Reflections on geography teaching in senior high schools.

Teaching reflection is a means and tool to make teachers' teaching participation more active and professional development more active, and it is an effective way to improve teaching and promote teaching quality. Next is the reflection model essay on geography teaching in senior high school that I compiled for you. I hope you like it!

Reflection on geography teaching in Fan Senior High School

In modern teaching, I think what I have learned most 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 geography classroom teaching, I have changed the traditional sense of teachers' teaching and students' learning, and constantly gave way to mutual teaching and learning between teachers and students, forming a real "integration of learning". 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 students 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.

Reflection on geography teaching in Fan Senior High School

I teach senior three, and I feel a lot of psychological pressure and a heavy burden on my shoulders. A high sense of responsibility makes me work hard and dare not slack off. Looking back on the work in the past year, we should first thank the leaders for their trust and help and support. In the face of the results of this year's college entrance examination "Wen Zong", there are joys and sorrows. Below, combined with the practice of geography review teaching in senior three, I will talk about some thoughts on geography review teaching.

First, be open-minded and eager to learn, and constantly improve the teaching level of geography education.

The task of geography teaching in senior three is heavy and time is tight. However, students' motivations for learning geography are different. How to improve the effectiveness of geography teaching?

1, prepare lessons carefully

The first time I taught senior three, I worshipped teacher Li Quanfu as my teacher. Ask Mr. Li humbly through mentoring activities. Teacher Li has great personality charm. His humorous style and rigorous knowledge deeply influenced me and left me with endless aftertaste.

Seriously participate in the training of new textbooks for senior three teachers, and follow-up teaching activities such as teaching and research at the city, district and school levels; Seriously discuss with Mr. Li the "geography part test questions" in the comprehensive volume of the college entrance examination in recent years, so as to share the resources of the geography group in senior three, thus improving the level of geography teaching.

Know the students. According to the reality of students in Class A and Class B, such as the basis and interest of learning geography; Senior three entrance examination, joint examination, joint examination, comprehensive examination results and test paper analysis; Students' mentality and methods of learning geography. Understand the students' learning situation. Therefore, the teaching content and teaching methods are determined pertinently, and the teaching quality of geography class is improved.

Do a good job of reflection. For example, reflect on the reasons for the results of each exam (from both themselves and students) and find a good solution.

It can be seen that preparing lessons carefully is the most basic prerequisite for a good geography class.

2. Selected exercises

First of all, let each student prepare a "geography correction book", teach and urge students to do a good job of checking and filling in geographical knowledge and accumulate geographical problem-solving methods.

Select the synchronous training questions in class from the review material "Three-foot Platform" to consolidate the geographical knowledge points in each class.

Secondly, select the unit test questions. The range of topics is three-year college entrance examination five-year simulation, middle school geography teaching reference, and choosing exercises for students in Beijing No.4 Middle School geography problems, so as to achieve the purpose of consolidating and improving.

Choose exercises for the students of "excellent training class" and do a good job of "excellent training counseling"

It can be seen that choosing geography exercises and training students is a way to consolidate basic knowledge of geography, cultivate ability and improve geography performance.

3. Use special teaching to teach students how to build a high-quality knowledge structure.

First of all, explain to students the importance of building a high-quality knowledge structure. That is, judging from the assessment objectives and requirements of comprehensive literature, the comprehensive ability test of liberal arts emphasizes the overall and comprehensive grasp of knowledge such as history, geography and politics.

Judging from the proposition purpose of college entrance examination questions, "ability and intention" focuses on "using" knowledge to analyze and solve problems, and on the transfer and reorganization of knowledge. Structural knowledge is easy to migrate and reorganize.

Secondly, the basic idea of constructing high-quality knowledge structure is taught to students through example teaching. Guide students to learn to review by themselves.

4. Answer training

In this link, students need to be trained in answering skills and methods. Avoid unnecessary loss of points. For example, to cultivate students' good habit of doing problems (examining, doing, reflecting and summarizing); In answering skills and skills, train students to acquire and interpret information skills, train students to master the ideas and methods of short-answer questions, and form the basic mode of answering questions (thinking, application, language); At the same time, learn to use standard answers.

5, do a good job in the sprint stage before the exam:

In the sprint stage before the exam, "Wen Zong" conducted several significant tests. Teachers timely check and fill in the gaps from the aspects of comprehensive angle and learning methods. In addition, during this period, students' learning status is extremely unstable. Teachers should always pay attention to students. If you have time or find problems, you should communicate in time to help students adjust their status and meet the college entrance examination.

To sum up, only by studying and summarizing can geography teachers adapt to the requirements of college entrance examination under the new situation and continuously improve the teaching level of geography education. Only in this way can the results of geography college entrance examination be gradually improved.

Second, the focus of improving geography performance is to turn students' demand for geography learning into interest and rise to motivation.

1. Teachers should serve students wholeheartedly.

The psychological compatibility effect tells us, "The educated can only accept your views if they accept you first." Therefore, teachers should establish a democratic, equal and harmonious friendship with students, so that students can really accept the learning methods you guide and improve the effectiveness of guidance.

2. Difficulties and challenges in geography teaching.

Senior three students' motivation to learn geography is very different, and their foundation is uneven. _ The geography of the college entrance examination questions reached 100 for the first time, which was equally divided with history and politics. Geography teachers have encountered opportunities and challenges. How to make students love to learn geography? I only have some immature methods that I am willing to discuss with interested colleagues.

Reflections on geography teaching in senior high schools

In the teaching process, we should conscientiously implement the spirit of new curriculum reform, pay attention to students' development, pay attention to students' experience, strengthen the connection between curriculum content and life, pay attention to the formation of students' emotions, attitudes and values, meet students' different geographical learning needs, change classroom teaching mode, and pay attention to the combination of learning process and learning result evaluation. At the same time, considering the basic characteristics of ordinary high school education, I pay attention to the implementation of basic knowledge in the teaching process. Specifically, I mainly took the following measures:

1. Strengthen theoretical study and strive to change the concept of education and teaching. The new curriculum reform puts forward new and higher requirements for schools, teachers and students. Under the background of the new curriculum reform, teachers must strengthen their study and strengthen the research on teaching behavior, which has become the consensus of all teachers. Only in this way can teachers form a correct view of education, students, teachers and quality. Therefore, I insist on studying and discussing the concept of new curriculum reform, senior high school geography curriculum standards, curriculum content and objectives, so that my teaching practice has a solid theoretical foundation.

2. Make bold innovations in changing classroom teaching mode and teaching methods and means. The new curriculum focuses on teaching principles such as "teacher-student interaction" and "giving full play to students' main role". Therefore, in the teaching process, I try to change the situation of "centralized teaching" in the past, change students' passive acceptance into active cooperative inquiry learning, and try to change my role and status, from the authority in the classroom in the past to students' * * * learning together.

3. Pay attention to the development of each student in the teaching process and meet the individualized learning needs of different students. Pay attention to each student's performance and attach importance to each student's growth in the teaching process. The specific methods are as follows: ① Ask questions and discuss speeches in class to ensure that every student has a chance to fully display his talents in class for a period of time; (2) When organizing discussion activities, all students are required to participate. In addition, different teaching strategies are adopted according to the actual situation of the class, such as the breadth and depth of teaching content, and different standards are used in homework, teaching content, teaching process and learning evaluation to meet the learning needs of students at different levels.

4. Prepare lessons collectively and exert collective strength. Strengthen information collection and exchange and discuss with teachers in other schools in teaching. Actively participate in class evaluation, learn from each other's strengths, constantly improve their teaching methods, and update their educational and teaching concepts.

In short, the current new curriculum correction is in the exploratory stage, and I will continue to study hard, break through the old way of thinking, and gradually establish a correct concept of quality education such as talent, teaching and quality; Through our own teaching activities, we will lay a solid foundation for students to learn to be human beings and learn to seek knowledge, so that students can develop in an all-round and coordinated way in moral, intellectual and physical aspects.

Reflection on geography teaching in Fan Senior High School

Through many years of geography teaching practice in senior two, I think we should reflect on the teaching activities according to the requirements of college entrance examination ability, constantly explore and improve, optimize the teaching links and improve the teaching effect.

1, reflection on teaching philosophy

For a long time, teachers' educational thoughts are often formed under passive conditions, and they have been following the old road of "dead endorsement, many problems, hard work and low efficiency". Without the enhancement of teachers' self-reflection consciousness and ability, they are often simply repeated or followed, and the effect is not ideal.

It is necessary to change from simple review knowledge to "knowledge+method = ability" and optimize review activities. Teachers should explain and enlighten more, contact and analyze more, students should think more (analyze, compare and summarize), do more (draw pictures and list), talk more (ask questions, discuss and communicate) and summarize more. For example, when reviewing the related content of "Location Factors Affecting Industrial Layout", I first take Ruhr Iron and Steel Industrial Zone as an example to let students recall the main location factors that affect the emergence, decline and re-emergence of industrial zones, so as to understand that industrial layout is the result of the joint action of various location factors, and the influence of these factors on industrial layout will change with the changes of social, economic and other factors, thus indicating that the factors that affect the development of industrial zones are developing and changing. Then take Shanghai Baosteel as an example, understand the location factors that affect its layout, analyze the differences between it and Ruhr Iron and Steel Industrial Zone, and analyze the reasons, so as to explain what an industrial plate is, only for a specific period and a specific location. At the same time, guide students to analyze the fundamental reasons that affect the layout change of the steel industry. What is the general trend of this change? Finally, please analyze and compare the five major iron and steel industrial bases along the Yangtze River, and tell the main location factors of their formation.

2. Thinking about teaching design.

In the review practice of geography teaching in senior two, we sometimes find that because students have learned all the basic knowledge, if the teacher just follows the book without certain novelty and difficulty, then the effect or purpose of geography teaching will be very different from the expected design, which requires us to constantly explore teaching objectives, teaching tools, teaching methods and other issues, and actively improve them, so as to optimize teaching and effectively promote students' learning. Intelligence theory tells us that every student has different intelligence combinations, their own intellectual weaknesses and strengths, and their own unique cognitive styles. Students have wide and narrow knowledge, high and low learning ability and strong and weak cognitive ability. Teachers must face up to this individual difference between students. For example, we can carefully conceive and design the presentation of content, written materials, image information, multimedia, etc. to take care of different students' learning interests and ability requirements.

For example, in the review of geography knowledge in senior high school, atmospheric environment is a difficult point, and the content about weather, climate and monsoon is even more difficult. If you still review like teaching a new lesson, first, time is not allowed, and second, students are not interested. So I made careful preparations in teaching design, trying to write such a case through case teaching method to break through the difficulties. The case is as follows: On the eve of Battle of Red Cliffs, Cao Ying was in Jiangbei, Soochow was in Jiangnan, and Zhou Yu sent troops to fight Huang Gai, offering a series of tricks to prepare for Cao Ying's fire. Suddenly, he remembered that he had neglected an important thing and suddenly became ill. When Zhuge Liang visited the doctor, he pointed out that the root of Zhou Yu's illness was "owing the east wind" and promised to borrow the east wind to help him. In fact, Zhuge Liang just made an accurate weather forecast.

Then ask the following questions:

(1) Which province is Chibi located in? Try to analyze the local climate type.

(2) Why can East Asia become the most typical monsoon climate zone in the world?

(3) The climatic characteristics and causes of the monsoon region in eastern China.

(4) Why is there a phenomenon of "owing the east wind" at this time?

(5) Why can Kongming borrow Dongfeng again?

(6) Apart from military affairs, what other aspects do you think the monsoon will affect?

In this way, the content to be learned is turned into a small problem through the case. The teacher only provides background information and finds out the answer through the students' own questions. In this way, they not only reviewed the knowledge of weather, climate and monsoon. , but also to understand the geographical factors that form the climate, and at the same time expand their geographical capabilities. Facts have proved that students are very interested in this way of teaching, and the effect of transforming abstract principles into intuitive materials is much better than blind indoctrination.

3. Reflection on the teaching process

The current classroom teaching is mainly carried out under the guidance of teachers and around the contents of textbooks. Students learn more by rote learning. Judging from the reference answers and grading standards of college entrance examination in recent years, there are almost no points to directly express basic concepts and principles, and the points and proportions of ideas and methodological knowledge that need to be memorized are getting less and less, and more points are often placed on the analysis and application of combined materials. I remember that one year in the college entrance examination, students were asked to analyze whether the layout of Lanzhou Chemical Plant was reasonable. At that time, some students only analyzed the layout of chemical plants from the perspective of economy and society, ignoring the influence of environmental benefits on industrial layout, and thought it was completely reasonable and reached a completely different result from the standard answer.

Therefore, I often choose some relevant materials to discuss with students in teaching, and achieved good results. For example, review questions about site selection. After giving a lot of background information about "salt" and "salt chemical industry" (omitted), I suggest that a company is considering building a new salt and salt chemical plant near a town, and give a partial map of a town and some related information. Please refer to the map and materials to discuss: which scheme is more reasonable, "the location proposed by the company" or "the location proposed by the parliament"? Each group represents different roles: business representatives, factory managers, parliamentary representatives and community representatives. After the discussion, a large group report will be given. At the same time, it is emphasized (1) that when considering problems, we must think in all directions, integrate existing knowledge and solve practical problems. (2) The methods to solve problems are often not single. In a sense, it is to compare the advantages and disadvantages of various methods to solve problems, so as to optimize the best scheme. (3) We should adopt a scientific, dialectical and comprehensive attitude and method when analyzing any problems.

In the subsequent group report, the students scrambled to express their views and opinions: as the legal representative of the company, they hoped that the factory would be built closer to the original industrial zone from the point of view that the factory must obtain greater profits; Students who are factory managers suggest that the factory be built near the traffic line from the point of view of facilitating raw material procurement and product sales; From the perspective of protection and greening, the students acting as representatives of the parliament called on the new factory not to destroy trees, and the factory should be built in a swamp; Students as community representatives, from the perspective of maintaining the community environment, require the factory to be built in the suburbs perpendicular to the perennial wind direction. After speaking freely, the students compared the advantages and disadvantages of the above opinions, and agreed that although all the proposed schemes looked reasonable from their own interests, from the overall and comprehensive point of view, the site proposed by the company was more suitable.

4. Reflection on their own teaching behavior

Teachers should seriously review their words and deeds in the teaching process: whether to change from authoritative professors to equal exchanges and dialogues between teachers and students; Whether there is a fair quality, an open mind, rich feelings, keen judgment and rich imagination.

For example, in the teaching of "Prevention and Control of Desertification in Northwest China", a student suggested: "I don't think afforestation can solve the problem of desertification, because trees need to absorb more water during their growth, which will lead to less water entering lakes, rivers and underground, which will lead to increased desertification." This view is contrary to the textbook, and I refuted it at that time. In after-class reflection, I deeply feel that this has stifled the student's interest in positive thinking and the courage to make bold innovations. In fact, this student's idea is not unreasonable at all. So in the next class, I made a self-criticism in front of the whole class. In the later teaching, I paid attention to tolerance of various viewpoints and encouraged students to actively explore and innovate.

In other words, as a teacher, we should not only handle our teaching behavior carefully, but also positively affirm students' "intelligence" and give timely and appropriate rectification.

5. Thinking about teaching feedback

In teaching, we should not only pay attention to students' learning behavior in class, but also get the information of teaching feedback through students' homework, and observe students' knowledge, ability development and emotional experience in all directions in the information feedback. We often find that students are still confused about the teaching content and exercises explained by teachers in class. There are many reasons. One of the important reasons is that the acquisition of students' knowledge is not learned by students themselves, but taught by teachers. Therefore, it is more important for us to teach students learning methods than knowledge itself.

Therefore, I pay more attention to individual communication with my classmates, understand their ideas and methods of solving problems, and usually explain them in class from the ability in order to obtain better teaching results.

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