How to integrate life into junior high school geography classroom teaching

First, the use of real-life examples in the teaching process

If students want to understand the relationship between geography and life, they must first see the form of geography in life.

In order to enrich students' perception, we list the common geographical phenomena in teaching and dig out the geographical knowledge contained in these phenomena. Life experiences are students' own experiences.

Tested perceptual knowledge is the most credible, profound and explanatory factual material for students. Connecting with life in time in the teaching process can make the teaching content intimate and sensible, and the difficulties become easy. It can also make students feel that geography is close at hand and not mysterious. There is geography everywhere in life, and there are geographical thoughts everywhere. The key for teachers to create problem situations lies in keen observation, observation and accumulation in daily life, and the ability to extract geographical knowledge from life. Only by using life phenomena to refine geographical knowledge and introducing new teaching courses can we come out at will. So how to introduce life examples into geography classroom? For example, people's food, clothing, housing and transportation are all branded with the natural environment. Teachers can combine teaching materials and ask students to explain some phenomena in life. For example, the roof in the south of China is steep? Why do you like to wear white clothes in summer? Why do farmers smoke in winter to protect their crops? Why the local midday sun shadow always faces north and so on. These colorful life phenomena make their teaching and research fields look brand-new.

Exploring psychology, they will experience that geographical knowledge is around us, thus establishing a sense of demand for geography.

Let students expand the principles they have learned and learn to find and solve problems. In addition, our teachers can use geographical knowledge to guide students to solve some common problems in life, thus improving students' understanding of geographical problems in life. This method can improve their ability to analyze and solve geographical problems. Applying geography knowledge to solve specific problems in life is the ultimate goal of geography learning. Let students feel the application of geographical knowledge in their lives, and let students consciously apply geography in their lives. We must use a lot of geographical knowledge in our daily life to solve practical problems in production and life. Such as the orientation of houses and streets in buildings; Angle and orientation of solar water heater. How to choose routes and vehicles according to the traffic map,

How to choose the tour route according to the map of tourist attractions, how to arrange production and life according to the weather forecast, etc. How to use the law of cultural communication and choose the appropriate way to promote goods. Real estate is very hot recently. If you were a property buyer, what kind of house would you choose?

Second, use geographical knowledge to explain "strange" events in life

In life, some things are common to everyone, but from a scientific point of view, they are unreasonable.

In geography teaching, we can use this example to let students know knowledge in the conflict between science and tradition. For example, when it comes to the division of seasons, China and European and American countries divide seasons in different ways. China takes "beginning of spring, Changchun, beginning of autumn and beginning of winter" in the lunar calendar as the starting point of the four seasons, while European and American countries take "dividing Japan equally" as the starting point of the four seasons. So which is more accurate? It is not easy to make it clear when the teacher explains. I made it clear with my birthday.

First of all, I asked my classmates: Is your birthday a lunar calendar or a solar calendar? Most students answered the lunar calendar. Then casually asked a classmate's birthday: early September of the lunar calendar.

Two. Then I asked a question: We all know that this year is July, so how far is the difference between your birthday this year and last year? The students are one year and one month behind in their calculations. Obviously, the lunar birthday is not accurate. Therefore, it is concluded that the division of four seasons in Europe and America is more accurate. Another example is the causes of surface rivers in the lower reaches of the Yellow River. China's Jiangsu and Zhejiang provinces are rich in silk, Xinjiang's melons and fruits are especially sweet, Xuzhou area is the center of Huaihai Economic Zone, and we usually take pasta as the staple food and so on. The reasons for these facts can be found in geographical knowledge. The formation of various landforms, local specialties, the formation and development of settlements and the changes of the environment are all closely related to geographical laws. The mastery and application of geographical knowledge can help us to look at the problems in life correctly, avoid superstition and blind obedience, and let us live in a more rational world. This teaching method can stimulate students' curiosity and turn it into learning motivation and interest.

There is an old saying in China that "apply what you have learned".

Comenius, a well-known educational reformer and theorist in Czech Republic, pointed out in his Great Teaching Theory: "Nothing can be learned just because it is valuable in school, but because it is useful in life. What such students learn will not disappear as soon as they leave school. " Our students can't always be divorced from the social life environment, and no matter what they do in the future, they will inevitably face the real life. Geography is closely related to life. In the teaching process, it should come from life, be close to life and be applied to life, which is of great significance to change the way teachers teach and students learn. Let life go into geography, so as to close the distance between textbook knowledge and real life, and make students feel kind and useful when learning geography knowledge, so as to benefit and benefit from learning. Bringing geography into life can help students build knowledge on the basis of life experience, help students understand our living environment, guide students to apply what they have learned, serve real life, and let students really experience the fun of learning geography.