Teaching Design of Geography Courseware (5 pieces)

The design and application of # Courseware # Introduction Courseware must be combined with the objective conditions of teaching content and other aspects, and specific problems should be treated specifically. A successful class often benefits from a vivid courseware, because students are fresh and full of new interests and expectations for each new text. The following is the teaching design of geography courseware compiled and shared by KaoNet. Welcome to read and learn from it. I hope it helps you!

1. Teaching Design of Geography Courseware

First, the teaching objectives

1, knowing the difference between weather and climate, can use these two terms correctly in production and life; Know common weather symbols and simple weather maps; Understand the relationship between climate and human production and life, and form the consciousness of protecting the atmospheric environment.

2. Through reading pictures and discussing in groups, students can correctly distinguish the concepts of weather and climate, know basic weather symbols, and improve their ability of reading pictures and extracting information.

3. Form a geographical concept that is useful to life, and at the same time establish the concept of harmony between man and land.

Second, the difficulties in teaching

focus

Understand the concepts and differences between weather and climate, and learn to read simple satellite cloud pictures and weather forecast charts.

difficulty

Understand the concepts and differences between weather and climate.

Third, the teaching process

Link 1: Introduction to the new curriculum

Life instance import. By asking students, "What do you think of the weather outside today? Yin? How are you? Cold? Warm? What is this knowledge? " And interact with students to guide them to think, "What is the weather and climate we often talk about? What are the characteristics? Are they different? " Introduce new courses.

Link 2: Teaching new lessons

1, weather and climate

Combined with the teaching materials, group cooperation, independent inquiry learning, the teacher explained and supplemented, and completed the following form.

Practice the following words describing weather and climate.

"Sunny"-Weather, "Four seasons are like spring"-Climate, "Sunrise in the East and Rain in the West"-Weather

2. Weather forecast and common weather symbols

Transition so how can we accurately know the weather every day? (Watch the weather forecast through multimedia broadcast)

question

(1) How can I know the weather?

(2) What do the blue, green and white colors on the satellite cloud image represent respectively?

(3) How to identify the weather on the weather forecast map?

Student activities

(1) Look at the satellite cloud picture.

(2) Blue represents the ocean, green represents the land and white represents the cloud area.

(3) Identify weather conditions according to weather symbols.

Teachers project "common weather symbols" to guide students to identify common weather symbols one by one.

Student activities

(1) Match the weather symbols in groups to see which group remembers them correctly and quickly.

(2) Choose a few weather symbols to see who draws them well.

Teachers' activities show the symbols of "sandstorm" and "wind".

Ask a question

(1) Considering the symbol "sandstorm", why do sandstorms often occur in northwest China? What measures should be taken?

(2) How to identify different winds?

Student activities

(1) Drought, strong wind and sparse vegetation; Windbreak and sand fixation.

(2) The first is the mast, tail and flag. Second, the judgment of wind direction. Third, the expression of wind level.

Link 3: Consolidate and improve

Show the "weather forecast map of major cities in the world", let students choose their favorite cities, act as broadcasters and publish weather forecasts.

Step 4: Summarize the homework.

2. Teaching design of geography courseware

First, the teaching objectives

1. In the global climate distribution map, accurately tell the distribution areas and corresponding climate characteristics of three temperate climate types.

2. The ability to obtain information by reading statistical maps of temperature and precipitation in different regions.

3. Recognize that different regions have different climate types and characteristics, so as to establish regional awareness.

Second, the difficulties in teaching

Focus: Characteristics of three temperate climates.

Difficulties: the causes of three temperate climates.

Third, teaching methods.

Map method, group discussion method, scene creation method.

Fourth, the teaching process

Link 1: Introducing a new lesson

Using multimedia import method, the aerial video from western Europe to northeast China is played, and the question is raised: What has happened to the natural environment in the video? What is the relationship between them? Then introduce new courses.

Link 2: New Curriculum Teaching

1. Main climatic types and their distribution in temperate zone

Teachers' activities show the "world climate distribution map" and find out what kinds of temperate climate types there are. What are the land and sea locations?

There are different climate types for students in temperate coastal areas and inland areas. The eastern temperate continental climate is temperate monsoon climate, western temperate maritime climate and inland temperate continental climate.

What are the characteristics of various climates for teachers' activities?

2. Climatic characteristics of the east and west coasts of temperate continent.

Teachers' activities take geography learning interest groups as a unit, and combine the statistical data of various climates in textbooks to summarize the characteristics of various climate types.

Students' presentations are divided into groups: temperate monsoon climate, high temperature in summer and more precipitation; In winter, the temperature is below zero and there is little precipitation. The temperate maritime climate is neither cold in winter nor hot in summer, and the precipitation is relatively uniform.

The teacher emphasized the method of reading pictures and summarized the climate characteristics: temperate monsoon climate, characterized by cold and dry winter and high temperature and rainy summer; The temperate maritime climate is characterized by mild and humid all the year round.

3. Characteristics of temperate continental climate

Teachers work together at the same table to explore the differences of natural landscapes in temperate continental climate distribution areas due to different ocean distances and precipitation.

Teachers and students concluded that in the temperate continental climate distribution area, the natural landscape is very different because of the distance from the ocean and the different precipitation. Usually, with the change of precipitation from more to less, temperate forest, temperate forest grassland, temperate grassland, temperate semi-desert and temperate desert landscape are presented in turn. Due to the large latitude span between north and south, a typical coniferous forest landscape has been formed in the temperate zone near the cold zone in the northern hemisphere continent.

Link 3: Integration

Teacher activity asks students: How has the landform changed from Xinjiang all the way east to northeast?

The landscape changes of student activities from Xinjiang to Northeast China are desert, grassland and forest in turn.

The teacher concluded that from Xinjiang to the northeast, due to the gradual improvement of water conditions, the landscape changed from desert and grassland to forest.

Step 4: Summarize the homework.

Summary: Teachers and students * * * summarize the content of this lesson.

Homework: Compare the similarities and differences between temperate monsoon climate and subtropical monsoon climate.

3. Teaching design of geography courseware

First, the teaching objectives

1. Can tell the concept and type of settlement; Pictures can be used to describe the landscape differences between urban and rural areas, and data can be used to analyze the reasons that affect the formation of settlements.

2. Through autonomous learning and group cooperative learning, analyze the reasons that affect the formation of settlements, and improve the ability of unity, cooperation and problem analysis.

3. Establish the concept of harmonious coexistence between man and nature by understanding the reasons that affect the formation of settlements.

Second, the difficulties in teaching

focus

1. Differences between cities and villages.

2. The reasons that affect the formation of settlements.

difficulty

By analyzing the reasons that affect the formation of settlements, the concept of harmonious coexistence between man and nature is established.

Third, the teaching process

Link 1: Introducing a new lesson

Picture import, show two pictures of cities and villages, ask the students "What is the scenery shown in the pictures", and then lead out this new lesson according to what the students say about cities and villages.

Link 2: New Curriculum Teaching

1. The concept of settlement

Teachers' activities allow students to read and summarize directly.

Summary of student activities.

The teacher concluded that settlements are places where people live and move. It can be divided into urban and rural areas.

2. Cities and villages

The teacher's activities showed pictures of the city and the countryside.

What's the difference between a problem city and a country?

Students answer that cities are tall buildings and houses in rural areas are short; Urban roads are wide and long, while rural roads are narrow; Urban people are mainly engaged in industrial production activities, while rural people are mainly engaged in agricultural production activities.

The teacher concluded that although cities and villages are both settlements, they are different in landscape, building density, roads and production methods, and there are also differences between cities and villages.

Is there any connection between cities in transition and rural areas?

Teachers' activities show the landscape map of Miami in 19 13 and the landscape map of Miami at the end of the 20th century, so that students can analyze the maps.

Student activity city is developed on the basis of rural areas.

What do the names "village", "pastoral village", "city of culture" and "important industrial town" mean after teachers have a transitional understanding of the relationship between cities and villages?

Student activities show different functions.

The teacher concluded that different settlements have different functions.

Transition to guide students, the function of settlement is different, so how is the settlement formed?

3. The reasons that affect the formation of settlements

The teacher's activity showed two pictures, one in the high and low villages and the other in the arid area near the Yellow River. Let the students analyze. What are the reasons that affect the formation of the two settlements?

Students take part in activities to avoid floods and get water.

The teacher summed it up. Under normal circumstances, the natural reasons that affect the formation of settlements are superior climatic conditions, flat terrain, rich water sources and fertile soil.

Are there other factors besides natural reasons for the transition? Then show two photos of "Shijiazhuang Railway Station" and "Silicon Valley", and let the students discuss and analyze the natural reasons in groups.

The representative of the student activity group discussed and answered.

In addition to natural reasons, there are also human reasons, including "traffic" and "technology".

Link 3: Consolidate and improve

Teachers' activities allow students to analyze the reasons for the formation of urban settlements in Beijing.

Teachers and students summarize nature: topography and water source. Humanities: policy, transportation.

Step 4: Summarize the homework.

Summary: Ask students to share and summarize the main points of this lesson.

Homework: Collect some relevant information about the factors that affect the formation of settlements.

Fourth, blackboard design.

4. Teaching design of geography courseware

Teaching objectives:

(1) Understand the advantages and problems of Hebei Province as a major agricultural province in China.

(2) Understand the significance of Hebei Province to accelerate the pace of agricultural industrialization and develop new agriculture by taking advantage of its location.

(3) Understand the history of Tangshan earthquake and the beautiful and spectacular new Tangshan. Emotional education of "work hard, love my family and build it" for students.

New lesson guide:

Scheme 1: Everyone has studied the calendars of the Seven Emperors of the Warring States, namely Qi, Chu, Yan, Han, Zhao, Wei and Qin. Do you know the geographical location of Zhao Heyan at that time? Today, we will come to the third stop of our 10,000-mile trip along the coast: Hebei Province, the "hometown of Zhao Yan".

Scheme ②: Question: On the map of "chinese administrative division", which provinces are around Beijing and Tianjin?

When describing the "natural environment" in Hebei Province, we can take the following steps:

1. Show the "chinese administrative division" wall chart and ask the students to tell the geographical location of Hebei Province: it is surrounded by Beijing and Tianjin, bordering Bohai Sea in the east and neighboring Liaoning, Inner Mongolia, Shanxi, Henan and Shandong.

2. Show the "Hebei Topography" map with multimedia, or show the "Hebei Topography" wall chart, and ask the students to answer the main topographic features of Hebei Province: mountainous in the northwest and plain in the southeast. Ask the students to find the Yellow River, Haihe River, Yanshan Mountain, North China Plain, Taihang Mountain and Great Wall in the picture.

3. Show the information collected before class: "The location of the national capital in the Yuan, Ming and Qing Dynasties". It shows that Hebei Province is close to the capital for a long time and its geographical position is very important.

4. Find out the railway trunk lines and seaports passing through Hebei Province on the city and traffic map of Hebei Province.

5. Summarize the location advantages of Hebei: Bohai Rim, Beijing and Tianjin, and convenient land and water transportation.

Regarding the "Tangshan Earthquake", the following steps can be taken:

1. Let students learn the reading materials of "Tangshan Earthquake".

2. Show pictures with multimedia: Tangshan, which was razed to ruins after the earthquake, and then switch pictures to show the new Tangshan with high-rise buildings and beautiful environment, and carry out ideological and moral education for students to "work hard, love their country and love their home".

When talking about "agricultural provinces", we can follow the following steps:

1. Q: What are the natural conditions in Hebei Province? What are the effects of natural conditions on agricultural production? Hebei belongs to temperate monsoon climate, and the south belongs to a part of North China Plain, with flat terrain, large cultivated land, fertile land and good lighting conditions, which is an important producing area of wheat and cotton in China. However, the North China Plain also has disadvantages that are not conducive to agricultural production: poor surface drainage, soil salinization, unstable agricultural production caused by monsoon climate, and drought in spring and waterlogging in summer. )

2. As a big agricultural province, apart from natural conditions, what good social and economic conditions have promoted the development of agriculture in Hebei Province? Students should be instructed to list some socio-economic factors, such as location advantages, market demand, agricultural structure adjustment, etc. This part of the content is more difficult, and the teacher can explain it like this: (1) There is a large demand for agricultural products around Beijing and Tianjin; (2) The transportation is developed-it is convenient for agricultural products to be sold abroad; (3) Agricultural structural adjustment-developing out-of-season vegetables, flowers, lawns and middle and high-grade fruits. Things are rare and expensive, and the economic benefits are high.

3. Let the students complete the activity questions in the textbook P.37, and the teacher can add the meaning of anti-season vegetables:

We know that there are some cold seasons, some hot seasons and some warm seasons in a year. For vegetables, some are afraid of cold and some are afraid of heat. In general, vegetables that are afraid of cold are difficult to grow in the cold season; Vegetables that are afraid of heat are not suitable for planting in hot season, thus forming the seasonality of vegetable production and market supply. The so-called out-of-season vegetables are vegetables that are afraid of heat or cold in hot or cold seasons. Out-of-season vegetables are listed when some vegetables are scarce in the market, and because things are rare, they have high economic benefits.

After-school activities:

1. Online query: What are the cultivation methods of out-of-season vegetables? What is the economic benefit?

2, query information _ know what measures people have taken to overcome the unfavorable factors in agricultural production in North China Plain.

3. Collect information to understand the mineral resources and major industrial sectors in Hebei Province.

4. Visit the nearby market and investigate the sources of some out-of-season vegetables and fruits.

5. Teaching design of geography courseware

Teaching purpose:

1. Let students know the types of land resources.

2. Make students understand the distribution trend of land resources.

3. Make students understand the utilization and protection of land resources.

Teaching process:

I. Types of land resources utilization

Ask a question

1. Please think about it, what's the use of land?

2. Look at the land use map of a county and tell what land use types there are according to the legend.

Summarize the utilization types of land resources: cultivated land, woodland, grassland and building land.

Second, the distribution trend of land resources

Look at the maps "World Land Resources Utilization Map", "World Topographic Map" and "World Natural Belt Map".

Ask a question

1. Where is the cultivated land mainly distributed?

2. Why are large areas of cultivated land mostly distributed in temperate plains and areas where rivers pass?

3. Which natural belts still retain a large area of virgin forest land?

4. In which two natural zones are the vast grassland areas in the world distributed?

abstract

Cultivated land: mainly distributed in temperate plains and areas where rivers flow.

Woodland: mainly distributed in temperate forests and tropical rainforests.

Grassland: mainly distributed in temperate grassland and tropical grassland areas.

The temperate plain has warm and humid climate, fertile land and deep soil layer, which is beneficial to crop growth. In the area where the river flows, the sediment brought by the river forms alluvial plains on both sides of the river, which is also rich in soil, deep in the upper layer and convenient for irrigation, which is conducive to agricultural development.

Three. Utilization and protection of land resources

Land has nurtured human beings and provided them with necessary living conditions. Human beings can't live without land, especially for the first time, human beings can't live without food, and food production can't live without cultivated land, but the cultivated land is decreasing. Look at the two cartoons on page 7 1 to explain the reason for the decrease in farming?