Reflections on Teaching by Junior High School Geography Teachers

5 reflections on the teaching of junior high school geography teachers

We must teach each lesson well on the basis of preparing lessons to improve the teaching effect of the 45 minutes in the classroom, because this is to improve The key to achievement in geography teaching. Below are some reflections on the teaching of geography teachers in junior high schools that I compiled for you. I hope it will be helpful to you. Welcome everyone to read and study for reference! Junior high school geography teacher’s teaching reflection 1

Half a year has passed, and I have been working for such a long time without realizing it. In the past six months, with the enthusiastic help and guidance of leaders and teachers, my education and teaching abilities have been greatly improved. The following is a brief report on the work of the past six months.

First, in terms of teaching.

In the past six months, in order to make up for my lack of work experience, I often listened to the lessons of old teachers, learned from the results of the old teachers’ trial teaching of new textbooks and their years of experience, and humbly asked them for advice. Take advantage of others, make up for your own shortcomings, and strive to improve your professional quality. During class, pay attention to the use of heuristic teaching to stimulate students' desire to learn and seek knowledge. The atmosphere is active, and we strive to achieve the principle of students as the main body and teachers as the leader, and we achieve teaching in accordance with their aptitude. I teach four classes, one of which is a science experimental class, so I teach different classes in accordance with their aptitude. In the experimental class, I focused on the integration of multiple disciplines and improved their interest in learning. At the same time, I pay attention to a variety of teaching methods, avoid rigidity, and give students more geographical perceptual knowledge, which also improves their interest in learning. After class, I actively prepared lessons, wrote teaching plans carefully, read various reference materials extensively, gained indirect experience, studied the teaching materials in depth, and studied the outline. According to the spiritual essence of the new textbooks, grasp the key points and difficulties, highlight the key points, and weaken the difficulties. Communicate more with students, discover students' problems, provide timely solutions and feedback, and achieve good results. On the eve of the college entrance examination, I spent all my time on it. And I also told my students my various contact information so that they can ask any questions at any time, so I also received better results. In addition, I also actively participated in various teaching and research activities of the Municipal Teaching and Research Office on time to understand new teaching trends and guide my teaching work. Treat students with sincerity and enthusiasm, treat every student equally, become friends with every student, dedicate love, help and care for students. Called "the cutest person" by students.

Second, in terms of self-learning.

After work, I have not relaxed my personal theoretical study at all. The new century is an era of knowledge economy. The acquisition of knowledge comes at a cost, and one must improve one's own quality. This not only requires students to study hard, but also requires teachers to learn for life and grasp the lifeblood of the times, so as to become a qualified teacher. teachers. This semester I read books such as "Knowledge Economy", "The Road to the Future", "Secondary School Teaching (Geography Volume)", "Who Rules the Ups and Downs", and "The World's Top Famous Universities". I often check the latest knowledge about geography on the Internet. , improve one's knowledge level.

This semester is coming to an end. After half a year of work and study, I have made great progress in education and teaching, but at the same time I also noticed that I still have shortcomings. At work, I will work harder to achieve better results. Junior high school geography teacher teaching reflection 2

This semester I am responsible for teaching geography classes in _grade_. Since I took over these classes midway, in the limited time, I learned about the students' situation in many aspects, carefully studied the curriculum standards based on the students' actual conditions, and combined with the teaching plan of the lesson preparation team, actively completed the teaching tasks of this semester. The specific work is summarized as follows:

1. Learn new curriculum standards and use current advanced teaching concepts as guidance to improve students' learning enthusiasm.

The overall goal of the junior high school geography curriculum is to require students to initially master the basic knowledge and principles of geography, acquire geographical skills, develop geographical thinking ability, master the basic methods and technical means of learning and exploring geographical issues; and enhance patriotism Socialist sentiments and establish scientific concepts of population, resources, environment and sustainable development. The goals are refined in teaching and implemented from three perspectives: knowledge and skills, processes and methods, emotional attitudes and values. That is to say, students are not only required to master basic geographical knowledge and basic skills for learning geography, but also require students to master the methods of acquiring knowledge or understand the process of acquiring knowledge. In order to cultivate qualified modern socialist citizens, students should be trained to form correct attitudes during the teaching process. The relationship between man and land, the concept of sustainable development and patriotic sentiments.

In teaching, students should be regarded as creators of knowledge, not just as recipients of knowledge. The purpose of teaching is to let students learn to learn. Only when students learn to learn can teaching become meaningful and promising. To realize this teaching concept, teaching methods must be flexible and diverse so that students can learn to learn actively. In class teaching, there are differences between classes and individual students. In teaching, I use layered teaching according to the actual situation of students, leading first, contracting and helping each other, showing students' individual style, highlighting team learning, and establishing learning. type group. Follow the principle that progress is excellence, highlight process evaluation, and improve students' enthusiasm for learning.

2. Combine students’ actual situation, strengthen students’ geographical foundation, and cultivate students’ geographical thinking.

Most of these students did not learn geography well in the first year of junior high school. They have a poor foundation in geography and do not even have some common knowledge about geography, let alone develop geographical thinking and methods. Conceptually, they regard geography as Minor subjects and secondary subjects do not pay attention to geography learning. For students in the second grade of junior high school, because geography is a comprehensive subject, it does not account for many points in the high school entrance examination, and students also despise geography learning. Our students also have very poor grades in the first grade of junior high school. They have not developed good study habits and learning methods since childhood, and they lack self-confidence. Students do not pay attention in class, do not study seriously, and do homework to cope with the problem. In response to these situations, I always use excitement in class to keep students paying attention, focusing on requiring students to master the basic knowledge of geography. Provide methodological guidance from junior high school life, geography learning, etc., and infiltrate advanced learning concepts into teaching, allowing students to experience success and cultivate self-confidence; cultivate students' good study habits, and highlight the cultivation of geographical thinking ability.

3. Pay close attention to classroom teaching, do a good job in regular teaching, and develop diversified learning forms

Since junior high school geography emphasizes the analysis of the principles of geographical things, the emphasis is on " Reasoning" is more difficult. Therefore, before preparing lessons, I carefully studied the teaching standards, synthesized various versions of teaching materials, and combined with the students' actual conditions to appropriately increase the depth of students' understanding of the issues. Usually collect more relevant current affairs materials, such as "earthquakes", volcanoes, the successful return of Shenzhou 5, typhoon incidents, etc., combine the local natural environment and economic suggestions and achievements, pay attention to the connection between life and the knowledge content learned, and use the knowledge in life to Materials serve as the entry point for knowledge and interest. Grasp the key points and difficulties of each lesson, carefully prepare each lesson, and write better, complete and detailed lesson plans.

Accurately teach textbook knowledge to students in class, often inspire students' thinking, pay attention to the vividness and interest of teaching language, analyze problems in simple terms, list students' favorite examples to analyze difficulties, and create a relaxed classroom The atmosphere and interaction between teachers and students have greatly improved students' interest in learning geography. On the other hand, they make full use of various teaching wall charts, pictures, and specimens, and sometimes use multimedia to display the formation process of geographical things, such as: topographic profiles, fronts The formation of rain, etc. It allows students to enhance their perceptual knowledge, deepen their understanding and memory of textbook knowledge, and cultivate their ability to read pictures, greatly improving classroom efficiency. Third, during the teaching process, all students should be educated on environmental protection based on relevant chapter content, and cultivate students' environmental awareness, such as air pollution, natural environment, natural resource utilization and ecological damage, etc.

I try to carry out diversified learning forms in teaching to cultivate students' geography learning abilities, such as conducting research studies, geography essays, field trips, survey reports, etc. During the learning process, students can acquire the ability to collect materials and extract effective information; the ability to use maps to comprehensively analyze geographical issues; the dialectical way of thinking and their expression ability, etc. By cultivating students' independent learning ability, developing students' personality and enabling students to have active thinking, the purpose of cultivating innovative spirit and practical ability is achieved.

4. Shortcomings

(1) The combination of process and method needs to be improved. The division of roles in group cooperative learning should be refined, especially the weak ones in the group should really improve under the guidance of other students. The top students should not always play the leading role in the classroom, but the teaching should be truly student-oriented.

(2) The equality of communication between teachers and students should be strengthened. When asking questions, you should stand from the student's perspective and start from the student's physical and mental characteristics and reality, instead of blindly leading the student's ideas to your own design. The design of the question should not be too big, and should be based on the student's cognitive perspective. Analyze.

In short, today's curriculum reform has put forward higher requirements for teachers. Only by constantly learning and exploring in practice and using educational and teaching methods that are in line with students' own development characteristics can teachers achieve better education. Only by improving the teaching effect can we adapt to the requirements of today's education. Reflection on Teaching by Junior High School Geography Teachers 3

The subject of geography in junior high schools is far less valued than the junior subject and is considered a "minor subject". Most students are unfamiliar with knowledge and feel "boring and afraid" of geography. In addition, many students do not know much about some common knowledge issues in geography, which makes it more difficult to learn geography. Various reasons cause students to lose their attention and interest in learning geography. . The new curriculum concept advocates constructive learning, especially emphasizing that classroom teaching should cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. In teaching methods, attention should be paid to increasing the number of students Activities reflect the "student-centered" concept of the new curriculum reform. This makes classroom teaching destined to move from closed to open, from single to comprehensive, providing a broad space and platform for cultivating students' innovative spirit and practical ability. The new curriculum's inherent qualities of openness, comprehensiveness, and advancement with the times provide new opportunities for the development of high school geography teaching. Therefore, how to attract students' attention and stimulate students' interest in learning in junior high school geography classes has become an urgent problem that teachers must solve when implementing the new curriculum reform in daily teaching. Below I am actively exploring and trying this from five aspects, which is also a summary of the relevant understanding and experience gained in teaching.

1. Vivid introduction, arousing "interest"

Bruner, an American psychologist and educationist, once said: "The best stimulation for learning is the appreciation of what is learned. Interest in teaching materials. "Enhancing the interest of geography teaching is crucial to activating the classroom atmosphere and mobilizing students' enthusiasm and attention. If geography teachers want to make the class interesting and stimulate students' strong desire for knowledge, then the introduction of new lessons in classroom teaching is extremely important.

"A good beginning is half the battle." Teaching a good lesson at the beginning is the first step to mobilize students' enthusiasm for learning. If students pay attention at the beginning of class, they are likely to continue listening carefully. Otherwise, their attention will not be stable, their knowledge will not be comprehensive, and their learning effect will naturally be affected. Therefore, in actual teaching, I first conducted careful study and in-depth exploration of the teaching materials, and worked hard to design "introductions" that can arouse students' interest in learning. Or introduce new lessons by telling life examples or some current social events related to this lesson; or raise questions that students are interested in at the beginning of the lesson to create suspense, etc.

For example, when teaching "time zone" in the second year of junior high school geography, students can understand the concept of time difference through traveling and watching live sports at night; the time zones adopted by various countries: let students watch the NBA series In the live broadcast, the comparison between the local time in the United States and the time in China can be understood and experienced respectively, and suspense is set up to attract students to integrate into the classroom. At the same time, I also require myself to be positive, kind, and confident in class. In classroom teaching, the language should be vivid and well-organized, and the learning purpose and significance of each lesson should be explained in conjunction with the actual situation, so that students can clearly understand the importance and necessity of learning. In this way, students' attention will be attracted.

2. Create a relaxed classroom and improve learning efficiency

Observing past classroom teaching, we will find that students are afraid to speak in class for fear of making mistakes, being ridiculed by classmates, and being criticized by teachers. blame. Therefore, most students adopt a silent, calm and silent attitude. Many students became anxious and panicked when the teacher asked questions, and lowered their heads to avoid them, for fear that the teacher would call their names. In such a class, students are extremely nervous and have no sense of security, let alone equality and joy. It is conceivable that in such a class, students' learning effects will be greatly reduced.

Psychological research shows that when a person is relaxed, the neural units in the cerebral cortex will form an excitement center and thinking will be agile; and when a person is depressed, the nerve cells in the cerebral cortex will be inhibited. Only in a relaxed environment can students speed up their thinking process and the knowledge they have learned can be consolidated and transformed into abilities. Therefore, creating a harmonious and democratic classroom atmosphere is beneficial to improving classroom teaching efficiency. Therefore, teachers should try their best to create a relaxed classroom atmosphere in classroom teaching. They should no longer teach with a straight face. When they should joke with students, they should also make jokes and make students laugh. Sometimes students make trouble in class, so don't get angry. , but make a joke or treat it coldly. This not only solves the abnormal situation in the classroom, but also does not dampen students' enthusiasm for learning.

Teaching practice has proved that if the mood is relaxed during class and students have natural expressions, they will be in a better mood and classroom efficiency will inevitably be improved. In fact, I have a deep understanding of this in my daily teaching activities. The alternate use of passion, humor, and relaxed language enlivens the classroom atmosphere, easily attracts students' attention, and naturally improves learning efficiency.

3. Carry out classroom activities to stimulate interest in learning

The new curriculum concept emphasizes independent, cooperative, and inquiry-based learning methods, and focuses on students' active participation in the classroom learning process. The formation of this new concept of learning makes students truly the masters of learning, which is conducive to fundamentally improving students' interest in learning. For example, when teaching "Major Climate Types of the World", I divided the students into 10 groups in view of the many and complex characteristics of climate types. Each group discussed one climate type. During the class, the students themselves told and complemented each other, and other groups Group grading promotes competition among students and improves learning efficiency, which not only cultivates students' ability to collect information, but also helps improve students' analysis and expression abilities.

4. Answer students’ concerns and cultivate students’ interest in exploring knowledge

When preparing lessons, teachers must not only prepare teaching materials and teaching methods, but also prepare students and carefully consider Any thoughts or questions students may have will be answered during lectures. For example, when teaching "Crustal Movement": Understand the crustal environment through new materials from the exploration of the earth's crust, so that students can not only master knowledge, but also obtain cutting-edge scientific information and materials; and talk about how to prevent earthquakes and reduce disasters when earthquakes occur, etc. , the students are very satisfied, and they will also "know their teachers and believe in their teachings." This not only eliminates students' doubts, but also strengthens students' belief in learning geography. At present, middle school students are active in thinking and very concerned about hot social issues. Unexpected questions often arise in class. At this time, teachers should answer students' questions realistically and satisfy their thirst for knowledge.

5. Accumulate information and improve the interest of teaching

Geography classes have strong practicality and contemporary characteristics. Teachers must implement the principle of integrating theory with practice in teaching and deal with We must establish a good relationship between theory and practice, insist on putting an end to empty preaching that is divorced from reality, and must select a considerable number of practical examples for teaching. To this end, in the actual teaching process, on the premise of respecting the teaching materials and teaching reference books, I also collected teaching materials from social life and written materials, as well as some video materials and videos reflecting geography, and appropriately transferred the knowledge For students, for example, "The Day After Tomorrow" reflects "Global Climate Change", "Future Water World" reflects global warming, etc. Pay attention to accumulation during teaching, and store the accumulated materials in categories so that they can be easily retrieved when needed. Use materials to gradually make teaching rational, well-founded, and interesting, so that students are willing and happy to learn geography lessons.

The above are some of my attempts to attract students' attention and cultivate students' interest in learning in classroom teaching, which still need continuous improvement and improvement. Teaching requires creative, repeated practice and continuous innovation. With the continuous development and deepening of the new round of curriculum reform, teaching methods and strategies are constantly updated. Only by advancing with the times and boldly innovating can we adapt to the requirements of the development of the times and cultivate To produce students who are conducive to their own development and in line with society. Junior high school geography teacher’s teaching reflection 4

1. Give full play to the advantages of the subject and mobilize students’ enthusiasm for learning

In classroom teaching, only students who have a strong interest in learning and take the initiative to learn can Learn well. It can be seen that interest in learning is an important condition for mobilizing students' enthusiasm for learning, and it is inseparable from giving full play to the main role of students. From the perspective of geographical knowledge, fun is one of its major features. It provides a wealth of material for students to gain immediate interest. In teaching, we can make full use of the beauty of pictures, words, animations and language in multimedia teaching to give students the enjoyment of beauty, arouse students' desire to learn, and stimulate students' interest in learning. Using multimedia courseware to assist teaching can make the classroom move and come alive, and drive students' learning with interest.

In the process of geography teaching, I pay attention to the subject advantages of interesting geographical knowledge, make full use of existing interesting knowledge to render it, deeply explore potential interesting knowledge and carry out reasonable processing, and strive to seek interesting knowledge Purposefully introduce the entry point into classroom teaching, mobilize students' enthusiasm for learning, and receive better teaching results. For example: when talking about the continental drift hypothesis, let students tell a short story first, which not only quickly focuses the students' attention on the class, but also creates a strong interest in the study of this lesson, thus creating a proactive learning mentality and enthusiasm. Be mobilized. This will easily make the classroom more lively and at the same time mobilize students' thinking and learning initiative. When talking about the formation of monsoon climate, I first ask students to review the changing patterns of wind directions around them, and then teach. This not only exercises students' language expression skills, but also allows students to explore geographical issues in connection with real life.

2. Fully explore the teaching materials and cultivate students’ main role

There are many geographical images in geography teaching materials, including distribution maps, statistical charts, schematic diagrams, landscape diagrams, and some inspiring Sexy, thoughtful cartoons, and geographical images are an important part of geography teaching materials, with vivid, vivid, and intuitive characteristics. They play an important role in helping students understand the spatial distribution patterns of geographical things and the internal connections between various elements. Therefore, in teaching, I pay attention to the role of images and use images to guide students to "move" so that students can fully participate in teaching activities, which is conducive to giving full play to the main role of students. For example, when learning about the distribution characteristics of earthquakes and volcanoes in the world, students are first guided to read the "Schematic Map 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's Seismic Zones and Volcanoes" to guide students to observe earthquakes. After comparing the locations of belts and volcanoes with the previous picture, students discussed with each other and came to the conclusion that volcanoes and earthquakes are mostly concentrated at the junction of two plates. Fully exploring the geographical images in textbooks to design teaching can fully mobilize students' eyes, ears, mouth, hands, brain and other sensory and thinking organs. At the same time, it also cultivates students' ability to read and analyze pictures and independently acquire knowledge. ability.

Make full use of the "activities" designed in the textbook, which involve the training of picture reading or drawing skills, material collection and processing, and require hands-on experiments, social surveys, cooperative discussions, etc., from different angles Develop students’ abilities. For example, when teaching "Changing Weather", I used the weather map provided in "Activities" to let students broadcast the city weather like a weather forecaster. This not only allowed students to consolidate the weather symbols they learned in this lesson, but also exercised Students’ picture reading, language expression and application abilities. Reflection on Teaching of Junior High School Geography Teachers 5

After nearly ten years of teaching exploration and summary, I believe that the following teaching methods have benefited me a lot in teaching geography in middle schools. I am willing to share my experience with you. .

1. Interest teaching method

Interest is a person’s tendency to explore and understand something. Scientist Einstein said: "Interests and hobbies are the greatest motivation." In order to reverse the current phenomenon that students do not pay attention to geography lessons, it is necessary to continuously improve teaching methods and cultivate students' interest in learning geography.

To this end, I have explored the following aspects:

In order to prevent students from blindly and passively learning geography lessons, we must first give a good introduction class. Use rich, vivid and powerful examples to explain the content to be learned in geography. In terms of learning methods, it not only introduces the characteristics of the geography subject and the learning experience of outstanding students, but also puts forward some specific requirements. When studying, "pictures on the left and books on the right", comparison of pictures and texts, and specific specifications for filling in pictures.

Secondly, carefully design the introduction to stimulate students' interest in learning. Although the introduction is not the main text, it is directly related to students' interest in learning the new course. For example, when talking about "The Internal Structure of the Earth", first talk about the "Earth in the Universe", "The Earth's Atmosphere", and "The Earth's Water" that have been learned, and then introduce the new lesson like this: "Follow the lessons learned previously. , we are like taking a long journey in a small boat like a textbook. We set off in the distant space, admired the appearance of the Milky Way, visited the family of the solar system, unveiled the mysterious 'veil' of the eight planets, and passed through. The atmosphere comes to the surface of the earth. So what secrets are hidden inside the earth? Today we will go to the inside of the earth to investigate. "After this introduction, the students were very interested and mentally prepared to accept new knowledge.

2. Narrative teaching method

With the development of the current high school entrance examination format, students are generally tired of learning geography when geography is not listed as a preparation subject. How to stimulate students' interest in learning geography, mobilize students' enthusiasm for learning geography, and realize the transformation from exam-oriented education to quality education is a severe test faced by geography teachers. In my daily teaching, I make appropriate use of narration, which has achieved good results in activating the classroom atmosphere, stimulating students' interest, and improving geography scores.

The practice of geography teaching has proved that: in the teaching process, if you can use proverbs, idioms, aphorisms, and vivid and interesting examples or numerical narrations to vividly describe and explain the principles and phenomena of geographical things, you can It can get twice the result with half the effort, create a beautiful realm, stimulate students' interest, enlighten students' thinking, help understand and consolidate geographical knowledge, and play a subtle role. For example, when talking about the linear speed of the earth's rotation, we quoted Mao Zedong's magnificent poem "Sit on the ground and travel eighty thousand miles a day, survey the sky and see a thousand rivers in the distance" to explain that the linear speed is the highest at the equator. When talking about the quasi-stationary front of the Yangtze River, Zhao Shixiu quoted Zhao Shixiu's "It rains every house during the yellow plum season, and there are frogs everywhere in the grassy ponds." The image illustrates that the two cold and warm air masses are evenly matched, wandering and swinging in the middle and lower reaches of the Yangtze River for about a month, causing continuous rainy "plum (mildew)" ) rainy weather, the students felt like they were there, further deepening their understanding and consolidation of the characteristics of knowledge.