How to cultivate students' geographical thinking habits in geography teaching

Geography, as a comprehensive subject with both natural and humanistic contents, has the characteristics of regionality, comprehensiveness, foundation, extensiveness and practicality, which provides a broad space for students to cultivate their thinking ability. How to cultivate students' thinking ability in geography teaching, on the basis of learning from others' experience and combining with my own teaching, I highlight the following points:

First, establishing a good relationship between teachers and students is the premise of cultivating thinking ability.

Psychologists tell us that free energy can maximize people's potential, and any repression and interference will hinder thinking. Good teacher-student relationship is an effective way for students to experience spiritual freedom.

Unexpectedly, teachers are willing to listen to students' ideas, learn more about students' existing knowledge level, be familiar with students' hobbies, and better implement the educational concept of teaching students in accordance with their aptitude. Good teacher-student relationship

Unexpectedly, students are willing to accept the guidance and help of teachers, and teachers and students actively participate in the teaching process, which makes it possible to cultivate students' thinking ability.

Secondly, creating a positive teaching situation is the key to cultivate students' thinking ability.

1. Use cartoons and beautiful photos to make the image vivid. Some contents of geography are difficult to express clearly by language alone, and the use of geographical cartoons is vivid and vivid, which increases readability and intimacy. Some boring geographical problems

The topic is expressed in the form of geographical cartoons, which stimulates students' participation and interest and enables students to acquire geographical knowledge in the discussion. The learning situation created by their dialogue stimulates students' problem consciousness and students' participation.

And the desire to discuss. In the discussion, students' geographical thinking ability is not only exercised, but more importantly, their ability to communicate with others is cultivated. There are two cartoon characters in junior high school textbooks: Lingling and Beibei. They often discuss one.

Some interesting geographical problems, such as the observation of Polaris and the judgment of the eastern and western hemispheres. Show their learning process through their exaggerated performances, thus stimulating students' thirst for knowledge. However, the more such content, the greater the help to students.

Cultivation of thinking ability. Many beautiful photos are selected from geography textbooks, which highlight the geographical characteristics and help students understand geography. It is indispensable to make full and reasonable use of photos for teaching to cultivate students' thinking ability.

Duan. Such as Windmill in Holland, Tropical Desert Landscape, Rhine River, etc., enhance students' interest in learning and help to cultivate students' divergent thinking.

2. Connect with reality and solve problems. According to the theory of humanism, the learning content should be the knowledge and experience that learners think is valuable and meaningful. And the important embodiment of this value and significance is to apply what you have learned. Therefore,

The main purpose of geography learning is not to preserve and reproduce knowledge, but to enable students to apply knowledge in new situations, that is, to realize the transfer of geography learning results. As teachers and students, they should pay attention to all kinds of things happening around them.

Many phenomena among students can be analyzed and expounded from the perspective of geography, which provides rich materials for the training and cultivation of students' thinking ability.

For example, when studying the measurement of temperature, the textbook puts forward that "sometimes, our somatosensory temperature will be obviously different from the highest or lowest temperature in the weather forecast." Think about it, why is this? "In learning, the main health.

Speaking of the types of water, let the students talk about the reasons why a large number of water droplets will form on the surface of the container after taking cold drinks out of the refrigerator in summer. It's really endless and handy. If we are teaching

Being able to pay attention to various problems in life, consciously use what you have learned to analyze and think, and put forward relevant governance measures can not only make learning useful, make learning happy and valuable, but also stimulate your interest in thinking.

Fun, exercise thinking ability.

3. Clever suspense, find the place. Appropriate suspense in geography classroom teaching can attract students' attention, activate their thinking and create an active teaching atmosphere. For example,

In the introduction of new classes, the key contents of this section are presented to students in the form of questions in advance, so that students can learn with confusion. For example, when talking about "thermal cycle", let students observe the "heat" of "egg soup".

You can see traces of "warming up". With the rising of hot air, guide students to think of other examples of "warming up". Put the dessert plate on the "hot air", and soon the water will condense on the dessert plate.

Zhu, lead the students to discuss: How does the air form precipitation in the upward movement? This series of problems closely related to life can avoid the inattention caused by fatigue and attract students to actively participate in teaching.

Third, mastering scientific learning methods is the guarantee of cultivating thinking ability.

Scientific learning methods are very important for the cultivation of thinking ability. Teachers should teach students in accordance with their aptitude and adopt the methods of comparison, induction and comprehensive analysis. In the application of learning methods, students should actively carry out inquiry learning for geographical problems and try to use geographical knowledge and skills to solve practical problems in life. The teaching process can be designed according to the following steps:

Provide a background, ask a question, collect some information, organize some activities and get some inspiration.

For example, when understanding the physical geography and human geography characteristics of a certain area, we can use the methods of looking at maps and consulting materials. For example, in the part of studying "Asia and Europe", the textbook arranges "Introduction to Eurasia" and "Asia"

And the distribution of climate types in Asia and Europe, as well as related written materials, to help students understand the characteristics of regional geographical location, topography, climate and water system and their relationship, and

On this basis, we can understand the distribution of regional population and countries.

In short, the cultivation of ability is not isolated from subject teaching, it is one of the three-dimensional goals of teaching. Especially in geography teaching, students should pay more attention to the formation of the concept of "land", the logical thinking of "reason" and the knowledge closely related to geographical location.