How to Develop Open Classroom Teaching of Geography in Senior High School

Geography curriculum standard points out that geography curriculum should provide students with geographical knowledge closely related to life and the surrounding world and enhance their survival ability. "Learning useful geography" is the core idea of curriculum reform. The construction of geography open classroom in junior high school is not only to meet the requirements of curriculum standards at a high level, but also to cultivate students' interest in learning geography and lay a solid discipline foundation.

First of all, update the teaching concept and boldly implement open geography teaching.

The new curriculum standard puts forward the core idea of "student-oriented development". Geography teaching under the concept of new curriculum standard should take students as the main body and open teaching as the standard. "Letting go" means trusting students to think and explore, ask questions, answer and summarize, but it is not "letting go". In open teaching, teachers become helpers, cooperators and guides of students' learning, take on the responsibility of regulation and guidance, and control the degree of openness to students within the most reasonable range. When studying Front and Weather, I let students cooperate independently and "move" freely, and show other students the formation of cold front, warm front and quasi-static front and their weather change characteristics in different forms. Students show their elegance through painting, performance, debate and speech. Integrate open thinking into the whole teaching activity and open practice into the whole classroom.

Second, the open choice of geography teaching content

Geography is an open subject. To expand the content of geography teaching, teachers should break through textbooks, master textbooks, link textbook knowledge with real life, make static teaching knowledge flexible and innovative, greatly stimulate students' thirst for knowledge, let students analyze the phenomena in life with geographical knowledge, and improve their geographical literacy in life experience.

1, the openness of question selection

Question is the starting point of thinking, and questioning is the starting point of innovative thinking. Open geography teaching should return the process of thinking to students, emphasize students' independent participation, ask questions through their own efforts and get answers through exploration. The content of geography teaching in senior high school is extensive and complicated, and there are some open teaching problems. For example, when learning ocean currents, let students watch a video or picture. 29,000 yellow plastic toy ducks from China fell into the Pacific Ocean with the container because of a strong storm, forming a huge "duck fleet" and drifting with the tide. Where will these toy ducks drift? Someone saw them on the British coast after 14 years. Can you believe it? Ask the students to explore the causes of ocean currents in the discussion and summarize the laws of ocean currents. This kind of open way to answer and answer questions focuses on cultivating students' ideas and strategies to solve problems.

2. Hot issues are relatively open.

Introducing vivid geography learning content from the ever-changing life, making geography teaching go out of the classroom, enter the society and pay attention to the hot issues in life, so that students can learn to observe and analyze various hot issues and social problems from the perspective of geography. For example, Yushu earthquake, snowstorm in the south and other natural disasters, Shanghai World Expo, Obama's visit to China, North Korea's nuclear issue and other social hotspots! Regional coordinated development strategies such as "Revitalizing Northeast China", "Rise of Central China" and "Haixi Economic Zone" # # By analyzing and discussing these open "hot spots" and grasping the theme, students can not only be trained to solve them with geographical principles! The ability to solve the problems highlighted by "hot spots" is also to combine students' geography study and life, enhance students' sense of social responsibility and viability, and also embodies the new curriculum standard concept of "learning geography is useful for life".

Third, the practical scheme of open geography teaching.

Case teaching organically combines the theory and practice of geography class to guide students to learn independently. Speaking of agricultural location factors, I "give" students a piece of farmland and let them "be" farmers. What agricultural production activities do they choose to engage in? How to "engage in" agricultural production to get the maximum economic benefits? What other issues need to be considered in long-term planning? One by one, the questions from the shallow to the deep "lure" students into the situation, and through independent inquiry and cooperative inquiry activities, students can acquire their own knowledge, viewpoints or methods to solve problems; These cases close to real life are convenient for students to understand and apply what they have learned, and truly realize the usefulness of learning geography. In case teaching, students think independently, communicate independently, expound their opinions independently, exercise their thinking ability and analytical judgment ability, and stimulate their enthusiasm and interest in learning geography. By guiding students to analyze cases, teachers integrate abstract geographical concepts, geographical principles and geographical laws into concrete life and production practice, so that students can acquire geographical knowledge and enhance their geographical ability through independent inquiry.

Fourthly, open and innovative geography teaching evaluation.

The openness of teaching evaluation is an important link in the process of open geography teaching. It not only feeds back the teaching level and quality of geography teachers, but also promotes students' progress and ability development, so that students can get a successful experience from evaluation, which is the source of stimulating students' learning motivation. The evaluation of open geography teaching should focus on process, application, experience and full participation. It is an effective measure to prevent teaching evaluation from becoming a mere formality to let students experience evaluation in practice and realize individual value in the form of activities.

Open geography teaching evaluation should also evaluate students from a developmental perspective and pay attention to the growth and change process of students. In teaching, I insist on setting up a record bag for each student's geography learning and growth. Each class selects 1 ~ 2 effective subject representatives, endows them with management rights, guides their specific operations, and insists on an evaluation after learning a unit, including self-evaluation, group evaluation and class evaluation. I usually do spot checks and monitoring. At the parent-teacher meeting, I will show students' growth record bags, let parents share the joy of their children's growth, and guide students to know themselves, make up the gap and increase their self-confidence through comparison. To establish a record bag of geography learning growth, teachers must do it themselves in the early stage, and then let students do it and manage it themselves when the time is ripe. This can not only reduce the burden on teachers, but also achieve the educational purpose and effect of teaching students in accordance with their aptitude and achieve better educational and teaching results.

Open geography teaching is an effective form of innovative education and the general trend of deepening educational reform. The construction of open geography teaching system is a dynamic process, which needs to be tried and explored step by step in practice teaching, and constantly improved and developed in the combination of theory and practice.