How to improve the effectiveness of geography homework in senior high school

Countermeasures to improve the effectiveness of geography classroom teaching in senior high school

Based on the interview and questionnaire survey on the implementation of geography classroom teaching in senior high schools in Lintong District, Xi, this paper analyzes the existing problems, and puts forward some countermeasures to improve the effectiveness of geography classroom teaching in senior high schools on the basis of relevant theories of effective teaching. The author thinks: Generally speaking, the countermeasures to improve the effectiveness of geography classroom teaching in senior high schools include the following six aspects:

First, make clear the social value of geography.

Geography is in an awkward position in middle school, and it is called "minor subject" and "minor subject" in university. Society, schools, families and students generally do not attach importance to geography, which leads to the low geographical status and the ideological neglect of students, which hinders the smooth implementation of effective geography teaching in senior high schools. Therefore, the author believes that the primary countermeasure to realize the effectiveness of geography classroom teaching in senior high school is to clarify the social value of geography.

1. Introduce the importance of geography to students.

Middle school geography is the only subject that combines natural science and social science in the middle school curriculum, and it is the only subject with the theme of geographical environment, the relationship between human beings and the environment and sustainable development. Through the study of geography course, we can cultivate students' concept of time and space, cultivate students' geographical thinking methods, and make students understand and understand the major problems of population, resources, environment and development faced by mankind, as well as what countermeasures should be taken from the aspects of economy, society and ecological environment. Through learning, students can also become "active and responsible citizens", so that students have global awareness and the ability to participate in international exchanges, cooperation and competition, and have the quality to meet the challenges of the 2/kloc-0 century.

2. Promote geography to all walks of life through the media.

Popularizing geography to the society depends on the geographical research department to introduce geography widely to different ages and different groups of people through various media according to the different social division of labor, so that people can experience geography personally. [1] Geographical research departments can publicize geography to all walks of life through various geographical publications, such as Popular Science, National Geographic Magazine and Earth in the United States. Newton of Japan; National Geographic of Australia; Geography of Canada; Chinese national geography, Man and Nature and other geographical magazines in China are all good tools to promote geography, but some magazines are too expensive and are only accepted by a few high-income people at present. In addition, there are many geography magazines in China, such as Geography Teaching Reference for Middle Schools, Geography Teaching, Geography Education and Geography Science, which are too academic to be accepted by other non-geography educators in society. Therefore, it is suggested that the professional department of geographical research should run more geographical magazines with strong geographical interest and reasonable prices to meet the needs of the broad masses of people for geographical knowledge.

3. Try to reform the existing examination system.

As geography teachers in senior high schools, we all know that geography is not tested in the senior high school entrance examination, and geography is only studied for two years in junior high schools, and geography classes are not offered in junior high schools, which leads to the lack of geography knowledge in junior high schools. There is no division of arts and sciences in senior one, and all senior high school students study geography. In the first semester of senior two, science students only have one geography class. In the second semester, after the academic proficiency test, only liberal arts students studied geography. Liberal arts students have studied geography for three years, so they can't apply for geography when they volunteer. Geography major belongs to science in universities, and only science students can apply for geography major. Obviously, there are some problems in our existing examination system. Although the new curriculum reform puts forward that geography is the only course that spans natural science and social science, and clarifies the position of geography, it is not really reflected in the curriculum arrangement and class time allocation, and there is still a big gap with Chinese, mathematics and English. Geography is a very important subject for both liberal arts students and science students, so the author suggests that we can try to reform the existing examination system and effectively improve the status of geography in high school.

4. Increase the financial investment in geography teaching.

In junior and senior high schools in Lintong District, geography teaching AIDS are generally scarce and seriously aging. Many teaching AIDS are in tatters and can no longer be used. Some teaching AIDS are only temporarily added by the school to cope with the inspection of relevant ministries, and some are not used at all. Some responsible senior high school geography teachers spend their own money to buy maps, globes and other teaching tools in order to do geography teaching well. It can be seen that the school has little investment in high school geography, which can not meet the needs of geography teaching. Therefore, the author suggests that governments at all levels, education departments and schools increase their financial investment in geography, for example, building geography classrooms, gardens, laboratories, equipped with geography experimental instruments and purchasing new geography teaching equipment. So as to meet the needs of geography teaching in senior high school and ensure the effective implementation of geography teaching in hardware.

Second, improve the professional quality of geography teachers.

1, Effective Learning of Curriculum Standards

In the effective teaching process of the new geography curriculum in senior high school, senior high school geography teachers should be familiar with and study the curriculum standards, give full consideration to the development of all students, pay attention to individual differences and teach students in accordance with their aptitude.

For our senior high school geography teachers, how to learn the curriculum standards? Author: I think we should pay attention to the following points:

( 1)? Pay attention to the "preface" and master the basic concepts of the course

In the preface, The New Curriculum Standard for Geography in Senior High School puts forward the nature of the new geography curriculum, the basic concept of the curriculum and the concept of curriculum design.

(2)? Pay attention to "curriculum objectives" and enhance the awareness of objectives.

The curriculum goal put forward by the geography curriculum standard of senior high school is first expressed from three aspects: knowledge and skills, process and method, emotional attitude and values. Curriculum objectives directly guide the classroom teaching of senior high school geography teachers and ensure the effectiveness of senior high school geography classroom teaching. We should learn from Mr. Yu Yongzheng, a famous special-grade teacher, and often look through the curriculum standards.

(3)? Pay attention to "implementing suggestions" and improve operational ability

In the "implementation suggestions" part of geography curriculum standards, concrete suggestions are put forward from four aspects: teaching, evaluation, textbook compilation and the utilization and development of curriculum resources. These suggestions are very valuable to our senior high school geography, which can be said to be golden advice, a navigation mark for our teaching actions and a teaching guide.

2. Familiar with teaching materials effectively

Teaching materials are the most basic materials for teachers to implement the requirements of curriculum standards, the most fundamental curriculum resources, the core teaching materials of a course and the curriculum resources with strong policies. [4] On how to be familiar with teaching materials effectively, the author thinks that we should start from the following aspects:

(1) Effectively grasp the relationship between modules.

Geography course in Xi senior high school is set as a compulsory course, which is divided into three modules, each module has 36 hours, 2 credits, *** 108 hours and 6 credits. Elective module 7 chooses 3, each module has 36 hours and 2 credits. The three compulsory modules use geography 1 (compulsory), geography 2 (compulsory) and geography 3 (compulsory) published by Hunan Education Press. Elective courses are three modules: tourism geography, natural disasters and prevention, and environmental protection. Relevant textbooks published by Hunan Education Press are also adopted.

There is a progressive relationship among the three compulsory modules, but there is also some independence. The three elective modules are juxtaposed with each other, and each module is self-contained and has no order. As an effective part of high school geography curriculum, elective module, like compulsory module, undertakes the teaching task of high school geography. In the setting of class hours, given the same teaching hours, each module has 36 class hours and 2 credits, which embodies the teaching value of * * * *.

(2) Reorganize and optimize geography textbooks effectively and reasonably.

"Cultivating the necessary geographical literacy of modern citizens" is one of the basic concepts of geography curriculum in senior high school. Following this idea, geography teachers should reorganize the "modular contents divorced from students' life reality and inconsistent with students' cognitive laws" in the teaching materials, select geographical things that students are familiar with, geographical problems that meet students' learning interests and adapt to students' age characteristics, and select contents that are helpful to students' development. In addition, when teaching, geography teachers should combine the actual situation of their own schools, reorganize the content of class hours in time, change the presentation mode of teaching materials, make the teaching content closer to the actual situation of our students and the existing life experience, boldly reorganize and expand the teaching materials, and create a broader space for effective lesson preparation.

(3) Effective presentation of teaching materials.

Textbooks are the core teaching materials of the curriculum, and geography textbooks have the universal attributes of all textbooks-readability, intuition and practicality. Only the presentation of teaching materials that meet the physical and mental characteristics and acceptance ability of senior high school students can be effective and effective teaching can be realized. In the teaching of high school geography new curriculum, we advocate that high school geography teachers use vivid and easy-to-understand language; It is necessary to introduce teaching content with geographical cases that students are familiar with; Advocate more use of maps; Advocate the use of diversified teaching methods in teaching. Only when geography teachers effectively present the contents of geography textbooks can they make effective familiar with them.

3. Prepare students effectively

Students should be prepared when preparing lessons, as osbert, a famous educational psychologist, said, "If I have to boil all educational psychology down to one principle, I would say that the most important factor affecting learning is to understand what students already know and teach according to their original knowledge." [4] So how can teachers effectively understand and analyze students when preparing lessons?

(1) Effectively grasp the characteristics of students' knowledge base and their understanding of disciplines.

In the process of preparing lessons, geography teachers can effectively prepare lessons for students only by understanding students' knowledge base and their cognitive characteristics of the subject, building a new cognitive structure and respecting their characteristics. Understanding students' original knowledge base plays a very important guiding role in improving the quality of lesson preparation. When preparing lessons, teachers can think about the following questions: (see Figure 2)

question

Do students already have the necessary knowledge and skills to learn new knowledge?

Have students learned the new knowledge structure through preview?

What knowledge is the focus and difficulty of teaching, which needs the teacher to explain in class?

What content will arouse students' interest and thinking and become the exciting point in the classroom?

Figure 2 Teachers' Thinking [4]

For the above problems, teachers should know in time before class, and then organize teaching activities according to the actual situation of students. Only in this way can teachers always reflect the "students' dominant position" in preparing lessons and attending classes, and can effectively prepare lessons.

(2) Effectively grasp students' experiences, thoughts and life concerns.

Different students have different life experiences, different views on resources, environment, population and sustainable development, and students' different views on society, which have great influence on students' high school geography course learning. Therefore, when preparing lessons, our geography teachers should analyze and compare different viewpoints and adopt various methods to help students form a correct concept of resources, environment, population and development, instead of reflecting on their own teaching behavior.

(3) Effectively grasp students' ability.

Students of different ages have different reading, observation, thinking and problem analysis abilities. Therefore, as a geography teacher in senior high school, we should adopt various ways and methods to learn more about students' practical abilities. For example, we can consider what contents in the textbook students can achieve teaching goals through self-study, and teachers can talk less or not about the teaching contents that students can understand, analyze and summarize by themselves, so as to provide students with opportunities for self-study. Explaining the problems that students are difficult to understand and analyze in detail can cultivate students' self-study ability.

(4) Effectively provide special services for students with learning difficulties.

When preparing lessons, geography teachers should not only consider the learning situation of most students, but also consider a few students with learning difficulties to provide services for the development of students with learning difficulties. Teachers can consider the following questions when preparing lessons: [4] (see Figure 3)

Teachers should think and design when preparing lessons. Only in this way can students with learning difficulties gradually enhance their learning confidence and make continuous progress.

① For the same text, what is the most basic content that students with learning difficulties should master, to what extent, and what kind of help teachers should provide;

question

(2) What guidance should teachers give to students with learning difficulties for the same exercise;

3 classroom questioning is aimed at students with learning difficulties;

4 classroom teaching, this time is arranged for students with learning difficulties.

Figure 3 Problems to be considered when preparing lessons

Fourth, flexible implementation of classroom teaching.

1, effective question

An educator once said: "The art of teaching lies in how to ask questions properly and guide students to answer skillfully." Teachers can stimulate students' interest in learning and inspire their thinking by asking questions, so as to guide students to actively explore knowledge and cultivate their expressive and thinking abilities.

So, how can teachers ask questions effectively in teaching? The author believes that in teaching, questions should pay attention to the following points:

( 1)? Problem design should have a clear purpose.

Questioning serves the classroom teaching. In classroom teaching, teachers must be psychologically prepared in advance and ask questions to achieve what purpose. The question has many purposes, which can be summarized as [5] (see Figure 4):

Introduce a new course

Organizational teaching

The purpose of asking questions

Guide students to master new knowledge in depth

Guide students' creative thinking.

Check and evaluate students' learning situation.

Figure 4 The purpose of asking questions

(2) The problem design should be moderately difficult.

Classroom questioning should be based on students' reality and knowledge, and the difficulty of question design should be moderate, combined with students' actual learning ability. If the topic design is too simple, students can quickly answer the correct answer without serious thinking, which is easy for students to form thinking inertia and is not conducive to the development of students' thinking ability; If the questions are designed too hard, students will not know how to answer them, which will greatly dampen students' enthusiasm for learning, cause their fear of geography and restrict the effective teaching of geography.

(3) Design questions should be enlightening.

The design of the problem should not be too simple. Students should be made to think, and questions should inspire them to think. The enlightening questions designed should enable students to get correct answers through thinking, so as to cultivate students' active and studious thinking quality. Therefore, when asking questions, teachers should avoid purely judgmental questions, use more questioning questions, pay attention to the use of pioneering questions, and guide students to think and explore themselves.

(4) The angle of questioning should be novel and interesting.

In the teaching process, geography teachers often encounter such situations and the same problems. When the teacher asks this question, there will be "a stone stirs up a thousand waves", and when he asks that question, there will be "a pool of stagnant water, and the microwave will not appear". The reason for this situation lies in the different angles of design problems. Therefore, teachers should pay special attention to starting from different angles and aspects when designing problems, and remember that the design of problems is too dull and repetitive. High school geography teachers should try their best to make their questions ingenious and novel. They can try to use some methods, such as asking questions and anti-questions, to make students feel fresh suddenly, and then have great interest in geography learning in this class, thus causing students to think positively and improving learning efficiency.

(5) Pay attention to the appropriate pause when asking questions.

If teachers pause properly before asking questions and cooperate with appropriate guidance, for example, teachers can guide them like this: "Attention, students, let's think about such a question, that is, (pause) …", which can attract students' attention and make them psychologically prepared to answer questions. If the teacher does not give any guidance or pause before asking questions, a considerable number of students may not hear the questions raised by the teacher clearly, thus affecting the effect of classroom teaching.

2. Effectively create classroom teaching lead-in.

Classroom lead-in affects teaching effect. The well-designed classroom lead-in by geography teachers can stimulate students' thirst for knowledge, activate students' thinking and effectively improve the teaching efficiency of geography classroom. The introduction of classroom teaching is the key to the success of geography classroom teaching.

Then, how do geography teachers create classroom teaching lead-in in high school geography classroom teaching? The author believes that in classroom teaching, the effective creation of classroom teaching lead-in can try to start from the following aspects:

(1) Use songs to import skillfully.

In geography classroom teaching, teachers can appropriately apply songs to classroom teaching according to the needs of teaching content, which can not only stimulate students' interest in learning, activate classroom atmosphere, but also cultivate students' sentiment and cultivate their love for learning geography science.

For example, when talking about the content of "Horizontal Movement of Atmosphere" in the section of "Atmospheric Environment", teachers and students can sing "Singing the Motherland": "The five-star red flag flutters in the wind, how loud the song of victory is, singing our dear motherland, and then moving towards prosperity and strength ..." Introducing the study of "Horizontal Movement of Atmosphere" can not only attract students' attention, but also arouse students' great interest in the content of this lesson.

(2) Introducing poems skillfully.

There are many rich and excellent poems in China's literary treasure house, many of which contain rich geographical knowledge, which can cultivate students' sentiment and give people beautiful enjoyment. As a geography teacher in senior high school, we can quote poems appropriately in the teaching introduction, stimulate students' enthusiasm for learning geography, cultivate students' aesthetic ability of geography and improve the effect of geography classroom teaching.

For example, in the class of "The Movement of the Earth", Chairman Mao's poem "Sit on the floor, travel 80,000 miles a day, and watch the sea" can be quoted appropriately to attract students' attention and stimulate their interest in learning.

(3) Using examples in life skillfully.

The introduction of examples in life means that geography teachers should pay attention to observing geographical phenomena in daily life and geographical knowledge closely related to life, choose appropriate teaching materials and design classroom teaching introduction to stimulate students' interest in learning geography.

For example, when talking about "the greenhouse effect of the atmosphere", we can introduce it like this: "In winter, Xi 'an has low temperature and insufficient heat, which cannot meet the heat demand of flowers, vegetables and other crops. Many local farmers use plastic greenhouses and glass greenhouses to grow flowers and vegetables. What principle does this use? "

(4) Ingeniously introducing geographical news.

In modern society, newspapers, television, internet and other media are highly developed, which can quickly spread all kinds of domestic and foreign news to every place in people's lives in the first time. News is the focus of people's attention. Geography teachers can use news materials or news videos useful for geography teaching to introduce new courses. This can not only closely connect with social reality, increase the amount of information in classroom teaching, but also help students learn new geographical knowledge. It can also cultivate students' emotional attitudes and values, and cultivate their sense of social responsibility of "caring about family affairs, state affairs and everything". Using geography news skillfully into geography classroom teaching is not only the development trend of geography teaching, but also the basic requirement of new curriculum reform.

For example, when talking about the content of "common weather system" in the compulsory course "Atmospheric Environment", the geography teacher can introduce the new lesson by playing the weather forecast of CCTV.

(5) Ingeniously introduce riddles.

Bruner, an American educator, once said, "The best stimulation of learning is interest in new knowledge". The riddle is a cultural product created by the collective wisdom of ancient people in China. If geography teachers can skillfully use riddles to introduce new lessons in classroom teaching, they can stimulate students' interest in learning, activate the classroom atmosphere, strengthen the communication between teachers and students, and promote the development of students' thinking.

For example, when talking about the first lesson of atmospheric environment, the teacher can ask the students to guess a riddle first: "Invisible, intangible, odorless and tasteless, animals and plants depend on it, and people cannot do without it." What is a natural thing? The student replied: the atmosphere. It is natural to introduce topics to stimulate students' interest in learning geography.

(6) Use multimedia import skillfully.

Multimedia teaching is one of the most advanced teaching methods in modern education. Multimedia courseware has the characteristics of bright colors and strong dynamic visual effects. Teachers can use multimedia teaching to create lively teaching situations for students, change the teaching materials from silent to vocal, and make students enter a pleasant learning atmosphere, thus attracting students' attention and improving their interest in learning. In this way, high school geography teaching can learn from students' pleasant visual enjoyment, turn the boring learning process into a relaxed and pleasant listening process, and let students learn happily.

3. Effectively stimulate students' learning interest and motivation.

Confucius said, "Those who know are not as good as those who know, and those who know are not as good as those who are happy." It can be seen from here that interest is the best teacher, the driving force of learning and the source of efficiency. In the implementation of effective geography teaching in senior high schools, as a geography teacher, we should try our best to stimulate students' interest and motivation in learning.

In geography teaching, how can teachers effectively stimulate students' interest and motivation in learning geography, better accomplish the task of geography teaching and achieve good teaching results? The author thinks, try to start from the following points:

(1) Effectively introduce new lessons to stimulate students' interest and motivation in learning.

Classroom lead-in is like the beginning of a story. If it can be fascinating at the beginning and stimulate students' enthusiasm for learning, students will soon have great curiosity and thirst for knowledge about this course, and the effect will be very good. In the introduction of new courses, geography teachers can use songs, poems, life examples, geography news, riddles, multimedia and other interesting teaching methods to introduce new courses, thus attracting students' attention, inducing students' learning motivation and stimulating students' interest in learning geography.

(2) Make effective use of geographical pictures to stimulate students' interest and motivation in learning.

In the process of classroom teaching, if geography teachers want to effectively improve the efficiency of geography teaching, they need to express the abstract geographical principles in geography textbooks with easy-to-understand geographical pictures, and try their best to visualize the abstract and difficult geographical principles, thus stimulating students' interest and motivation in learning. Geography picture teaching is the most commonly used method in geography teaching. Using geography pictures, geography teachers can cultivate students' innovative thinking and image thinking, promote the development of students' ability, and stimulate students' interest and motivation in learning.

(3) Effective use of various teaching methods to stimulate students' interest and motivation in learning.

In the process of implementing the new geography curriculum, geography teachers can effectively use various teaching methods to organize teaching, for example, they can use different teaching methods such as talking, debating, independent inquiry, discussion, role-playing, games, practical activities, intuitive demonstration and comparison to actively build an open geography classroom. At the same time, teaching can be organized in different ways according to different teaching contents to stimulate students' interest and motivation in learning geography.

(4) Effective use of computer multimedia technology to stimulate students' interest and motivation in learning.

Using multimedia technology can make abstract geographical things and phenomena visible, invisible, static and dynamic, from small to large, from far to near, from slow to fast [7], thus mobilizing students' sense of reality in an all-round and multi-sensory way, which not only strengthens teachers' teaching effect and textbook knowledge, but also stimulates students' learning interest and motivation.

4. Arrange homework effectively

Under the background of promoting quality education and new curriculum standards in an all-round way, the traditional single and closed homework can no longer meet the needs of the new curriculum, and the new curriculum calls for new homework that suits it. The layout of geography homework should also aim at promoting the all-round development of students, conform to the requirements of the development of the times and meet the different geographical needs of students. Teachers can inspire students' thinking through effective homework assignments: geography inquiry homework, geography drawing homework, hierarchical geography homework (see Table 2) and appropriate geography homework, so that homework can not only test students' learning effect, review and consolidate knowledge, but also play a role in promoting knowledge transfer by analogy.

V. Scientific teaching evaluation

Scientific evaluation of geography classroom teaching in senior high school is of great practical significance for improving the quality of geography classroom teaching in senior high school, improving the quality of geography teachers' education and teaching, and further strengthening and deepening the new round of curriculum reform. Pay attention to process evaluation, developmental evaluation and diversification of evaluation subjects (the evaluation subjects can be geography teachers, students themselves (see table 3), study groups (see table 4), and sometimes parents and the media can be introduced for evaluation. ), pay attention to the combination of qualitative evaluation and quantitative evaluation, only such teaching evaluation is an effective teaching evaluation.

Sixth, actively reflect on teaching.

American psychologist Posner once said: "Teacher growth = experience+reflection is a process of summing up experience, catching problems and reflecting on practice." "Reflection" is the most effective way for teachers' professional growth. As a geography teacher, only by constantly reflecting on his teaching behavior and summing up his teaching experience in the process of geography teaching can he better adapt to the requirements of the new curriculum reform, stimulate his potential, gradually improve his education and teaching level, and thus better implement classroom teaching. In "Suggestions for Teachers", Suhomlinski specifically talked about how to keep an educational diary. Suhomlinski's way of keeping an educational diary is worth learning and emulating. In our teaching diary, we can record the following questions (see Table 5):

Teaching reflection is the process and end of teachers' teaching practice and the beginning of new activity design. As a geography teacher, only by constantly reflecting, summing up teaching experience, correcting one's own shortcomings and making continuous progress can one become an effective and excellent teacher.