Research on how to implement geography curriculum reform into teaching

The new curriculum reform has been around for some years. Many teachers now attribute the inability to effectively implement the new curriculum reform concepts to the pressure of the college entrance examination. I personally think this factor cannot be ruled out. In actual teaching, the college entrance examination is the baton of teaching, so we teach according to how we take the college entrance examination. However, the content, form, and difficulty of the geography college entrance examination have changed a lot compared to the past: the college entrance examination now emphasizes learning geography that is useful for life, and focuses on testing students' geographical abilities and geographical literacy. Therefore, our teachers should strengthen the cultivation of students' geographical abilities in their daily teaching.

When explaining the content of "Fronts and Weather", I made some attempts: When designing this lesson, the first thing I thought of was how to design activities to allow students to fully participate in learning. The class was in December 2011, when Huainan was experiencing a cold front. I found through the weather forecast for the coming week that there would be an obvious cold air passing through in those days. So I asked the geography interest group in the class to observe and record the weather changes on the campus of Huainan No. 1 Middle School at 7:40 every morning from Tuesday to Friday, including actual measured values ??of temperature, cloud cover, wind direction and wind force, etc. I positioned this lesson as a reporting lesson for students’ extracurricular exploration activities. In the introduction part of the new lesson, I used a video of the geography interest group’s outdoor observation of the temperature to introduce it. In order to explain the problem more intuitively, I also made the observation results of the geographical interest group into a two-dimensional coordinate chart (as shown on the right).

I began to guide the students: "From the picture, students can see the dramatic changes in the weather in Huainan City this week, so what are the causes of this weather change?" Through such guidance, students can Transition naturally to the study of this lesson.

In the process of learning new knowledge, multimedia-assisted teaching technology can be fully used to overcome key difficulties. For example, when talking about the impact of cold and warm fronts on weather, animations can be used to simulate it, allowing students to intuitively see the movement of air masses. The process of movement and formation of clouds and rain. Group collaborative inquiry methods can be used to deepen students' impressions of the main knowledge. For example, when talking about the differences between cold fronts, warm fronts and quasi-stationary fronts, divide the whole class into three groups and let them conduct collaborative inquiry. Improve students' participation in the classroom through group cooperative learning, and strive to allow students to acquire main knowledge by themselves instead of having teachers instill it in the classroom.

In the training feedback session of the classroom, I set the following original questions based on the questions raised by students during the temperature observation activity.

Read the "Weather Change Chart of Huainan No. 1 Middle School" (as shown on the previous page) and answer the following questions.

1. The weather system that caused this weather change is ( )

A. Cold front B. Warm front C. Quasi-stationary front D. Unable to determine

2. From November 29th to the morning of December 2nd, the temperature in Huainan dropped sharply, the wind was strong, and there was precipitation, indicating that the weather system was transiting ________ (before, when, and after) at this time.

3. The temperature measured at 7:40 in the morning should be close to the maximum ____________ (low or high) value of the temperature in the weather forecast; students in the geography interest group found that the values ??they measured were often biased from those in the weather forecast. High, if the influence of measurement error is excluded, let's analyze the reasons.

The first two questions are routine questions and are closely related to the content of this lesson; students can answer them relatively easily. The third question is indeed a question raised by students during the measurement process. As soon as these questions came out, the students' interest suddenly increased. After a period of discussion, many students pointed out that the high temperature was related to the measurement location (on campus, that is, in the city, there is a heat island effect, so the measurement value is too high). The students came up with answers very quickly. I praised them and further guided them: "Do you know when the lowest temperature of the day occurs? And did the sun rise when we measured it at 7:40?" Under the guidance of gradually pick up). Through this kind of guidance, the previously learned knowledge on earth motion is actually integrated, and at the same time it also cultivates students' rigorous academic attitude.

In the expansion and extension part of the class, I designed a link between the content of this section and the college entrance examination, using the original college entrance examination questions to show the examination requirements of this section of the college entrance examination. (Examples omitted)

Finally, classroom teaching under the new curriculum reform attaches great importance to three-dimensional teaching objectives. In the previous classroom teaching sessions, I have consciously penetrated the education of emotions, attitudes and values. At this stage, I specially designed a link to let students compare the two photos of Zhu Kezhen and the geography interest group of Huainan No. 1 Middle School observing meteorology, and let the students talk about their feelings.

My guidance is: "Zhu Kezhen was the founder of modern geography in China, and he also pioneered meteorology and climatology in New China. It is very important that he made great achievements in the field of meteorology and climatology. It is he who perseveres in phenological observations and records every day. And our classmates in the geography interest group of Huainan No. 1 Middle School are seriously doing the same work as Zhu Kezhen, and they have taken the first step in their pursuit of knowledge, exploration and success. step.

Everyone should follow the example of the students in the geography interest group. From now on, starting from Huainan No. 1 Middle School, we should go further and further on the road of seeking knowledge.

”

Original address: /9/view-3960072.htm