Evaluation record of geography lecture

Classroom activities in geography class can help us understand teachers' teaching level and promote teachers' improvement. The following is my model essay on sorting out the evaluation records of geography lectures. Welcome to read!

Records of geography lectures: Part I

Subject: Geography

Lecture time: 20xx65438+the first section on February 2nd.

Class: Class 3, Grade 2, Kaili No.10 Middle School

Teacher:

Teaching content: Chapter 4 Section 1 Weather and Climate

Teaching process:

Introduction topic: Ask questions from the weather phenomenon of the day and introduce new lessons. Words on the blackboard: weather and climate

Section 1 Weather and Climate

Teacher: Learn four pictures on the way to school from the multimedia courseware. Let the students think: What kind of weather are these four pictures? How do you feel (sunny, rainy, windy, snowy)? (This leads to? The weather? ) concept and characteristics.

Projection: 1. weather

1, concept

2. Features

Teacher:? The weather has been changing. How can I know the weather every day? There are many folk proverbs about the weather. Let's talk and see who knows more (teacher-student communication, active classroom atmosphere).

Projection: a word about the weather.

Transition:? It is impossible to accurately grasp the weather changes by words alone, so how can we do it accurately?

Do you really know the weather every day (see the weather forecast)

Teacher:? How do you know the weather? Relying on satellite images? . Projection: satellite cloud image.

Teacher: Explain what the blue, green and white on the satellite cloud image represent respectively.

Question: How to identify the weather on the weather forecast map? (According to the weather symbol) Projection:? Common weather symbols? Figure, guide the students to identify the common weather symbols one by one. Activity: 1. Let the students have a competition to remember weather symbols in groups to see which group remembers them correctly and quickly. 2. Choose several weather symbols and see who draws them well.

Projection:? Compare? The purpose is to arouse students' enthusiasm and acquire geographical knowledge that they are interested in.

Teacher: Combination? Dust storm? Symbol, supplement the knowledge about sandstorms, and let students think about why sandstorms often occur in the inland areas of northwest China. What measures should be taken? Projection:? Wind? How to identify different winds? (Description: 1. What are wind poles, wind tails and wind flags? Second, the judgment of wind direction. Third, the expression of wind level. )

Transition:? Memorize it? Weather symbol? If I give you a city weather forecast map, can you be a small weatherman?

Projection:? Weather forecast charts of major cities in the world? Ask students to choose their favorite cities and publish weather forecasts (the purpose is to enliven the classroom atmosphere and strengthen their memory of weather symbols). Projection table below:

Weather and climate

concept

differentiate

Students write questions in combination with the table (in order to deepen their understanding of weather and climate). Projection: Determine whether the following words describe weather or climate? ① Mild and rainy ② Rainy; ③ Four seasons are like spring; (4) It turns cloudy (let the students judge, the purpose is to correctly distinguish the weather from the climate).

Reading? Atmospheric environmental monitoring? Let the students know that people are paying more and more attention to air quality now, and list some facts to illustrate the importance of protecting the environment. Q: What can we do to protect the environment? (Students discuss in groups)

Summary: Ask the students to summarize what you have learned in this class.

After-school activities: collect weather proverbs and verify their accuracy.

Blackboard design:

Weather and climate

I. Weather

1, concept 2, function

Second, the weather forecast

1, satellite image

2. Weather symbols

Records of geography lectures: Part II

Subject: Geography

Instructor:

Category:

Monday September 19

The revolution of the earth

Review: Geographical phenomena caused by the earth's rotation.

First, the concept of the revolution of the earth:

When the earth rotates, it also revolves around the sun.

Second, the direction of the earth's revolution.

The revolution direction of the earth is consistent with its rotation direction. From west to east? .

Third, the time required for the earth's revolution and geographical phenomena: there are four seasons in a year. See figure d.

Because the earth's axis is always tilted in one direction, with the revolution of the earth, the sunlight and heat received by different places in a year are different, resulting in the changes of the four seasons. Spring, summer, autumn and winter? The seasons in the southern hemisphere are opposite to those in the northern hemisphere.

5. The rotation and revolution of the earth have also changed the length of day and night. Summer Northern Hemisphere? Long days and short nights? Winter in the northern hemisphere? Short days and long nights? .

6. This lesson mainly studied the revolution of the earth and geographical phenomena.

Difficulty: Earth revolution map P 12.

Comments: This course is rich in content, clear in thinking and focused, but there are few student activities.

Subject: Geography

Instructor:

Category:

Wednesday, September 29th.

relief map

Review: the three elements of a map.

Research: Topographic maps of altitude, relative height and contour lines, and basic types of land topography.

First, what is altitude (absolute height).

Second, the concept of relative height.

Three, the unit of measurement of altitude and relative height is _ _ _ _.

4. The highest mountain in the world is _ _ _ _ _ _ _ _ _ _ _ _ _ What is the lowest land point?

_ _ _ _ _ _, altitude _ _ _ _; The relative height of Mount Everest and Turpan Basin is _ _ _ _ _.

Five, contour topographic map

1, what is the contour line?

2. What is a contour topographic map?

Six, the basic types and shapes of land topography.

Mountain:

Hills:

Plateau:

Ordinary:

Basin:

Seven. Summary:

This lesson mainly studied altitude, relative altitude, contour and contour topographic map, and the basic types of land topography.

Comments: There are too many contents in this course, and the important and difficult points are not very prominent.

Records of geography lectures: Part III

Time: 65438+ October 18

Venue: Multimedia Classroom

Theme: Implementing the Strategy of Sustainable Development

Instructor:

Class notes:

Situation introduction: The teacher has a good friend who is a reporter of the newspaper. Now, because of the need of work, she goes to Japan. However, advanced modern technology has kept us in close contact and shared each other's happiness. Some time ago, she sent some photos to teachers and classmates to enjoy (showing pictures: beautiful natural scenery in Japan, intended to highlight Japan's environmental protection and greening)

Transition: But a few days later, I received her email again, and my friend was deeply worried.

Situation (2) A letter sent overseas by a China reporter As early as the Edo period, the Japanese invented disposable chopsticks suitable for Japanese eating habits. By 1990, the output of disposable chopsticks made in Japan reached 24 billion pairs. At the same time, because disposable chopsticks consume a lot of wood, some manufacturers turn their eyes overseas.

At present, the annual consumption of disposable chopsticks in Japan is about 25.7 billion pairs, and the per capita consumption is about 200 pairs. At the same time, the output of disposable chopsticks in Japan only accounts for about 3%, and the remaining 97% is imported. Almost all Japanese disposable chopsticks are imported from China. I am deeply worried about class communication: about disposable chopsticks.

1 Do you know the forest coverage in Japan and China? (Japanese 64%, China 17%)

Do you know the value of a 50-year-old tree? What function does it have? How many pairs of disposable chopsticks can trees make in these 50 years (generating oxygen, absorbing toxic gases, increasing soil fertility, conserving water sources and providing breeding places for birds)? What is its value? It can be made into 6000-8000 pairs of disposable chopsticks, worth $40.

Do you know the logging method in Japan? What logging methods have we adopted in China? (Japan? Thinner? The method of replanting in time; Adopted by China? A lamp? Way, the subsequent tree planting work is weak, making the original renewable resources become disposable resources)

Do all the restaurants around your home use disposable chopsticks? (Widely used) Have you used it with your family? What about disposable chopsticks used in these restaurants? (Most of them are thrown away as garbage)

Do you know what happens when disposable chopsticks are used up in Japan? (There is recycling. Because of the raw materials of papermaking, three pairs of disposable chopsticks can make a postcard or A4 paper copy. ) Overgeneralization: Through communication, I think many of our classmates may be as relaxed as my friends, but some students have put forward different views:

Multimedia presentation:

Controversy (1): Some students said that China has 9.6 million square kilometers of land, which is rich in resources, vast territory and rich in natural resources. There is nothing wrong with deforestation. Do you agree with this view? Why? (Transition to the next step of cooperative inquiry) 3. Cooperative inquiry (1) The current situation of student activity resources in China 1): Analyze the following charts and materials and draw your own conclusions. Material 1: List of total resources in China: Land: the total amount ranks third in the world; The water ranks sixth; Solar energy is second; Third place in mineral production