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Reflections on geography teaching in junior one.

The first part: Reflection on geography teaching in junior one.

The practice of geography teaching in junior high school is to constantly reflect and improve teaching in practice, which is very important for the growth of a teacher. In the teaching of Yichun No.8 Middle School for nearly a year, what I have learned most is the urgency of changing the traditional teacher-centered teaching mode under the background of new curriculum reform, which can no longer meet the needs of modern quality education. Especially for junior high school geography teaching, "learning geography in life is useful for life" is an important teaching concept put forward by the new curriculum reform. The following is my experience and reflection on geography teaching in senior one:

First, we should combine the characteristics of teaching materials, enhance students' awareness of participation, and emphasize that students are the main body of learning and teaching is a bilateral activity between teachers and students. We should give full play to the leading role of teachers and the main role of students, and combine them organically to form a harmonious, harmonious, positive and active classroom atmosphere. The success of a class lies not in what the teacher says, but in whether the students can become the masters of learning and how to learn. Junior one students are about 12, 13 years old. Children of this age have a strong desire for knowledge and expression. In the classroom, students are tired of the teacher's "cramming" and are eager to have the opportunity to express themselves in the classroom, so their awareness of teaching participation is very strong. Teachers should design a variety of teaching activities, problems and teaching situations in the classroom to the maximum extent. In addition, the textbooks under the new curriculum standard avoid lengthy text narration in the expression of knowledge, and the text expression is concise and clear. From the structure and content of the textbook, it reduces many difficult knowledge points, increases the contents of "activities", "reading" and "thinking", and provides a large number of intuitive pictures. The characteristics of teaching materials in the new curriculum reform also provide favorable conditions for quality education.

Second, learning useful knowledge for life and enhancing students' survival ability' learning useful knowledge for life' is a very important educational concept in the new curriculum standards. Tao Xingzhi, a famous educator, once said that' life is education'. Geography is everywhere in life, and geographical knowledge is around us. It can be said that learning geography is to better adapt to our living environment. There is a lot of "life geography" in geography teaching in the first volume. Because of the geographical problems in life, students can see and feel, and they are easy to accept and understand. For example, when talking about the movement of the earth, we can use these questions in life to introduce "where does the sun rise and where does it set every day?" "Why do we have to experience day and night every day?" "Why do Americans always get up at midnight to watch the live broadcast of the 2008 Beijing Olympic Games?" "There are four seasons in a year, which season has shadows and which season has long days" and other related issues. When talking about weather and climate, let the students discuss how to get tomorrow's weather together, let the students be weather forecasters themselves, and accomplish the teaching goal through fun. These familiar phenomena in life will greatly enhance students' interest in learning. Junior one students are young and lack life experience and skills. Therefore, combined with "Map" and other teaching materials, common questions such as "How to get lost in the wild" are put forward to help students cope with difficulties in life, solve practical problems in life and enhance their living ability.

For junior high school geography, its unique discipline nature also makes the teaching methods of geography classroom varied. We can learn from the teaching methods of almost all other disciplines, and adopt various teaching methods according to the actual situation of teaching content and students' characteristics, so that geography classroom can greatly attract students' attention and improve the transformation of various teaching methods in the classroom. After a semester's teaching practice, I think the intuitive teaching method plays a very important role in geography class. Almost every class uses it. For example, using multimedia animation to demonstrate the movement of the earth, such as landscape maps of various weather and climates, can help students to understand, master and remember geographical knowledge more quickly in intuitive teaching, especially the display of various maps, which plays an irreplaceable role in cultivating students' spatial thinking ability and constructing the spatial distribution of various geographical things, such as the chapters on learning the territory and administrative divisions of China, the Location Map of China in the World, the Map of China and the Map of chinese administrative division.

These are my thoughts on junior high school geography teaching. Teaching reflection is a necessary process for teachers to grow up. In the future teaching, I will think more and let myself grow and mature in reflection.

Chapter two: Reflection on geography teaching in junior one.

The new curriculum standard requires that classroom teaching must be based on students' all-round development and lifelong development. Traditional geography teaching emphasizes the teaching of geography knowledge and ignores the students' geography learning process. This requires us to change the traditional "knowledge-based" and "discipline-centered" geography teaching in time, and strive to create a brand-new geography teaching that is close to real life, practical for students and pays attention to humanistic care. Pay attention to improving learning interest and cultivating innovative thinking in teaching.

One of reflections: liberating students' cognitive habits and cultivating their interest in learning.

According to the psychological characteristics and cognitive ability of junior high school students, we can contact the things around us to understand and acquire geographical knowledge. For example, the spatial distribution characteristics of precipitation in China can be better understood by combining the fact that southern dwellings mostly use spires, while northwest dwellings mostly use flat roofs.

Reflection 2: Emancipate students' thoughts and cultivate innovative thinking.

In the specific learning process, students should be the main body, teachers should not replace others, and students should be encouraged to use their brains and create boldly. Not afraid of mistakes and repetition, so that students can gain knowledge and wisdom in the process of constantly summing up experiences and lessons.

Reflection 3: Emancipate students' mouths and cultivate their expressive ability.

The starting point of inventing tens of millions is a problem. In class, students are allowed to speak boldly, express their views and experiences, get glib training, and communicate with teachers and classmates regularly. For example, in geography teaching, by encouraging students, students can also ask questions independently in the learning process.

Reflection 4: Emancipate students' hands and cultivate their practical ability.

In the teaching process, let students fully practice and carry out activities such as small papers, small productions, small investigations and small inventions, so that students can enjoy the fruits of labor. Initially develop a pragmatic scientific attitude and meticulous work style.

The fifth reflection: liberating students' eyes and shaping beautiful sentiments.

If conditions permit, students can be organized to visit, so that students can develop intelligent activity space in nature and society and increase the frequency of hand and brain activities. Increase knowledge, cultivate sentiment, and gain good feelings.

Reflection 6: Learn useful knowledge for life and enhance students' viability.

"Learning useful knowledge for life" is a very important concept in the new curriculum standards. People always live in a specific natural environment and cultural background. Tao Xingzhi, a famous educator, once said that "life is education". Geography is everywhere in life, and geographical knowledge is around us. Fundamentally speaking, studying biology, geography and other cultural disciplines is to better understand our living environment, coordinate the relationship with it while transforming and utilizing the environment, so as to achieve "harmony between man and nature" and realize sustainable development.

Junior one students are young and lack of life experience and skills, so combine teaching materials, such as "What should I do if I get lost in the wild?" "Map positioning and distance estimation" and so on, to train students' geographical skills, to help students cope with difficulties in life, to solve practical problems in life, to enhance their living ability, to improve their adaptability to future life, and to meet the needs of survival to a greater extent.

Chapter three: Reflection on geography teaching in junior one.

The new geography curriculum uses illustrated materials, vivid charts and interesting reading materials to paste into the classroom activities of students' lives, creating a geography teaching situation full of the flavor of the times. 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.

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The new curriculum requires not only the renewal of teachers' ideas, but also the change of teachers' roles. Teachers can no longer focus on imparting knowledge and checking students' mastery of knowledge, but should become motivators, guides, organizers and collaborators of students' learning. To this end, I attach great importance to creating a democratic, equal, free and harmonious teaching atmosphere in classroom teaching, forming an unrestrained thinking space, so that students can actively think and imagine in a relaxed and happy psychological state. For example, at the beginning of each class, I always say to the students, "In this class, let's study together and discuss issues related to ..." I think it was always condescending to talk about this course before or the first few chapters today. I will teach you to learn from me. In class, students are appropriately allowed to raise their hands at any time to ask questions and express their thoughts; Classroom questions often ask, "What do you think?" "What do you think?" "What do you think?" "What do you think?" "Any different ideas?" "Think again?" Encourage students to express their views freely.

The evaluation of students' answers is often "very good!" "Great!" "Very original!" "You really know how to use your brain!" Wait for praise and encouragement in time. In doing so, sometimes unexpected discoveries will be made. I remember one day in Grade One (16) class, a male student suddenly raised his hand and asked, "Teacher, you said that the higher the altitude, the lower the temperature, but I think the Himalayas should be closer to the sun than other places. How can the temperature be low? " The chapter on climate has been finished, but a few days later, the student asked questions again, which showed that he listened carefully, studied hard and thought hard in class, but he could never solve them. You can't find the answer in the book. I thought for a moment, answered this question in the simplest language, and praised him in public for his love of thinking and daring to ask questions. This reminds me that some students may think about knowledge that is not mentioned in books, and some students may have doubts and think hard that it has nothing to do with books, so forget it. I quickly gave this example in other classes to encourage students to question and ask difficult questions.

Whenever I am free, I will still reflect: Are some students' performances and thoughts still outside the classroom? Why do individual students have indifferent expressions and empty eyes in class, and even often do not bring books to class? I tried to talk to him after class to express my love, so once, he listened carefully and stopped interfering with the class, but after a while, he returned to his original state … perhaps because he didn't realize his change in time? Or because he didn't meet his basic needs? What are the good countermeasures for the transformation of poor students? It is worth thinking and exploring in the future teaching.

Chapter four: Reflection on geography teaching in junior one.

Interest is the best teacher for students. In the course of Forest Resources, Teacher Liu Lijing introduced the song of a big tree, which made the students have intimate feelings and emotional experiences, stimulated their cognitive interest in the internal relationship of forest resources, and developed their cognitive thinking ability, spatial imagination ability and practical innovation ability.

Modern teaching theory tells us that in the teaching process, teachers should consciously create a cognitive situation and atmosphere for students to learn, properly organize and guide students' learning activities, so that students can naturally acquire knowledge and skills and promote the development of intelligence and psychological function. Teacher Liu explained this lesson well, and the landscape of the picture attracted students to explore the mystery of forest resources, so that students could take the initiative to enter the learning situation under the guidance of the teacher and find out the key points of the textbook. Excavate the content in the textbook and expand the content of the textbook.

Through the observation of this lesson, we know that the new curriculum emphasizes students' subject participation. How to become the real subject in teaching and how to realize subject participation depends not only on giving the stage to students, but also on how to successfully guide and organize teaching with teachers. Whether the teaching design is reasonable or not depends on whether the methods stimulate students' interest, so that students can learn to learn in learning, learn to learn in research and learn to create in creation. At the same time, it constantly causes students' thinking collision and guides students to explore and discover more deeply.

Teachers and students should have a relationship of "communication" and "cooperation", and the teaching process is a process in which teachers and students share ideas, viewpoints and knowledge with each other, so as to realize mutual learning between teaching and learning. Students' brains are not an empty container, but a deep well filled with water, so we should trust students and give them opportunities to participate in new courses with them.

Chapter five: Reflections on geography teaching in junior one.

The first pair of students must be strict. For students: no matter which class, no matter which student, you should listen carefully in class. Now I feel that students must not be indulged, and they should not be allowed to interfere with my teaching on the pretext that geography is a minor subject, because they don't study hard or even violate discipline. Now I have the same requirements for every student in Grade One and Grade Three: I must listen carefully in class, take notes and do homework, and think positively about problems. I will remind them immediately when they are absent-minded, do little tricks or even say small things. If they make mistakes repeatedly, they will be severely criticized, supplemented by reading geography texts and reading materials after waking up. I think it's good for them. They can accept the teacher's criticism and care. If they don't attend classes and read other books that have nothing to do with geography, I will catch them red-handed. The purpose of this is to make them understand how stupid it is to read other books in geography class. Even if you don't like geography and don't study it, geography class is not a one-size-fits-all course, not a lesson to learn. After laying a good foundation, the teacher will confiscate all other books to give them a good start and ask them to have a knowledge of geography in the first grade. I told them that it is difficult for many high school students to reflect the geography of high school. Most of the reasons are that they didn't study geography seriously in junior high school, or didn't study geography at all. Therefore, they must learn geography well in the first grade and can't repeat the same mistakes. Only by strictly demanding students can students truly respect this teacher. This is my real experience. No matter how reluctant students are, how disgusted they are, and how much they resist teachers' criticism and teaching, teachers should not be afraid of being guilty or soft-hearted, especially new teachers, who must overcome this hurdle and be strict with students.

The second is to cultivate students' interest. If students are interested in a certain subject, there will be much less "activities" in class and much more concern and curiosity for teachers. Junior high school requires us to teach students geography knowledge that is useful for life and lifelong development. Therefore, I try to learn from others in class, closely connect with real life, draw inferences from others, or express my views from time to time. The form is novel, lively and eclectic. Geography teaching in junior middle schools in sandy areas adopts Hunan Education Edition textbooks, with many activities, which is conducive to giving full play to students' thinking ability. So when I talk about activity questions, I basically take students to answer or explain my views and opinions. I don't stick to one pattern when I inspire students' thinking. Although the classroom atmosphere is extremely active, I take it for granted. It is better to make students' brains active than to suppress them. Students have their own nature and desires, and teachers should try their best to satisfy them. Sometimes I organize students to have a debate. Although some students gave different answers, I encouraged them to answer. Of course, it is another matter for a few students to make a loud noise on purpose and disturb the normal teaching order in the classroom. I also suggest that students visit Xinhua Bookstore more often, so that they can learn all the encyclopedic knowledge about geography, such as chinese national geography, Encyclopedia of Geography for Middle School Students, Human Geography of China, and so on, so that students' interest in geography can last forever. In order to cultivate students' interest, I have done a lot of work: First of all, geographical atlas is a must-read for students, not only to understand, but also to see through, so as to find and solve problems. Also, I have some interesting pictures. Sometimes, I will ask some questions from TV newspapers in class to guide students to think: for example, the drought in Chongqing in the summer of 2006, the reason why Chongqing University Town finally settled in Huxi Town, the advantages and disadvantages of building the Three Gorges Reservoir, and so on. I remember in the "Map" section, in order to let students deeply understand how to judge the direction on the map, I asked the whole class to draw a sketch of the school, which can have pointers, notes and text descriptions. Many students are willing to finish this task.

Third, we should teach students in accordance with their aptitude. Must we complete the teaching tasks stipulated in the syllabus? I don't think so, because the "syllabus" is tailor-made for students with average knowledge and ability and students with good behavior and study habits. For those students with spare capacity and poor foundation, poor behavior and study habits, we should flexibly handle the relationship between completing teaching tasks and specific teaching methods. For example, when I was talking about Russia, I asked some classes this question: Why is Murmansk Port an all-year-round ice-free port? In some classes, I just told them that Murmansk Port is an all-year-round ice-free port. For this question, the students' answers are varied and full of loopholes. It can be said that no one in the class answered correctly, but I encouraged them and praised their thinking spirit. Murmansk is located in the northwest of Russia, north of the Arctic Circle, with a polar climate. It is reasonable to say that Murmansk port is frozen for a long time in a year, but we also know from newspapers and TV that Russia often holds military exercises in the Barents Sea, and their warships dock in Murmansk port, sometimes in winter. Why? Students believe that it is because of the polar climate that it is not frozen all year round; Some people think that Murmansk Port is located on the coast of the Arctic Ocean and has the function of the Arctic Ocean, so it is not frozen. I guided them to look at the map, combined with the problems of climate and ocean currents learned last semester, and told them that the key is water temperature, and climate affects water temperature. But beyond that, there are ocean currents. There is a strong North Atlantic warm current here, so it is natural that it will not freeze all year round. There is also the activity question on page 78 of the textbook, which asks to tell what are the characteristics of the climate in Egor and Moscow, and why the climate is different. For some students, I only ask the first question, and some students ask both questions, especially the second question is more difficult. For most students, the first question can be answered accurately, and only a few students mistakenly think that -48℃ is higher than-17℃. Obviously, the temperature in Egor in winter is much lower than that in Moscow, but it is not much different from that in summer. In terms of precipitation, Egor is less than Moscow all year round, so I lead students to conclude that Egor is dry, cold and sparsely populated, while Moscow has a temperate continental climate, is the capital of Russia and is densely populated. The second question is the cause analysis. I instruct students to analyze from climate, topography and geographical location. First, let them look at page 39 of the geographical atlas. As far as the climate is concerned, Shangyangsk belongs to the polar climate, so it is dry and cold, with a large temperature difference between winter and summer. Moscow has a warm temperate continental climate. Yongsk is located in the mountainous area of eastern Siberia, with a high altitude, and Moscow is located in the plain of eastern Europe, which further aggravates the climate difference between the two places. The third geographical location, Yangshak has higher latitude and is closer to the Arctic Ocean. In winter, the Arctic Ocean is extremely cold, and the influence of cold air is greater than that of Moscow. Although Moscow has a temperate continental climate, it is influenced by the prevailing westerly winds, so the precipitation in winter and summer will not be too little, and the temperature in winter will not be too low. Therefore, although the latitude of St. Petersburg is higher than Moscow, it is also made in Russia.

By knowing that the students who study hard look at the map and follow my train of thought, the answer can make them more impressed, and at the same time, it can also play a demonstration role for students who are really insensitive to geography and students with incorrect learning attitude, so that they can learn geography knowledge without too much pressure.