Essay on geography teaching in junior high school

6 Essays on Geography Teaching in Junior High School

Many people have written essays in their study, work and life, right? Essays, as the name implies, are essays, and the length is generally short. What essays have you read? The following is my collection of junior high school geography teaching essays, welcome to share.

Junior high school geography teaching essay 1 The new junior high school geography textbook is clear in knowledge and rich in content, which is a concrete embodiment of the teaching purpose of enabling students to acquire the basic knowledge of natural geography and human geography useful for lifelong development. Therefore, in teaching, we should avoid following the book and let geography classroom teaching become a platform for students to acquire knowledge and understand the laws of natural development through active participation. There are many natural phenomena that can reflect the movement of the earth, such as: day and night phenomena, seasonal changes, extreme day and night phenomena and so on. I chose the knowledge about the revolution of the earth to introduce. This part of knowledge is difficult for students to understand, but students are very interested.

Although students are familiar with all kinds of phenomena produced by the earth games on the earth's surface, they may not be able to really grasp their changing laws. Such as: the location of the direct point of the sun in a year, when and where, and what will happen. Some of these problems are not explained in the new textbook. How can students better grasp the phenomena caused by the earth's movement (the earth's revolution)? In the process of thinking about how to make students understand this part better, I thought of two teaching methods:

First, the chart combined with the explanation method.

In view of the fact that the image and text system in the teaching materials are what we should master. In the process of learning, we can use the thinking method of spatial imagination to deepen students' knowledge and understanding of the writing system by looking at pictures (schematic diagram of the earth's revolution). It helps them to establish a relatively complete knowledge system and master the spatial position, spatial structure and spatial relationship of geographical things. However, the content of this lesson is more abstract. Because primary school students' geographical knowledge is weak, their spatial imagination thinking, especially that of girls, is poor. It is very difficult for students to acquire new knowledge only by the combination of charts and charts, relying on their spatial imagination and thinking, storing them in their brains, and then processing, analyzing and comparing them to form the image of new things. So, I use this method to give them a preliminary concept.

Second, demonstrate the schematic diagram of the earth revolution with teaching equipment.

The geography teaching facilities in the school are not complete enough. After I finished, I used a globe, flashlight and pictures on the blackboard to demonstrate the changes of the earth's movement and the position, time and phenomenon of the direct point in a year.

Through the study of the last lesson, we learned about the earth movement phenomenon on the earth's surface. In our daily life, we will find that the position of the direct point of the sun is constantly changing, and the phenomenon caused by different positions of the direct point is also different. When I needed my classmates to be assistants during the presentation, they all volunteered to be assistants and cooperated quite well during the presentation.

Teaching enlightenment:

In the evaluation concept, we should focus on the realization of a single goal in the cognitive field in the past and turn to the overall implementation of the "three-dimensional" curriculum goal; The focus of classroom teaching evaluation should be changed from only paying attention to teachers' behavior to paying full attention to students' classroom behavior. For example, we should pay attention to whether learners have realized a real understanding of knowledge; Whether learners actively participate in the establishment of teaching objectives and the acquisition of knowledge and ability; Whether there is effective cooperation and communication between teachers and students; Whether the learner has gained a positive emotional experience; Whether the learner's reflective ability has been effectively improved; Whether the learner has obtained the conditions and environment suitable for learning, and so on.

Junior high school geography teaching essay 2 Geography is like fog, rain and wind to me as a layman. However, due to my personality and challenging spirit, I carefully study the geography curriculum standards and textbooks, take students as the main body in classroom teaching, actively create problem situations that conform to the teaching content, organize the teaching content in the form of student activities, and inspire students to use geography knowledge flexibly in observation, analysis, thinking and discussion. However, how to give full play to students' main role in teaching and improve the quality of classroom teaching is a realistic and urgent problem before me. Faced with these situations, I actively consulted my peers, and with my own painstaking thinking, I got some experiences and thoughts:

First, 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.

Second, 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 compare with 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.

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) melody method: for example, this method can be used to remember the distribution of major mountain ranges in China: the east-west direction is three horizontal, the north is cloudy, and Kunming and Qin are in the middle. Hunan, Guangxi, Guangdong and Jiangxi Jiananling. There are three peaks in the northeast and southwest. Wu Xuefeng is in Taihang Mountain in Xing 'an, Changbai Wuyi Mountain in the middle and Taiwan Province Mountain in the east. Himalayan arc mountain, Mount Everest stands proudly in central Nepal, with the first peak of 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.

To sum up, 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 educational and teaching effects and meet the requirements of today's education.

Junior high school geography teaching essay 3 Junior high school graduates' academic level examination is an important link related to the evaluation of primary and secondary education and the reform of examination system. Examination results are not only the main basis for measuring whether students meet graduation standards, but also the important basis for enrolling students in high schools, which has important and direct guidance and influence on primary and secondary education. How to do a good job in geography teaching under the new curriculum standard and review before the eighth grade exam, and conscientiously implement the requirements of quality education and curriculum reform, I would like to talk about some superficial views here.

One. Seriously study and thoroughly understand the requirements of curriculum standards and the connotation of teaching materials.

1. Further study and study the curriculum standards, and further change the concept.

Middle school teachers, especially those who have rich experience in the past and are proficient in basic teaching skills, must be liberated from the traditional teaching mode, learn advanced educational theories and teaching techniques, improve and adjust their knowledge structure, and re-recognize the aims and objectives of education and teaching, which cannot be limited to' imparting book knowledge' and the application of so-called exam-oriented education. To implement quality education and cultivate innovative talents, teachers must correctly grasp the direction of educational reform and development and work hard on the word "innovation".

2. In-depth analysis and excavation of teaching materials to improve the ability to control the classroom.

Teaching material analysis is by no means a simple analysis of the textbook system and knowledge structure, but a method and means for teachers to optimize the teaching process. Compared with before, the content of the reformed textbook has diluted and coarsened the specific knowledge. Geography teachers should carefully prepare lessons, not only the content of the textbook itself, but also themselves and students. In the open geography teaching, it is necessary to reflect the role of teachers. Teachers should grasp the main direction, moderately guide students to explore more valuable and meaningful topics, and strive to achieve "control without death, release without chaos."

3. Pay attention to the "three basics" teaching of geography and don't stick to textbooks.

In classroom teaching, teachers have the desire and tendency to integrate curriculum standards into the classroom, but they don't know how to do it better. After all, this is a new thing, and there is no molding experience for reference. Some teachers think that the excitement in class is a successful lesson. I think geography class should have its own characteristics. In classroom teaching, we should pay attention to students' learning and mastering of "basic knowledge" (basic concepts, basic principles and basic laws), "basic skills" and "basic thinking methods". "Basic knowledge", "basic skills" and "basic thinking method" are the basic goals of school education in the basic education stage, the cornerstone of students' development and the carrier to realize the learning process. Therefore, knowledge should be the center of classroom teaching, and appropriate teaching methods and means should be the way to activate and optimize the classroom. Only on the basis of consolidating the "three basics" can students have the conditions for autonomous learning, inquiry learning and free development.

4. Make full use of geography curriculum resources and enrich the content of geography curriculum.

By geography curriculum resources, we mean not only the contents of geography textbooks, but also a wide range, including students' experiences and their living environment (school, community, family), information technology and network resources inside and outside the school. , can be the scope of the course. The development and utilization of curriculum resources can not be separated from teachers. From this perspective, teachers themselves are the most potential curriculum resources.

The new standard emphasizes the openness of the curriculum. As teachers, we should change the tendency of attaching too much importance to textbooks. One problem that teachers need to make clear is that "teaching materials" are not limited to textbooks, but refer to colorful teaching resources related to textbooks, and "teaching materials" are no longer a simple collection of knowledge points. Teaching material is the content carrier of students' learning, and mastering knowledge points is not the ultimate goal of teaching. To some extent, teaching materials are only a means of teaching, and promoting the development of students is the fundamental purpose of teaching. It is necessary to strengthen the connection between curriculum content and modern society, scientific and technological development and students' life, reasonably select and combine a variety of curriculum resources and various intuitive teaching methods to enrich the classroom, give full play to the role of modern educational technology in solving teaching difficulties, create and guide students to actively participate in teaching situations, give students sufficient time and space to carry out independent activities, provide students with opportunities for clues, attempts and thinking, and let students conduct experiential learning.

Two. Further clarify and implement the status of teachers and students in teaching.

1. For all students, pay attention to individual differences.

Students are not only abstract learners, but also full of personality and integrity. Students' social life environment is different, and they are exposed to different things. This makes living in different rings.

Students in the world have their own characteristics. So we can't use a model to shape and evaluate students. We should see the differences among students and acknowledge, respect and treat them well.

We should respect students' individuality, highlight their dominant position, teach students in accordance with their aptitude, meet the learning needs of different students, and cultivate them into a person full of vitality, individuality and good at learning and creation. Of course, we are definitely not completely laissez-faire, but help students solve problems and overcome shortcomings on the premise of understanding students, so as to promote their organic and harmonious development and progress.

2. Teachers should summarize and reflect on their teaching activities at any time.

Teachers must always consciously reflect on their own teaching practice, sum up experiences and lessons, and consciously and humbly listen to others' comments on their teaching work. By self-summarizing and actively relying on other people's feedback, we can analyze our learning needs and enrich our knowledge base of teaching and learning. In addition, teachers should actively participate in interdisciplinary activities such as class evaluation, observation and discussion, learn with an open mind and strive to improve.

3. Establish a correct sense of teachers' role

Traditional education has caused de facto inequality between teachers and students. Teachers are the givers of knowledge, and students become the containers of knowledge. Traditional classroom teaching focuses on teachers' speaking and students' listening, and its classroom atmosphere pursues "quietness". We say that the classroom really needs discipline, but the classroom atmosphere is more important than discipline. The teaching under the new curriculum does not pursue absolute silence in the classroom, but advocates students' initiative, cooperation, inquiry learning, creative thinking and action. Teachers' roles in the new curriculum should be: promoters of students' learning and development; Bole who is good at discovering and developing students' potential; A collaborator who actively interacts with students and develops together; Organizing the guidance of students' cooperative learning; Treat students' friends equally. Modern education requires the establishment of a new relationship between teachers and students-the relationship of cooperation and communication. Teachers should realize the transformation from simple knowledge imparting to consultants, friends and partners of students' research-based learning activities. Teachers and students * * * participate in research-based learning activities, cooperate extensively and communicate actively in the activities, so that students can enjoy the learning experience together in * * * learning and achieve "win-win" and double benefits.

At first, because I participated in the speech contest, I felt that my classmates in the classroom were far away from me. I think the classroom is like a stage for me alone, and the students are just my tools to get the certificate. So, after retiring from the stage of the speech contest, I quietly carried out the classroom teaching reform, trying to return the classroom to the students and making learning a kind of enjoyment for the students. So, in the days after that, the students in my class were passionate and oppressed by slavery, and I smiled brightly in my class. I also enjoyed such a happy life. The insightful leader was also infected by such a class, so he liked this class which only belongs to me. This is only because of our respect for young life and our responsibility for young life in the future.

Life is like a small river, moving slowly. The sky is high and the clouds are light, the stone is clear and dripping, the hedge is fragrant, the red leaves on the tree head are graceful, and the forest is picturesque. But the wind, but the rain can't bear such loneliness, so I feel jealous. A gust of wind and a shower of rain made Yun temporarily unable to find his home, and also took away his soul and spent a wandering life. But the wind and rain can't stand the scrutiny of years. It is the normal state of life to make the sky higher, the clouds lighter and more mature. Life is either black and white or black and white. Mixed color is an inclusive life. Yan Song is not necessarily a bad person, Hairun is not necessarily a good person, and "unity of knowing and doing" is the highest realm of life.

Another speech contest, though tortuous, stood on the stage of the speech contest. Different judges' tastes, different teaching ideas and different teaching ideas collide with my classroom, which belongs to students' passion. So, in a little sober and drunk, I was at a loss again, came back to think for a long time, and even lost interest in this class that belongs to students in a short time. I want to refine my wonderful class. Repeatedly watching videos of national famous teachers, repeatedly studying textbooks, tirelessly asking colleagues what they don't know, and thinking twice before handling a problem, all of which made me full of passion and confidence in class for a period of time. Students are sometimes called my emotional contagion, and sometimes they echo the words of the lecture with me. However, to a greater extent, the happiness that originally belonged to students' inquiry is gone, the enthusiasm of students to discuss problems with each other is gone, the eyes of students' epiphany on knowledge are gone, and the classroom is back to the fence of instilling knowledge. The dream in the middle of the night is full of shame, and I always think of the sentence that the leader told me many times, "The wonderful classroom of students is the real classroom. "Before dawn, before darkness, we set out again! Maybe I will laugh, maybe I will cry, but it doesn't matter. A stage with an audience is wonderful, a stage with cheers is noisy, but a stage without an audience is real!

Generally speaking, compared with my colleagues in the speech contest, I am a loser. I envy my colleagues' success, but I am not jealous, because being yourself is always more important than being jealous of others. God has given everyone equality, and being yourself is a great respect for life. I persisted in the speech contest for six times, but I didn't get a satisfactory result. Saving the stage of the speech contest may always be an unreachable dream for me, but I will still take every step that belongs to me, perhaps just to teach my husband and children well, to sing with my wife, to live with my colleagues and laugh together, but I am still happy!

With the arrival of every class, I feel a little awe and fear inexplicably? Worried? Looking forward to it? Have everything! I'm afraid I can't finish the teaching task smoothly, because only by giving students enough time for autonomous learning can the effect of autonomous learning be guaranteed. If we only give students the illusion of autonomy, it is not the reality of autonomous learning. Therefore, this link should ensure sufficient time, but it often has a certain impact on the completion of teaching tasks. The classroom reform advocated by the new curriculum is to enable students to master an autonomous learning ability and make teachers change from "teaching" to "not teaching", and the realization of this non-teaching depends largely on the effect of this autonomous learning stage, so this link is very important and indispensable. Only by grasping it properly can we be calm! However, every class, I am full of expectations, expecting new discoveries and new surprises in every class. The same, nothing new, can only corrode the soul of a pursuit. Students are like this, so am I, a naughty child who never likes learning, rushed to the podium voluntarily and generously to explain the learning tasks I guided according to the picture. In the eyes of the students in the audience, he is full of confidence. Effective handling of each link in the classroom, creative language comments on students' enthusiasm for cooperative learning, and comments on the methods and details of group leader's organizational learning make each group leader more clearly aware of his responsibility and point out the direction for how to undertake this responsibility. I am secretly pleased, and I feel that I have grown a little! All this is what I expected! Classroom is like life, but it goes beyond our personal life, because it is a life experience summed up by many lives!

Junior high school geography teaching essay 6 1, talk more about the geography that students are interested in.

Ordinary students are more interested in scenic spots and customs. When talking about some boring physical geography, we can insert these human geography appropriately. For example, when you talk about the Yangtze River, you can introduce the related contents of a city in the upper reaches of the Yangtze River-the ghost town Fengdu. I believe that 95% of the students' attention will be attracted.

2. Talk about the latest geography.

The world is constantly changing and developing, and geography is the research object of the whole world, so geography is a constantly developing and changing discipline. This requires our geography teachers to pay close attention to news and current affairs and pass on the freshest geography knowledge to students. I read an article written by a senior not long ago. She said that since teaching, she has kept the habit of newspaper clipping and asked her students to do the same, so her class always keeps pace with the times. At this point, what I have done is far from enough. For example, students told me that Pluto was excluded from the nine planets. From now on, I will pay close attention to the latest geography.

3. Talk about geography closely related to life.

Generally speaking, the knowledge in geography textbooks is easy to be too extensive and irrelevant, which causes students to misunderstand that geography is too far away from real life. In view of this situation, teachers should pay attention to integrating theory with practice. For example, when explaining the knowledge point that the direct point of the sun moves back and forth between the Tropic of Cancer, you can start with the lighting of the house and let the students know that after mastering this knowledge, you can know whether the house you want to buy has enough light in all seasons without being led by the real estate company.

4. Talk about geography closely related to the local area.

In the teaching process, if you need examples, try to give examples of the location of the school if possible; If comparison is needed, try to compare with the location of the school. Because middle school students generally have less experience and are only familiar with their hometown, starting from the knowledge that students are familiar with, they can often attract students' attention and make them feel that geography is around.