Five layout plans of junior high school geography teaching plans

Teaching plan is a smooth and effective teaching activity for teachers. The teaching plan includes teaching material analysis and students' analysis, teaching objectives, important and difficult points, teaching preparation, teaching process and exercise design. Here, I bring you five articles about junior high school geography lesson plans, hoping to help you.

Junior high school geography teaching plan arrangement 1

Teaching objectives

Knowledge target

1. Know the main languages in the world, and remember the language with the largest number of users (Chinese) and the language with the widest range of use (English).

2. Know the three major religions in the world and remember the religion with the largest number of followers.

capability goal

1. Tell the distribution areas of the world's major languages with maps, and express them in tables or other ways.

2. Read the materials and tell the main distribution areas and architectural features of the three major religions in the world.

3. Give examples to illustrate different religious beliefs and cultural traditions in different countries and regions.

Affective goal

Cultivate materialism and understand and respect the differences of religious beliefs.

Emphasis and difficulty in teaching

1. Know the main languages in the world, and remember the language with the largest number of users (Chinese) and the language with the widest range of use (English).

2. Know the three major religions in the world and remember the religion with the largest number of followers.

teaching tool

courseware

teaching process

Introduce new courses:

Students, with the rapid development of China's economy and culture, we have more and more contacts with other countries in the world. In order to strengthen friendly exchanges with countries all over the world, it is necessary for us to know some world languages and religions.

Design intention: Direct introduction of new courses.

Newly awarded:

First of all, world languages

Teacher's inspiration: Students, think about it. What language are we using now? Can you speak other languages in the world besides the language we use?

Student activities: Speak freely and list the languages you know.

Design intention: to tap students' existing knowledge and experience and stimulate their interest in learning.

Activity 1:

Instruct students to read paragraph 1 of the textbook P73, figure 4. 12 of P74 "Different Languages" and the reading material "Do you know how many languages there are in the world". Complete the following questions independently:

How many languages are there in the world?

② Which six languages are the most important languages in the world and the working languages of the United Nations?

(3) Which language has the largest population in the world?

(4) Which language is widely used in the world and is also the world language?

Design intention: On the basis of students' autonomous learning, teachers organize students to speak and communicate freely on the above issues and other languages they know. Enable students to broaden and deepen their knowledge and understanding of these issues.

Transition: Where are these languages distributed in the world? Please find it on the map.

Activity 2:

Students read the map of the world's major languages in groups and complete the form of after-school activities.

Design intention: to cultivate students' ability to read pictures and cooperate in groups.

Second, the three major religions in the world

Teacher: We have learned about the six major languages in the world, so what are the differences in religious beliefs of people in different languages in the world? Next, we will study the three major religions in the world.

Activity 1: exchange all kinds of information about religion collected by yourself and get a preliminary understanding of religious knowledge.

Teachers provide text and pictures about the three major religions through courseware.

Teacher: Religion is a social and historical phenomenon and a spiritual sustenance of people. It has a far-reaching impact on people's lives and the history and culture of many countries. We should all have great respect for believers. Can you tell the difference between the three major religions? Do you believe in religion? Are there any religious people around you?

Students discuss and communicate after reading the materials.

Design intention: Through various activities, let students understand the emergence, influence and differences of religions, especially the characteristic buildings of the three major religions.

Activity 2: Organize students to read the distribution maps of the three major religions in the world and find their distribution areas.

Summary: Religion has absorbed many elements of human society, such as culture, folklore, economy, philosophy and so on. Therefore, the development of religion today cannot be simply regarded as superstition, but as a cultural and social phenomenon. Religious believers should not be discriminated against, but should respect their freedom of belief and protect their religion.

Design intention: to guide students to correctly understand religious beliefs.

End: Let the students sum up the main contents of the study and talk about their feelings.

Design intention: Let students be the masters of the classroom from beginning to end.

Junior high school geography teaching plan arrangement II

Teaching objectives

1. Knowledge and skills: Understand the ethnic composition of China, the customs and cultural characteristics of some ethnic minorities in China, and understand the ethnic minority policies and ethnic distribution characteristics in China.

2. Process and method: In class, through group cooperation, after class, through various channels, collect graphic materials about ethnic costumes, customs and cultures, and then sort them out, so as to broaden our horizons and understand the rich national culture of the motherland.

3. Emotion, attitude and values: Recognize that China is a unified multi-ethnic country composed of 56 ethnic groups, and establish the correct view that all ethnic groups are equal, respect each other and jointly safeguard the reunification of the motherland.

Emphasis and difficulty in teaching

Focus: China's ethnic composition and distribution characteristics and ethnic policies.

Difficulties: customs and cultural characteristics of major ethnic minorities.

teaching tool

courseware

teaching process

Introduce a new course

Video introduction (video content is multi-ethnic dance "Spring of the Earth"), please see a recording.

(Narrator) Earlier, we studied the characteristics and distribution of population in China. Everyone watched the video just now. As we know, in the vast territory of China, not only Han compatriots live, but also many brotherly nationalities live with us Han people in this big family. Today we are going to learn: a big multi-ethnic family.

Writing on the blackboard: Part III: Multi-ethnic families

Second, the ethnic composition and quantity

How many nationalities are there in our multi-ethnic family? Student (56) Please read the first paragraph of the text and answer the questions on the screen. Teacher's summary: Compared with the Han nationality, the other 55 ethnic groups belong to ethnic minorities in population, so 55 ethnic groups other than the Han nationality are called ethnic minorities.

Who are the ethnic minorities with a population of over 4 million? What is the largest minority? (Barrow)

Show pictures and summarize knowledge.

Third, national culture.

Transferor: Students, please look at the RMB in your hand. Are there any other characters besides Chinese characters? Think about it. Why? Compare the characters of different nationalities on the screen to see which nationalities are written on the RMB.

Student activity: Compare words. Mongolian, Uygur, Tibetan and Zhuang.

Due to the differences in geographical environment, historical traditions and religious beliefs, all ethnic groups have unique characteristics in food, clothing, housing, transportation, economy and customs. Let me go into the ethnic village to appreciate their style.

Play pictures

Thinking: Why do some ethnic groups like-some like dragon boat racing? Teacher: Show me the answer. Riding is the daily production and living needs of people in northern grassland pastoral areas, where conditions are good and riding skills can be improved through activities, so it is very popular. The climate in the south is warm and humid, with many rivers, lakes and bays. Boat is an important traditional means of transportation, so people like to race dragon boats.

Four. habitat of nationality

After understanding the demographic composition of 56 ethnic groups in China and the cultural customs of some ethnic minorities, let's look at the ethnic distribution in China.

Please read the map of ethnic groups in China on page 19 of the textbook.

Teachers and students summed up the geographical distribution of all ethnic groups in China: Han people are all over the country, mainly in the east and middle. Ethnic minorities are mainly distributed in the southwest, northwest and northeast border areas. In these areas, Han people and ethnic minorities live together. Almost no county or city in China has a single ethnic group. This fully proves that China's ethnic distribution is characterized by large mixed communities and small settlements. (blackboard writing)

Verb (abbreviation of verb) China's ethnic policy

Most of the ethnic minorities inherited from China are located in border areas, so how can we manage them in areas where ethnic minorities live in concentrated communities? This involves the issue of ethnic policy. Please read the textbook and answer my national policy.

Junior high school geography teaching plan arrangement 3

First of all, talk about textbooks.

1. The position and function of this part in the textbook

The textbook of this section is one of the countries in the western hemisphere, which is mainly introduced in the second volume of geography in the seventh grade of junior high school. Its economic development process, social background and cultural characteristics basically represent the development process and social status quo of Latin America. Knowing Brazil is equivalent to knowing Latin America. Brazil is the epitome of Latin America.

2. Editorial intention: Try to help students perceive the world in a way close to life.

3. The main contents and characteristics of the textbook:

(1) The textbook in this section takes race as the starting point to induce students to think about the distribution of races in the world, but the color of Brazilians is different from the three major races in the world, which leads to the miniature content of the national melting pot. The textbook adopts the method of "citing but not issuing" in examples, so that students can summarize basic geography knowledge in Brazil from the aspects of physical geography, human geography and economic geography.

(2) After mastering enough basic knowledge, the textbook requires students to learn to use Brazil's natural conditions, population distribution, historical background, economic development and other factors to analyze Brazil's agricultural and industrial layout. The purpose is to cultivate students' practical ability.

(3) In the content of connecting reality with life, the textbook also provides a large number of reading materials and pictures to cultivate students' understanding of Brazil from an intuitive perspective.

4. Key points and difficulties:

Key points: By comparing the differences between Brazil's past and present economic structure, we can understand the development process of Brazil's economy. Let students realize the influence of colonial rule on Brazil and the necessity of establishing and perfecting independent economic systems in developing countries in the world today.

Difficulties: A. Let students understand the importance of protecting the tropical rain forest.

B. analysis of the reasons for the large amount of water in tropical rain forest and Amazon river.

5. Teaching objectives:

(1) Understand the target:

A. Brazil is the country with the largest area and population in Latin America. B be able to tell Brazil about the environmental benefits, development purposes and production environment of tropical rain forests.

C be able to tell the geographical location, topographic division and main climatic characteristics of Brazil.

D can tell the characteristics of industrial and agricultural production in Brazil.

E be able to read the map and tell the main cities and distribution areas in Brazil.

(2) Ability objectives:

A. analyze the causes of unique Latin culture.

B recognize the far-reaching influence of colonial rule on the national composition, politics, economy and culture of Brazil.

C. Learn to analyze the causes of Brazil's tropical rain forest and the reasons for the large amount of water in the Amazon River, and improve the ability to comprehensively analyze geographical problems.

D. be able to preliminarily analyze the problems and solutions brought about by the urbanization process in Brazil.

(3) Emotional goals:

Cultivate students' love for science and enhance their awareness of environmental protection.

Second, students.

Brazil is a football kingdom, which is not very strange to most students. Modern media means are advanced, and students can learn more about Brazil through the Internet, newspapers and magazines.

First-year students are active in thinking, rich in feelings, eager for knowledge and eager to win. They often have a strong sense of color in accepting knowledge and are willing to contact interesting perceptual knowledge. Therefore, when teaching Brazil, we should use more wonderful methods, give more examples and show them with real pictures to enhance students' impression.

Third, oral teaching methods

Combination of teaching methods

A. This course adopts various teaching methods, such as talking, reading, discussion and learning competition. In particular, learning competitions can stimulate students' enthusiasm for learning and cultivate their various abilities. This section uses the method of knowledge structure diagram to make students' geographical thinking deepen gradually with the teacher's explanation and stimulate students' imagination.

B. The whole class mainly runs through the teaching idea of "taking learning as the main body, taking teaching as the leading factor and combining thinking with practice", so that students can participate in and experience the whole process of teaching activities independently. Teachers pay attention to the proper guidance from the shallow to the deep, from the simple to the complex, and students observe problems, explore phenomena and solve problems from constant demonstrations.

2. Teaching methods

Using multimedia teaching to process some static information into dynamic information of sound, emotion and shape, and mobilize students' various senses. Attract students' attention, stimulate their excitement, arouse a strong thirst for knowledge, emphasize key points and break through difficulties. Increase the teaching capacity and improve the teaching effect.

3. Selection of teaching AIDS

Multimedia courseware.

Fourth, the methods of speaking and learning

1. According to the teaching objectives, read the text quickly, grasp the whole and make clear the key points.

2. Make full use of multimedia resources to understand and remember.

3. Integrate theory with practice, combine daily life experience, think positively and cultivate ability.

Verb (abbreviation for verb) Course schedule: 2 hours.

Sixth, talk about teaching procedures.

Teaching process:

The first class: the main content is the epitome of P.89-92 national melting pot and developing industrial and agricultural powers.

Teaching objective: 1. Understand the area, population and economic level of Brazil.

2. Understand the geographical location, topography and climate of Brazil.

3. Understand the national culture and industrialized agriculture in Brazil.

Teaching emphasis: Brazil's natural environment and human conditions.

Teaching. Difficulties: ① the relationship between Brazil's geographical location, topography, climate, rivers, vegetation and other natural geographical elements.

② The relationship between Brazil's economy, culture, race and colonialism.

1, lesson plan import design

According to the theme music of the World Cup, this paper leads to the topic: Brazil (Version), Chapter 9, Section 2, and then introduces Hu's visit to Brazil, so that students can experience the friendly relations between Brazil and China. Mainly to stimulate students' interest in learning and highlight the main content of this lesson.

2, students self-study, overall perception, focus on grasping.

Self-study for 3 minutes, the learning style is free, and students are required to find as many problems as possible, find valuable problems and find answers to prepare for the competition. The purpose is to cultivate students' ability of geography self-study, independent analysis and problem solving, as well as self-confidence, enterprising spirit, cooperation consciousness, collective honor and team spirit.

3, the teacher presided over, and some people answered questions.

This activity is presided over by the teacher, and students ask questions in the competition. The teacher graded the students' questions from both quantitative and qualitative aspects, and decided to win or lose in the group competition. Mainly to improve students' interest in geography and geography learning. In the activities, teachers can find opportunities to insert explanations to explain, and in the atmosphere where students are interested, teachers can give full play to the leading role, emphasize key points and break through difficulties.

4. Summarize and consolidate, and practice in class.

Summary focuses on comprehensive generalization to make knowledge coherent and systematic. Classroom exercises aim to consolidate the knowledge and skills learned in this lesson.

7. Theoretical basis of design: basic ideas put forward in the new geography curriculum standards, such as "changing geography learning methods", "building an open geography curriculum", "paying equal attention to learning results and processes" and "finding bright spots and encouraging self-confidence".

Eight, blackboard design:

The combination of chalk blackboard writing and electronic blackboard writing. The chalk blackboard book adopts the word blackboard book; Electronic blackboard writing adopts structural formula. The blackboard writing is shown below. The four key words "coffee country", "ancient civilization country", "football country" and "carnival country" basically reflect the teaching content of this lesson, which can arouse students' thinking and deepen their understanding and memory of the text.

Junior high school geography teaching plan arrangement 4

weather

The seventh grade has the first volume, chapter 4, section 1 weather.

New teaching of course type

Curriculum standard requirements

● Distinguish the concept of "weather" and use it correctly.

● Identify common weather symbols and read simple weather maps.

● Give examples to illustrate the impact of human activities on air quality.

Teaching objectives

1, knowledge and ability goals

Know the difference between weather and climate, and use these two terms correctly in life. Understand the relationship between weather and human activities;

Can recognize common weather symbols and understand simple weather maps. (key)

2, process and method objectives

Perceive the weather phenomena around us through various channels to form a geographical representation;

According to the geographical information provided, I initially learned to form the concepts of weather and climate through comparison and generalization.

3. Emotion, attitude and values goals

By analyzing human activities, their influence on air quality and the importance of protecting the atmosphere, we can enhance our awareness of environmental protection and gradually develop behavior habits of caring for and caring for the environment.

model of instruction

Goal guidance

teaching method

Teaching method, activity teaching method, group cooperation method, role-playing method

training/teaching aid

Teaching courseware

Students prepare before class.

Watch the weather forecast of CCTV.

Teaching reflection

Unit 4 Weather and Climate is an important part of world physical geography and occupies an important position in teaching materials. Weather and life is the first lesson of this unit, which mainly includes three parts: weather and life. Understand the weather by looking at pictures and make the sky bluer. Through the study of this lesson, students can understand the concepts and characteristics of weather and climate, how to describe weather and commonly used weather symbols, and simply analyze the relationship between weather and human activities. It has laid a solid foundation for studying the change and distribution of temperature, precipitation, world climate types, factors affecting weather, human activities and climate.

According to Piaget's cognitive development theory, junior one students are in the specific operation stage of cognitive development (seven to eleven or twelve years old), and they have certain logical thinking ability depending on specific things or images, which is an important stage of intellectual development and ability training. Students feel the change of weather and its influence on life all the time, and also learn some weather proverbs through other subjects in primary schools.

In this class, I mainly use teaching methods such as lecturing, activity teaching and role playing. Considering that geography is a new subject for junior one students, according to students' cognitive characteristics, after teaching

Teaching method is the main method in the process, supplemented by other methods. Connecting with the reality of production and life, many role-playing scenes and activities are designed, so that students can experience and understand related concepts and basic principles in the activities and learn some basic skills and abilities initially.

In this class, I used multimedia teaching methods and designed a teaching courseware. Multimedia is intuitive and interactive, which can help students understand more abstract geographical problems, thus better highlighting key points and breaking through difficulties, and also giving students sufficient learning space, so that students can truly become the main body of learning.

According to the characteristics and learning contents of students of this age group, we adopt learning methods such as group cooperative learning, inquiry learning, role playing, etc., so that students can acquire knowledge through their own thinking activities and experiences, and cultivate their ability to ask, analyze and solve problems and their ability to cooperate and communicate.

blackboard-writing design

Simple weather symbols, satellite cloud pictures

Concepts and differences between weather and climate

Junior high school geography teaching plan arrangement 5

natural environment

Teaching objectives

1. Summarize the topography, climate, water system and other characteristics of a continent with a map, and briefly analyze the relationship between them.

2. Learn to use topographic maps and topographic profiles to summarize the topographic and river characteristics of the two continents.

Emphasis and difficulty in teaching

Focus: Topographic features of Asia and North America.

Difficulty: the influence of topography on the flow direction of rivers

teaching tool

courseware

teaching process

1. Show "Topographic Map of Asia".

2. Guide students to read basic drawings and observe land height and ocean depth. Combine maps to judge what terrain the colors in different maps represent. Let's learn about some major terrain areas and describe their locations and approximate altitudes.

Ask students from different groups to compete first and then answer first, so as to enhance the sense of cooperation and enliven the atmosphere in the group.

3. Students refer to the map, discuss and answer the altitude of each geographical location.

Guidance: According to the above map reading analysis, consider the location and altitude, and get the Asian topographic features.

Blackboard: The terrain fluctuates greatly, with high in the middle and low around. The ground in Asia fluctuates greatly, with high terrain in the middle and low around.

4. Introduce the topographic profile.

(Shows the topographic profile of the Asian continent along 30 degrees north latitude and the topographic profile of North America along 40 degrees north latitude)

Observe the difference between the two pictures:

Students look at the map and come to the conclusion that the terrain in the east-west direction of Asia is characterized by ups and downs, high in the middle and low on both sides. In North America, the east-west direction is high and the middle is low.

Rivers are another important factor that constitutes the self-heating environment.

1. Look for several big rivers on the map, which are much longer, and observe the location, flow direction and flowing ocean of the rivers.

2. Summarize the distribution characteristics of Asian rivers.

Writing on the blackboard: Influenced by topography, Asia is high in the middle and low around, which determines that rivers mostly originate from the central mountain range and distribute radially around.

Influence of North American topography on river flow direction.

Central North America is low, but high in the north and low in the south. The trunk of the Mississippi River flows from north to south, and the terrain on the east and west sides is relatively high, so the Mississippi River system mostly originates from the plateau mountains on both sides.

What is the main climate in Asia?

Look at the pictures and answer: tell the main climate types in Asia and understand the complex and diverse characteristics of Asian climate.

Why is the climate in Asia complicated and diverse?

Guide students to explain the reasons for the complex and diverse climate in Asia from the aspects of location, scope and topography.

This paper analyzes the causes of Asian climate characteristics, Asian monsoon climate characteristics and its influence on agriculture.

Cause: Influenced by latitude and land and sea position. The summer monsoon is weak, and there is less water vapor brought from the ocean, so there is less precipitation. Too little may lead to drought. The summer monsoon is strong, bringing more water vapor and precipitation from the ocean. If it is too much, it may cause a flood.

Asia spans cold, warm and hot areas, and its climate features are complex and diverse, with obvious monsoon climate and wide distribution of temperate continental climate.

2. The temperate continental climate is the most widely distributed climate type in Asia, and it has another feature: the continental climate is widely distributed (far from the ocean and deep into the mainland).

3. Monsoon climate is a unique climate type in Asia, which is widely distributed. Another feature of Asian climate is that monsoon climate is remarkable, and the seasonal distribution map and interannual variation map of precipitation in three monsoon climates are obtained.

It is considered that the climate is complex and diverse, the monsoon climate is remarkable, and the temperate continental climate is the most widely distributed.

Transition: Why is such a complicated climate formed? What are the main factors?

Take several cities in Asia (as mentioned above) as examples, remind students to recall the knowledge of "main factors affecting climate" learned in Book 1, and guide students to summarize the relationship between climate and location and the relationship between climate and topography. )

Summary: besides latitude and land location, there are also terrain and other factors that affect the climate in Asia, but latitude and land location are the main factors.

Educate students to analyze the influence of monsoon climate and precipitation characteristics on agricultural production.

In combination with activities, guide students to understand the climate distribution and main climate types in North America by reading the "North America Climate Type Map". Compared with Asia, the latitude range of North America is slightly smaller, and the alpine plateau runs through two parts. Because the mountains also show the characteristics of complex and diverse climate and wide distribution of temperate continental climate, the northwest coast of North America has a long and narrow temperate maritime climate.

Summary after class

The main content of this lesson is to learn the climate types and characteristics of Asia and North America, and guide students to understand the influence of monsoon climate on agricultural production.

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