus of high and junior high schools. Based on the age characteristics of high school students, students should be given a clearer definition. "The bending of rock layers due to force is called folds. If a series of folds occur, it is called folds." For the age characteristics of junior high school students, we can only tell students the central idea of ??folds: "The bending and deformation of rocks when they are squeezed is called folds." Although the teachings in junior high schools are not as rigorous as those in high schools, given the age characteristics of the students, we can only say this, otherwise students will not be able to accept it if they are only encouraged.

4. The colloquial requirements of geography teaching language

The geography teaching language is relative to the written language of geography. The written language of geography is a language of perspective. It is based on teaching materials and can be perceived repeatedly by students. Therefore, longer and more complex sentence patterns can be used; the relationships between sentences can also be intricate. The geography teaching language relies on auditory perception and is difficult to perceive repeatedly. Therefore, the geography teaching language must be designed to be short and must be designed into short sentences. The relationship between the sentences is simple and clear, and the big problems expressed in written language can be resolved into spoken language. Solve every small problem in language expression one by one and try not to leave any future troubles. For example: the formation of the five belts, the textbook uses a comprehensive summary, "During the rotation of the earth, since the earth's axis and the orbital plane are obliquely intersecting at an angle of 66.5°, within a year, the direct point of the sun is between the north and south Tropic of Cancer. "Transformed into oral teaching, it should at least be resolved into "the earth's revolution - orbital plane - tilt of the earth's axis - the direction of Polaris remains unchanged - the direct point of the sun moves between two points - the direct point of the sun moves between two points. Wait for a series of small questions to be explained one by one. However, colloquialism does not mean colloquialism. For example, describing the tropical rainforest as "hot rain" and the tropical desert as "hot sand" are not correct colloquialisms, which will not only violate the science but also cause endless troubles.

In summary, geography teaching language is by no means an imitation of the written language of textbooks. An important task for geography teachers in preparing lessons is to recreate the design of the teaching language, that is, using the teaching materials as the guideline Recreate the sexual blueprint and write it into a colloquial lesson plan. New teachers especially must do this without fear of trouble. Colloquial lesson plans also require a certain degree of artistry, such as taking into account rhythm, pauses, cadences, intonations, etc., and gradually achieve a mixture of sound and emotion, and even humor.

There is no end to the pursuit and refinement of geography teaching language. Only by delving into the characteristics of geography teaching language, being good at thinking, and diligent in deliberation can we continue to sublimate it and reach a level of proficiency and unique style.