Reflections on geography teaching in the second volume of the seventh grade

Reflections on geography teaching in the second volume of the seventh grade

As a people's teacher, teaching is one of the important tasks. With the help of teaching reflection, we can learn a lot of lecture skills. Then the question is coming, how to write teaching reflection? The following is my reflection on geography teaching in the second volume of the seventh grade. I hope you like it!

Reflections on geography teaching in the second volume of the seventh grade 1 I pay attention to the methods of guiding students to learn regional geography in teaching. When analyzing the characteristics of natural environment in Asia, we should start with geographical location, topography, climate, rivers and so on. For example, I guide students to combine the five-zone knowledge they have learned before from the latitude position of Asia (0-80 degrees north latitude). Students soon know that Asia is a continent spanning tropical zone, north temperate zone and north frigid zone, and this conclusion is the basis for analyzing the complex climate in Asia. Students really discover the relationship between geographical location, topography, climate and rivers, and understand the overall characteristics of the natural environment. Naturally, in the future geographical research, the local climate characteristics will be inferred from the geographical location of a region, and the flow direction of local rivers will be known from the topographic characteristics. So as to form a knowledge system and continuously improve the comprehensive analysis ability.

Map is an important tool for learning geography, and geography teaching cannot be separated from it. In the teaching process, I make full use of maps to guide students to draw conclusions, and the effect is obvious. For example, when analyzing the flow direction of rivers in Asia, I first ask students to look at the map, find out the main rivers in Asia from the map, draw them on the map, tell the ocean that rivers pour into, and classify them, and draw the conclusion that the flow direction of rivers in Asia flows from the middle to the surrounding. Students naturally come to the conclusion that "Asian rivers originate in the middle and flow radially to the surrounding oceans", and the effect is better.

When teaching Asian climate characteristics and influencing factors, the textbook arranges students to study the climate characteristics of a specific continent, so I pay special attention to the cultivation of learning methods and habits of influencing factors in the design, so that students can analyze independently when they come into contact with the climate characteristics of other regions in the future. Because the design intention is clear and the teaching effect is good, students can accept it. When analyzing the Asian climate, it is very important to correctly analyze and grasp the Asian climate type map and the histogram of temperature and precipitation in related areas. Through the climate type map, students are guided to observe the types of colors and the sizes of different color areas in the map, which makes the Asian climate complex and diverse and the continental climate widely distributed, and further allows students to observe the map and emphasize the remarkable characteristics of the East Asian monsoon climate. The obvious temperature difference between Mumbai and Yakutsk leads students to analyze the main reasons (latitude factors) with their knowledge. After analyzing this factor, the students immediately asked why there was such a big difference in precipitation between Harbin and Ulaanbaatar, and observed the map analysis to draw a conclusion (land and sea factors). In this way, students really experience the importance of maps in analyzing and solving geographical problems, and gradually learn to read maps.

Existing shortcomings:

(1) Some students have poor learning enthusiasm and do not cooperate with the teachers to complete the assigned tasks.

(2) You can't correctly grasp the method of reading pictures.

In modern teaching, I think the most profound experience I have now is to change the teaching mode of full-house irrigation, try to innovate educational theory, achieve the integration of teaching and learning, attach importance to imparting knowledge to students, and pay more attention to cultivating students' ability. The renewal of teachers' educational concept and the change of students' learning style are the symbolic manifestations of this curriculum reform in the implementation process. Change the course implementation to emphasize learning, rote memorization and mechanical training too much, advocate students' active participation, willingness to explore and diligence, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate. I have been engaged in geography education and teaching for nearly 12 years, and have experienced several curriculum reforms. This curriculum reform has made me feel a lot. The following are just some thoughts on geography teaching methods.

First, pay attention to communication between the two sides.

The new curriculum emphasizes that teaching is the exchange and interaction between teaching and learning, and both teachers and students communicate, communicate, inspire and supplement each other. In this process, teachers and students share ideas, experiences and knowledge with each other, exchange feelings, experiences and concepts, enrich teaching content and seek new discoveries, so as to achieve * * * knowledge, * * * enjoyment, * * progress and achieve mutual benefit in teaching.

In the geography classroom teaching, I changed the traditional teacher teaching and student learning, and constantly gave way to mutual teaching and learning between teachers and students, forming a real "learning style" with each other. Teachers are no longer just teaching, but being taught through dialogue. Students are taught at the same time. Both teachers and students are responsible for the whole growth. For teaching, communication means everyone's participation, equal dialogue and cooperative meaning construction. It is not only a process of cognitive activities, but also an equal spiritual exchange between people. For students, communication means the prominence of subjectivity, the expression of individuality and the liberation of creativity. For teachers, communication means that class is not just about imparting knowledge, but sharing understanding and promoting learning together; Taking classes is not only a one-way effort, but also a process of life activities, professional growth and self-realization. Teachers have changed from the protagonist of teaching to the "equal protagonist".

Second, pay attention to the use of textbook maps.

The new geography curriculum uses illustrated materials, vivid charts, lively and interesting reading materials and classroom activities close to students' lives to create a geography teaching situation full of the flavor of the times, and show students a lively thinking process with concrete and interesting maps, pictures and charts in life. In the face of such a textbook, how should you use it? How to attend class? How to play the role of teachers? How to tap students' potential? ..... needs geography teachers to reflect calmly and actively to adapt to geography teaching under the new curriculum.

Third, inspire students to "ask more questions"

Interest and desire in learning largely determine students' learning attitude and academic performance. Students have curiosity, which is the original motive force of pursuing knowledge and the bud of curiosity. In daily life, they are often particularly interested in something, from interest to love, and from love to the exploration and pursuit of truth. It will also ask all kinds of seemingly absurd and meaningful questions. At this time, teachers should conform to students' psychology and correctly guide them to ask more questions. Teachers can give interesting explanations and organize students to carry out emotional exploration activities. Never ignore or even suppress students' questions because they don't meet the teacher's intention or the teacher can't answer them at the moment.

Fourth, guide students to "take the initiative"

The idea of "changing examination-oriented education into quality education" put forward in the outline of nine-year compulsory education actually lies in students' doing science, not letting them "listen" to science. One-sided pursuit of enrollment rate, pursuit of high scores, and taking students as containers of knowledge can only bind students' actions. Even if you get high marks, you can't be applied and developed in practice. How creative can such "talents" be? As a teacher, don't take initiative as a shortcoming, just liberate students from "static", enthusiastically encourage and patiently guide them to start work, and let them increase their knowledge and form their abilities through "initiative".

As a geography teacher, think about whether you are studying and improving your professional theory, whether you are studying the development of students' psychological dynamics, and whether you should explore and construct geography teaching methods and learning methods that adapt to the new curriculum.

Stable interest is always cultivated in social practice, especially under the guidance of education. For students, their interest is actively induced by teachers. Therefore, we should strive to cultivate their interest in learning geography, correct their attitude towards learning geography and improve their enthusiasm for learning geography. We should adopt various teaching methods to enliven our geography class and make students feel that geography class is fresh and interesting. It can be arranged flexibly according to the different contents of the class, and the methods of each class are different. For example, when I was talking about the rapid growth of the world population, I chose a cartoon of "Miserable Mothers". In the photo, the sad mother not only holds hands, but also carries her child. And the baby bulging like the earth in her belly is about to be born, and the two children next to her are still fighting for food!

Then ask the students to answer: What does this cartoon show? Why is this happening? Guide the students to draw the conclusion that the earth where we live is overpopulated, mainly because people did not fully realize the pressure brought by overpopulation to our whole society. You can also introduce the competition mechanism into the classroom and compete for knowledge and maps in groups. Fair and reasonable competition, strong sense of collective honor, tense, active and orderly geography class also enhance students' interest in geography. Making full use of the diversity of modern media can change the monotonous teaching means and methods, give students new and different stimuli and stimulate their interest in learning. More importantly, modern media can provide a huge amount of information, which makes students' interest in geography learning preserved for a long time.

Reflections on geography teaching in the second volume of the seventh grade 4. Through the study of the first volume of geography in Grade 8 last semester, most junior two students have a preliminary understanding of China's geography, such as China's administrative divisions, population and nationalities, China's topography, climate, rivers and lakes, natural resources, etc., and have mastered some methods of learning geography knowledge, which has laid a good foundation for the study of the second volume of geography in Grade 8 this semester; However, if all students want to master geography knowledge systematically and comprehensively and bring it into the new learning track, they need to be inspired and guided in their future study.

Teachers should actively reflect on the appropriateness of teaching design and practice, see the mistakes in the practice process in time, constantly explore the problems existing in teaching purposes, teaching tools and teaching methods, and actively improve them, so as to optimize teaching and effectively promote students' learning. I have some experiences and ideas:

First of all, fully tap the teaching materials and cultivate students' main role.

There are many geographical images in geography textbooks, including distribution maps, statistical maps, schematic maps, landscape maps, and some inspiring and thinking cartoons. Geographical images are an important part of geography textbooks, which are vivid, vivid and intuitive, and play an important role in students' understanding of the spatial distribution of geographical things and the internal relations among various elements. Therefore, in teaching, I pay attention to the role of image, guide students to "move" with image, and let students fully participate in teaching activities, which is conducive to giving full play to students' main role. For example, when studying the distribution characteristics of earthquakes and volcanoes in the world, first, guide students to read the schematic diagram of the six major plates and pay attention to the scope and boundaries of the six major plates, and then read the distribution map of the world earthquake zone and volcanoes to guide students to observe the positions of the earthquake zone and volcanoes. Then, according to the previous map, students can discuss with each other and come to the conclusion that volcanoes and earthquakes are mostly concentrated at the junction of two plates. Designing teaching by fully exploiting geographical images in textbooks can fully mobilize students' sensory organs and thinking organs such as eyes, ears, mouth, hands and brain, and at the same time cultivate students' ability to read and analyze pictures and acquire knowledge independently.

Make full use of the "activities" designed in textbooks, which involve the training of reading or drawing skills, the collection and processing of materials, the need for experiments, social surveys, cooperative discussions and so on, and cultivate students' ability from different angles. For example, in the teaching of Changing Weather, I use the weather map provided in the activity to let students broadcast the city weather like a weatherman, which not only consolidates the weather symbols learned in this lesson, but also exercises students' ability to read pictures, express language and apply.

Second, give full play to the advantages of disciplines and arouse students' enthusiasm for learning.

In classroom teaching, only students have a strong interest in learning and take the initiative to learn can they learn well. Therefore, learning interest is an important condition to arouse students' learning enthusiasm, which is inseparable from giving full play to students' main role. From the perspective of geographical knowledge, interest is one of its major characteristics. It provides rich materials for students to gain direct interest. In teaching, we can make full use of the beauty of pictures, words, animation and language in multimedia teaching to give students the enjoyment of beauty, stimulate their desire for learning and stimulate their interest in learning. Using multimedia courseware to assist teaching can make the classroom move and live, and drive students' learning with interest.

In the process of geography teaching, I pay attention to give full play to the disciplinary advantages of interesting geography knowledge, make full use of the existing interesting knowledge to render, dig deep into the potential interesting knowledge and make reasonable processing, and strive to find the breakthrough point of interesting knowledge for purposeful introduction, so as to integrate it into classroom teaching, mobilize students' learning enthusiasm and receive better teaching results. For example, when talking about the continental drift hypothesis, let the students tell a short story first, which not only makes the students' attention focus on the class quickly, but also produces a strong interest in the learning of this class, thus generating the psychology of active learning and mobilizing their enthusiasm. This can make the classroom more vivid and arouse students' initiative in thinking and learning. When talking about the formation of monsoon climate, I first let the students look back at the changing law of wind direction around them, and then teach, which not only exercises the students' language expression ability, but also allows them to discuss geographical issues in connection with real life.

Third, strengthen the guidance of learning law and teach students to learn.

To give full play to students' main role in learning, students should learn to seek knowledge and learn to develop themselves, so as to truly become the main body of teaching and the master of learning. In order to teach students how to learn geography, I make full use of the characteristics of geography teaching to cultivate students' thinking ability, so that students can learn to think about geographical environment problems, learn to solve problems and learn to innovate and develop themselves. According to the characteristics of geography, the commonly used methods in geography teaching are:

(1) Song Formula: If you still remember the distribution of major mountain ranges in China, you can use this method: there are three horizontal lines in the east-west direction, with cloudy days in the north and a middle. Hunan, Guangxi, Guangdong and Jiangxi Jiananling. There are three peaks in the northeast and southwest, Wu Xuefeng in Taihang Mountain in Xing 'an, the middle of Wuyi Mountain in Changbai Mountain, the arc mountain in Himalaya, and Mount Everest, the first peak in 8844. Geography songs are concise and easy to remember, and often play a multiplier role in geography learning.

(2) Image method: Map is an important carrier of geographical knowledge, but many students are usually afraid of maps and their ability to apply them is weak. It is necessary to guide students to look at pictures, know pictures, draw pictures and use pictures, visualize geographical knowledge as much as possible, and combine text analysis with pictures and texts, especially the knowledge difficulties such as the revolution of the earth and chinese administrative division.

(3) Observation: Pay attention to the geographical things in daily life, contact the geographical knowledge taught in textbooks, and analyze the causes and laws of geographical phenomena. In order to make students master the correct learning methods, it is necessary to guide students to "learn geography in life" in classroom teaching, and constantly "teach them to fish" to reduce their learning burden and let them learn geography. Actively encourage students to participate in teaching activities and strive to create a "democratic, harmonious and equal" classroom teaching atmosphere, which is an important guarantee for students to play their learning subjectivity.

Only in a relaxed and happy classroom environment can we stimulate students' enthusiasm for learning geography and ignite the spark of thinking. Therefore, while teaching students geography knowledge and skills, I consciously give them emotional education, give them necessary care, encouragement, respect and understanding, cultivate students' confidence and enthusiasm for active participation, thus stimulating students' desire for knowledge and giving full play to the main role of learning.

Fourth, shortcomings.

(1) The combination of process and method needs to be improved. In group cooperative learning, the division of roles should be refined, especially the weak in the group should be really improved under the leadership of other students, the classroom should not always be dominated by top students, and the teaching should be truly student-oriented.

(2) Strengthen equal communication between teachers and students. When asking questions, we should stand on the students' point of view and proceed from their physical and mental characteristics and reality, instead of blindly leading students' ideas to their own designs. The design of the problem should not be too big, but should be analyzed from the cognitive point of view of students.

In short, in today's curriculum reform, higher requirements are put forward for teachers. Only by constantly learning and exploring in practice and using teaching methods that are in line with students' own development characteristics can teachers achieve better teaching effects and meet the requirements of today's education.

The knowledge points in this chapter are relatively easy to master, and students are familiar with the geographical location and scope of Asia and the natural environment. How to make students' brains wide open? Therefore, introducing the best of Asia into the classroom and letting students find the conditions to prove the best of Asia in groups will make the rigid classroom more active and let students think and review the basic situation of Asia. Then complete four typical examples to consolidate knowledge in Asia and analyze the knowledge points connected with each option. Summarize the methods of learning regional geography by reviewing Asia, so that students can have a fixed thinking, so as to review each region and country in the future. The difficulty of this lesson is to analyze the characteristics of North America by using the learning method of regional geography, so that students can use their brains, cultivate their expressive ability and courage, and let them point to the podium to explain. Finally, the class reached a climax through a student proficiency test.

Reflecting on the whole teaching process, we will find that the effect or purpose of geography teaching is quite different from the expected design. We will analyze it carefully after class. The reason is that the practical reflection on teaching design is neglected in teaching design, and it is difficult to make teaching design play its expected role in practical application. Therefore, teachers should actively reflect on the appropriateness of teaching design and teaching practice, see the mistakes in practice in time, constantly explore the problems existing in teaching objectives, teaching tools and teaching methods, and actively improve them, so as to optimize teaching and effectively promote students' learning. Summarize my teaching experience through this review class:

1. In the future teaching process, we should pay attention to the establishment of teaching objectives, pay attention to and enable students to master geographical knowledge closely related to their lives and the surrounding world, and stimulate students' interest in learning geography through students' association; In the implementation of teaching objectives, we should correctly handle the relationship between teachers and students, teaching and learning, make students devote themselves to learning activities, give students enough space for thinking, highlight their dominant position in teaching activities, and effectively realize the knowledge, ability and moral education objectives of teaching activities.

2. The current geography textbooks are compiled under the guidance of new education and teaching ideas, which are of the times and advanced, with special emphasis on the life and practicality of geography, and meet the learning psychology and requirements of modern students. I still can't give up traditional thinking and methods in the teaching process, so some students still think the class is very empty and boring. In the future, in the selection of teaching materials, we should fully focus on geography that is useful to life and useful to students for life; Personalized teaching should be emphasized in teaching methods to satisfy students' desire for participation, expression, competition and achievement. By optimizing geography classroom teaching, we can cultivate students' interest in geography and overcome the learning difficulties caused by non-intellectual factors.

3. In the future, we should pay attention to the choice of exercises, so as to be less but precise, difficult and easy, reflecting hierarchy and pertinence. Developing students' thinking, especially open questions, in the process of testing is conducive to the cultivation of students' innovative thinking. Choose exercises that are close to reality, interesting, and highlight important and difficult points for students to practice, and draw inferences to trigger multiple questions, or extend from one knowledge point to related knowledge points to cultivate students' application ability. After practice, we should analyze and summarize, and review the missing knowledge points in time to achieve a win-win goal.

The significance of review class is to deepen the understanding and comprehensive application of knowledge, especially to apply what has been learned to life and cultivate students' practical problem-solving ability. Teachers should summarize and prompt the learning problems existing in students' usual learning process, summarize and inform the common problems, and guide the learning methods to achieve twice the result with half the effort.