How to write a model essay on geography teaching plan selection in senior three?

As a senior three student, being not afraid of hardship and fatigue is the most basic requirement. Only in this way can you leave your name in the college entrance examination and achieve your life. The following is how to write a selected model essay on geography writing teaching plan for senior three, which I compiled for your reference only. Welcome to read this article.

There is a lot of knowledge about geography in senior three (1) which is closely related to life. Chapter 2 "Atmosphere on Earth" and Section 3 "Common Weather System" are one of the most typical contents. A lot of knowledge in this section is often accessible to students in life or on TV. The weather is fine and warm, and the students are familiar with it, but they may not be able to grasp its changing law. Students are very interested in these issues, and their enthusiasm for learning is relatively high. The textbook introduces this aspect in detail. How can students better grasp the law of weather changes? In the process of thinking about how to make students understand this part better, I thought of three teaching methods:

First, contact life

Before class, show students a video of weather forecast that students often contact. When they see the programs they often watch, they feel very cordial and their interest in learning is immediately aroused. Moreover, the video also enriches what they have learned in this class and gives students preconceived ideas. First of all, they have a general understanding of what they have learned. With the help of students' existing knowledge, the contents of the video are stored in their brains, and then processed, analyzed and compared to form the image of new things. Doing so will get twice the result with half the effort for the next teaching.

Secondly, use multimedia animation to demonstrate the previous structure and reason diagram.

Multimedia contains a lot of information, which can provide students with more pictures and animations in class. Some knowledge of this course is relatively macroscopic and abstract, and students' geographical knowledge is relatively weak in junior high school. It is difficult for students to understand the structure and changing process of the front only through written expression. By looking at the picture (front structure diagram), students can deepen their knowledge and understanding of the writing system. It helps them to establish a relatively complete knowledge system and master the spatial position, spatial structure and spatial relationship of geographical things.

Third, contact the actual situation in the region.

The weather around the world has its particularity, and Xin Kegai also suggested that students should know more about the geography of their hometown, so when I put this content, I boldly added the local weather changes to explain the common weather system. There happened to be a cold air going south in the last section, which affected our city. Combined with the cold air going south this time, the weather changes before, during and after the cold front crossing the border and its influence on our city are vividly explained. Through this example, students can easily understand the knowledge of cold front.

Fourthly, the chart is combined with the interpretation method.

In view of the fact that the image system and text system in the teaching materials are what we should master. Moreover, there are three kinds of common weather systems: cold front, warm front and quasi-static front. There are similarities and differences among these three weather systems, which are easily confused by students. In order to solve this problem, I compared the top view, side view, structure, air mass movement, precipitation distribution, precipitation characteristics and weather change characteristics of three weather systems by listing. In this way, students can intuitively feel the similarities and differences of the three fronts, and it is easier to sort out the knowledge points.

However, the design of this class also has many shortcomings:

First, in grasping the time, too much time is spent on the structure and causes of the front, which makes less time spent comparing the similarities and differences of the three front systems in the following list. I haven't had time to mention the knowledge point of the influence of cold air on our city recently. Many students didn't understand this content well.

Second, when talking about the influence of frontal crossing on the weather changes in the passing area before, during and after crossing, the answers are announced to students too early, so that students have no time to think, their brain ability is not well mobilized, and their activities are not sufficient.

Third, during class, due to multimedia errors, some animations were not displayed. Moreover, the multimedia screen is too small, so the students in front can clearly see the contents of the screen, while the students sitting at the back of the classroom can't see the contents of the screen clearly because of reflection, which affects the overall effect of the classroom. These problems were not expected before class, and I will adjust them in time in the later class.

All the cases in this lesson come from reality, which makes the teaching materials close to life and stimulates students' interest in studying natural phenomena.

In the process of case analysis, students' existing knowledge and new knowledge are called to understand the previous system and make the knowledge lively and interesting.

In the process of case analysis, the method of integrating theory with practice is adopted to promote thinking and broaden horizons, which is conducive to the cultivation and all-round development of students' comprehensive ability.

Dialectical materialism is integrated into the teaching of these cases, which enables students to establish a scientific world outlook and embodies the educational function of geography teaching.

Many phenomena and laws in nature require us to explain and study with geographical knowledge. How to make students understand this knowledge more effectively and directly is a problem that our geography teachers need to design and think carefully.

How to write model essay selection in geography teaching plan of senior three 1? Textbook analysis

According to the requirements of curriculum standards, this section focuses on the formation of industrial location factors and industrial regions, aiming at expounding the relationship between industrial production and geographical environment. The first item is "location factors affecting the industry". On the basis of introducing the factors of industrial location, the textbook analyzes the influence of the development and change of regional factors on the choice of industrial location. The second project "Formation of Industrial Region" mainly includes three parts: industrial connection, industrial agglomeration and dispersion, and industrial region. The third item "the influence of industrial production on geographical environment" mainly expounds the negative influence of industrial production on geographical environment.

Second, the teaching objectives

1. Understand the main factors affecting industrial location and the classification of industrial departments.

2. Understand the development and changes of industrial location factors and the influence of social and environmental needs on industrial location selection.

3. Learn to analyze the main location factors of an industrial area and find out the leading location factors.

4. Understand the specific forms of industrial linkages and the formation and influence of industrial regions.

5, grasp the influence of industrial production on the geographical environment.

Third, teaching focuses on difficulties.

1. Various factors affecting industrial site selection.

2. Development and change of industrial location factors.

3. Analyze the location factors of industrial zone formation.

Fourthly, the analysis of learning situation.

Senior one students are divided into parallel classes and there are no experimental classes. Rural students are unfamiliar with industrial production activities, giving lectures and analyzing many cases.

Teaching methods of verbs (abbreviation of verb)

Case analysis, induction, graphic method.

Sixth, preparation before class

1. Students' study preparation: preview the textbook knowledge and complete the study plan.

2. Teachers' teaching preparation: making multimedia courseware, previewing study plans before class, exploring study plans in class, expanding study plans after class and city pictures.

3. Design and layout of the teaching environment: four people in a group, ready to explore learning.

Seven, the schedule

1-2 class hours.

Eight, the teaching process

(a) preview the inspection and summarize the doubts:

Check the completion of students' preview study plan and understand students' doubts, so that teaching can be targeted.

(2) Scene introduction and display objectives:

Last class, we studied agricultural production and geographical environment. In this class, we studied industrial production and geographical environment together. [blackboard writing]: industrial production and geographical environment first, please recall the main location factors that affect agriculture. Students: climate, topography, soil, market, transportation, policy, etc. )

Cooperative exploration to strengthen teaching;

Student activities: Read the textbook and answer the location factors, main industrial types and their characteristics that affect the industry.

Senior Three (3) Selected Teaching Plans of Geological Disasters: Literature and Geography

Prompt 1: Main types of geological disasters.

Earthquakes, volcanic eruptions, landslides and mudslides.

Tip 2: Earthquake:

The lithosphere suddenly breaks under the action of internal force, and the energy inside the earth is strongly released in the form of seismic waves, causing ground vibration in a certain range.

World seismic belts: Pacific Rim seismic belt and Mediterranean-Himalayan seismic belt.

Type: indicated by Richter scale. No sensation below level 3: slight earthquake. Damage caused by magnitude 5 or above: destructive earthquake.

Features: It is a geological disaster with great harm and influence.

Tip 3: Volcanic eruption: it is a phenomenon that high-temperature magma, gas and debris are ejected from the crust deep underground. The moon, Mars and Venus all have volcanic activities? Classification: ① Active volcano: a volcano that erupts periodically in human history.

(2) extinct volcano: a volcano that has erupted before in human history and has not erupted again so far.

(3) dormant volcano: a volcano that has been extinguished for a long time in human history and sometimes erupts suddenly.

Tip 4: Landslide: It is a phenomenon that the rock mass or soil on the slope slides down along a certain sliding surface under the action of gravity.

Tip 5: Debris flow: It is a special torrent that erupts in mountainous areas, containing sediment, stones and huge gravel, which is extremely destructive.

Tip 6: Correlation of geological disasters.

(1) There may be several geological disasters in an area, and they are related in origin. For example, in the border areas of Sichuan, Yunnan and Guizhou, earthquakes, landslides and mudslides are the main disaster systems. Genesis: Modern crustal activity is intense, earthquakes are frequent, the magnitude is high, faults are developed in mountainous areas, rocks are severely broken and weathered, wet and dry seasons are distinct, and heavy rains are concentrated.

(2) In the process of a disaster, other disasters are often induced by a major disaster.

(3) Human activities and their impacts on the natural environment can indirectly or directly induce geological disasters.

Tip 7: Prevention of geological disasters.

(1) Strengthen scientific research on geological disasters and establish a disaster monitoring and early warning system.

(2) Strengthen the management of geological disasters and establish and improve the system of disaster reduction policies and regulations.

(3) Implement some preventive measures. For example, improve the seismic strength of buildings; Carry out slope protection works to prevent landslides and collapses; Comprehensive measures such as afforestation.

(4) Actively carry out publicity and education on disaster prevention and mitigation to raise public awareness of environmental protection and mitigation.

How to write the model essay for the selected text of geography teaching plan in senior three (4)/kloc-0? Necessity of cross-regional allocation of resources (reasons)

(1) The regional distribution of natural resources is very uneven, and there is generally no mobility between regions.

(2) The demand for natural resources in each region often does not match the natural resources in this region.

Large-scale project of cross-regional resource allocation in China.

Gas transmission from west to east, electricity transmission from west to east, water transfer from south to north, coal transportation from north to south, etc.

Conclusion: In order to adapt to the balance between regional development and natural resources supply, it is necessary to allocate resources across regions.

Two. Summary of West-to-East Gas Transmission Project

1. Basis: Natural gas resources in Xinjiang.

2. Target market: Yangtze River Delta and Pearl River Delta.

3. Components: natural gas development and construction, gas pipeline construction and user pipe network construction.

4. Two lines: schematic diagram of the first line project of west-east gas transmission.

Third, the regional differences of energy production and consumption in China.

-the respective advantages of the eastern region and the western region have not been fully exerted, which has affected the further development of each region.

(1) The eastern coastal areas are economically developed and have a great demand for energy, but the energy is relatively poor, which makes the economic advantages not fully exerted.

(2) Limited by the economic level, the rich energy resources in the western region cannot be fully developed and utilized. The contradiction between "production" and "elimination" between western and eastern regions.

Model essay on the selection of geography teaching plans for senior three (5) How to write "teaching highlights"

The concept of contour, the relationship between contour shape and terrain height and slope.

teaching means

Computer courseware (about "schematic diagram of elevation and relative height", "schematic diagram of contour drawing" and "layered color topographic map") and various topographic maps and schematic diagrams in the atlas.

teaching process

Introduction: Mount Qomolangma, the highest peak in the world, is 8848 meters high in the Himalayas and more than 4000 meters high in the Qinghai-Tibet Plateau? Why are there two height values on the same Everest? And how are these two height values measured?

Animation: the calculation method of ground height.

Question: What is the height of A on the picture?

Look at the picture and answer:

(1) Based on sea level, the altitude is 1500m, which is the altitude.

(2) Based on point B, the height is 1000m, which is the relative height.

What is the height of B on the picture? It's altitude.

Summary: There are two methods to calculate the ground height: altitude (absolute height) and relative height, both of which refer to the vertical distance, but the starting point is different. On the map, the height of the ground is expressed by altitude.

(blackboard writing) 1. Calculation method of ground height

1. altitude

2. Relative height

The height of Mount Qomolangma is 8848 meters, which refers to the altitude. More than 4000 meters refers to the relative height of Mount Qomolangma and the Qinghai-Tibet Plateau. Mount Qomolangma and the Qinghai-Tibet Plateau are both famous for their height, and there are various ups and downs on the earth's surface. How to represent them on the map? Let's learn contour topographic map.

Teach a new lesson

(blackboard writing) 2. hypsographic map

(computer demonstration) animation: contour topographic map

Ask questions:

1. What is this? (a mountain)

The line around the mountain is a contour line. What are the characteristics of points on the same contour line on the mountain? (same altitude).

3. What are the characteristics of contour line arrangement when the contours of each layer of the mountain are pressed into the same plane? What is the corresponding relationship with the original three-dimensional map? (the top of the mountain is higher than the periphery, and the corresponding contour value is high in the center and low in the periphery; Contours are dense in steep slopes and sparse in gentle slopes)

(Student activities) Complete "thinking"

(computer demonstration) animation: layered color topographic map

Layered color topographic map (blackboard writing)

(Student activities) Finish the "hands-on" homework.

blackboard-writing design

How to write the model essay of geography teaching plan selection in senior three (6) Analysis of teaching material content.

This section is a case of the influence of external force on surface morphology, which is the concrete application of the previous theoretical knowledge. Through the study of this lesson, students can realize that river geomorphology is an important manifestation of external forces shaping the surface morphology, and it can be extended to other external forces. On the basis of studying the curriculum standards and comparing the relevant contents of the four editions, combined with the case of teaching materials and local cases, students can learn the geography around them, turn the abstract into concrete and improve their practical ability.

Instructional design concept

In this section, through the multimedia demonstration of various river landscape pictures in the teaching process, intuitive teaching is strengthened, and students' participation consciousness, observation, analysis and comprehensive generalization ability are cultivated. Through specific case analysis, cultivate students' ability to apply what they have learned. In a word, with flexible teaching methods, students can not only achieve the three-dimensional goals of this section, but also acquire some basic geographical skills and methods through the combination of autonomous learning and inquiry learning.

Teaching objectives

Knowledge and skills:

(1) Mastering the types of flowing water erosion landforms, reading maps to analyze the formation of flowing water erosion landforms, and telling the schematic diagram of river valley evolution process can analyze the differences of river erosion in different stages.

(2) Grasp the types of flowing water accumulation landforms, analyze the formation of flowing water accumulation landforms by reading maps, and read schematic diagrams of various river accumulation landforms to explain their formation reasons and landforms.

Process and method:

(1) Let students learn the ability to collect and sort out the geographical data related to the classroom, and at the same time use the data to explain the characteristics or reasons of geographical things, so as to further improve students' ability to look at pictures, analyze and summarize.

(2) "Problem-centered" inquiry discussion and experimental research, so that students can happily carry out autonomous cooperative learning.

Emotions, attitudes and values;

(1) Enrich students' successful experience in learning geography and stimulate students' interest in learning geography.

(2) further cultivate the learning ability of cooperation and communication with others, and strengthen the scientific and rigorous learning attitude.

Teaching methods and learning methods: multimedia teaching method, animation demonstration method, question inquiry method, group cooperation method, etc.

Important and difficult

Key points:

1. Three forms of flowing water erosion, landform types of flowing water erosion and evolution process of river valley.

2. Types and causes of flowing water accumulation landforms.

Difficulties:

1. Three forms of flowing water erosion and the evolution process of river valley.

2. Analysis of concave bank erosion and convex bank accumulation during river course evolution and wharf selection. Analyze the formation process of river accumulation landform.