Reflections on the Excellent Teaching of Geography in Junior High School

Reflections on the Excellent Teaching of Geography in Junior High School

As a people's teacher, one of our tasks is teaching. With the help of teaching reflection, we can expand teaching methods. So how should I write teaching reflection? The following is an excellent junior high school geography teaching model essay I compiled for you, hoping to help you.

Reflections on Excellent Geography Teaching in Junior High School 1 This week, our school will arrange a monthly exam, the contents of which are mainly Chapters 5 and 6 of 8th grade. According to the teaching progress at the beginning of the semester, I arranged a self-study class before the exam:

(1) Remind students to base themselves on textbooks and pay attention to the basic knowledge emphasized in class;

(2) Ask and discuss some incomprehensible questions and solve them in class.

According to the convention, a self-study class is enough for students to fully review the arranged content, even if individual students fail to understand what they have learned before, they can also question and discuss this class well.

In the process of self-review, most students are very serious, checking for missing parts, strengthening memory or discussing in groups, and some students directly ask me questions to communicate. I think the whole class is quite effective. However, during the class tour, I also found that a small number of students seemed to be discussing and communicating, but in fact they were talking and chatting, which even affected other students in the group.

"Dulangkou" teaching mode is student-oriented, and students are enthusiastic about learning. But why does this happen to these students? In my opinion, combined with the actual situation of our school, the teaching mode of "Dulangkou" should work hard from the students themselves, guide students to study independently, study by themselves or discuss in groups, and fully embody the idea of learning-oriented. If allowed to develop or guide, it may hurt these students, and it may also affect a large number of other students.

Reflections on Excellent Geography Teaching in Junior High School (Ⅱ) teaching material analysis

1. This section requires mastering the seasonal variation law and regional distribution law of precipitation. The measurement, change and distribution of precipitation is one of the two main indicators of weather forecast and one of the two major elements of climate research. This section is a link between the preceding and the following. The previous section discussed the temperature and its distribution. By discussing precipitation and its distribution, this section finally summarizes the main influencing factors of climate.

2. Precipitation is closely related to people's life and production. The amount of precipitation directly affects the smooth traffic and the growth of crops.

Analysis of learning situation

This class has many rules and a large knowledge capacity, which is more difficult for seventh-grade students. However, the content of this section is closely related to students' real life, so in the teaching process, we should fully contact the geographical things or phenomena around us, activate book knowledge, and let students rise from perceptual knowledge to rational knowledge; Make full use of multimedia and other modern teaching AIDS to make students feel what they have learned.

Cognitive impairment of students: factors affecting precipitation.

Teaching objectives

Knowledge and skills:

Master the concept and main forms of precipitation. Illustrate the influence of precipitation on human production and life with examples. Master the regional distribution law of global precipitation.

Process and method:

Think independently and cooperate in groups to explore the regional distribution law of global precipitation.

Emotions, attitudes and values:

Passionate participation, understanding precipitation, understanding human living conditions, and understanding the impact of natural environment on human life and production.

Teaching emphases and difficulties

Focus: the influence of precipitation on human production and life.

Seasonal variation of precipitation.

Regional distribution of global precipitation.

Difficulty: draw the histogram of precipitation and summarize the variation law of precipitation in various places.

Read the "World Annual Precipitation Distribution Map" to understand the distribution law of global precipitation.

teaching process

Reflections on Excellent Geography Teaching in Junior High School The third part of the new curriculum standard emphasizes the connection between geography and life, which we have a deep understanding in actual teaching. Let students better experience life and the relationship between geography and life in their study. What is geography for? Perhaps many teachers have considered this question. But in the usual teaching, there is no good solution. Students are always crammed with the knowledge we want them to master, but this knowledge is not well reflected in life. What's even more outrageous is that a lot of knowledge that students have mastered, under the guidance of our teacher, has only become rote learning and emotional. Did not rise to rational understanding. So students study geography for further study and for a good job in the future. This goes against the life of geography.

We think it will be better for our students to explore some problems in teaching. Because, in the usual teaching, students sometimes feel that geography learning is very boring, which has a great impact on students' interest. If we can think more about our teaching content. Think more about some geographical issues suitable for students to discuss. Then students' interest in learning geography will increase. Moreover, we can turn the content of a class into several questions. Then let the students study and solve it. In this way, with these classroom decorations, students' interest in learning geography will be enhanced. Our geography class wouldn't be so boring. Our poor students will not improve soon. In the study of geography, there will always be people who quit at some point.

The present situation of geography teaching shows that those who quit may not come back to our geography study. And the reappearance of interest will make the students who gave up return to our advancing team. We hope fewer and fewer students will leave and more and more students will come back.

The above are some of my reflections, hoping to bring some thoughts to you.

Reflections on Excellent Geography Teaching in Junior High School Part IV The new curriculum standard requires that classroom teaching should be based on students' all-round development and lifelong development. Traditional geography teaching emphasizes the teaching of geography knowledge and ignores the students' geography learning process. This requires us to change the traditional "knowledge-based" and "discipline-centered" geography teaching in time, and strive to create a brand-new geography teaching that is close to real life, practical for students and pays attention to humanistic care. Pay attention to improving learning interest and cultivating innovative thinking in teaching.

First, liberate students' cognitive habits and cultivate students' interest in learning.

According to the psychological characteristics and cognitive ability of junior high school students, we can contact the things around us to understand and acquire geographical knowledge. For example, the spatial distribution characteristics of precipitation in China can be better understood by combining the fact that southern dwellings mostly use spires, while northwest dwellings mostly use flat roofs.

Second, emancipate students' minds and cultivate innovative thinking.

In the specific learning process, students should be the main body, teachers should not replace others, and students should be encouraged to use their brains and create boldly. Not afraid of mistakes and repetition, so that students can gain knowledge and wisdom in the process of constantly summing up experiences and lessons.

Third, free students' mouths and cultivate their expressive ability.

The starting point of inventing tens of millions is a problem. In class, students are allowed to speak boldly, express their views and experiences, get glib training, and communicate with teachers and classmates regularly. For example, in geography teaching, by encouraging students, students can also ask questions independently in the learning process.

Fourth, liberate students' hands and cultivate their practical ability.

In the teaching process, let students fully practice and carry out activities such as small papers, small productions, small investigations and small inventions, so that students can enjoy the fruits of labor. Initially develop a pragmatic scientific attitude and meticulous work style.

5. Emancipate students' horizons and shape beautiful sentiments.

If conditions permit, students can be organized to visit, so that students can develop intelligent activity space in nature and society and increase the frequency of hand and brain activities. Increase knowledge, cultivate sentiment, and gain good feelings.

Sixth, learn lifelong useful knowledge and enhance students' viability.

"Learning useful knowledge for life" is a very important concept in the new curriculum standards. People always live in a specific natural environment and cultural background. Tao Xingzhi, a famous educator, once said that "life is education". Geography is everywhere in life, and geographical knowledge is around us. Fundamentally speaking, studying biology, geography and other cultural disciplines is to better understand our living environment, coordinate the relationship with it while transforming and utilizing the environment, so as to achieve "harmony between man and nature" and realize sustainable development.

Junior one students are young and lack of life experience and skills, so combine teaching materials, such as "What should I do if I get lost in the wild?" "Map positioning and distance estimation" and so on, to train students' geographical skills, to help students cope with difficulties in life, to solve practical problems in life, to enhance their living ability, to improve their adaptability to future life, and to meet the needs of survival to a greater extent.

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