How to make students better master the climate of the world?

To learn this lesson well requires students not only to have a good foundation, but also to have the ability of comprehensive analysis, memory and application. However, the students in our school have poor sense of cooperation, strong inertia and low enthusiasm for learning. Moreover, as a non-senior high school entrance examination subject, students do not pay enough attention to geography class, which leads to a weak sense of classroom participation. Therefore, in order to achieve good teaching results, I have carefully studied the geography curriculum standards and interpretation, carefully grasped the teaching materials, carefully designed the questions, standardized the teaching process, mobilized the students' enthusiasm, and successfully completed this teaching. The specific reflection is as follows: 1. The main success points are as follows: 1. High efficiency of multimedia utilization: a large number of pictures and maps are used in the courseware, such as world temperature distribution map, world precipitation distribution map, world climate type distribution map, climate histogram of various climate types and various landscape pictures. This is much better than the traditional teaching method. All kinds of climate types are abstract and empty to students. Using pictures can greatly increase students' perceptual knowledge. Through the characteristics of vegetation in the picture, students can feel the temperature and precipitation of climate, and deepen their understanding of climate types, with twice the result with half the effort. 2. Knowledge learning is closely related to life practice. Using students' existing life experience is not only beneficial to students' understanding of knowledge, but also reflects the new curriculum concept that learning geography is useful to life, so that students can fully feel the connection between geography and life and increase their interest. For example, use the familiar weather forecast to recall the weather characteristics and descriptions, and then introduce the concept of climate by comparison. Students' description of the climate in Harbin, their hometown, broke through the description methods and components of climate characteristics. 3. Pay attention to the implementation of three-dimensional goals: understand the name and distribution of world climate types through students' independent reading and pictures; By analyzing the climate histogram, learn how to describe the climate characteristics and highlight the key points. By comparing the characteristics of Mediterranean climate and hometown climate, we can understand the advantages of Harbin climate and cultivate the emotion of loving hometown. 4. Questioning in class is scientific and reasonable: (1) The question design is targeted: after careful preparation, the question is carefully designed with the idea of "highlighting the students' dominant position". For example, review old knowledge (what is the law of global precipitation distribution? ), in order to reduce the difficulty, I designed the question as a fill-in-the-blank question; In order to remind students of the description and characteristics of the climate, I designed a question: Can you describe the climate characteristics of Harbin? This leads to the description of different climates and summarizes the characteristics of climate. This kind of joint design problem is very suitable; The focus of this lesson is the type and distribution of climate. Therefore, in order to improve the efficiency of looking at pictures, let students observe the pictures first and try to ask questions for the group members to answer. Then I show the corresponding problems and guide students to analyze step by step, which not only gives students autonomy, but also gradually breaks through obstacles and highlights key points. When analyzing the climate advantage of my hometown, I put forward such a question: According to the climate histogram, what climate type does my hometown climate belong to? Do you like the weather here? Do you know what is the greatest advantage of this climate? This series of questions can not only test students' ability to describe climate characteristics by using climate histogram, but also stimulate students' feelings of loving their hometown by analyzing climate advantages. I think this is a key point of design. (2) The way of questioning is more flexible: for example, teachers ask questions in advance before class, which reflects students' self-questioning and mutual questioning during autonomous learning, students answer incomplete questions, and ask questions about places they don't understand after analyzing the questions. Generally speaking, I try my best to arouse students' enthusiasm for learning, stimulate their interest in learning and promote their effective participation in learning. (3) Pay attention to the scientific waiting time: In the recent learning process of the theory of "effective questioning", I learned that students should be given the time to ask questions, instead of raising their hands immediately after the teacher asks questions, which means that students perform well, have strong ability and good grades. So I try to stay for a few seconds after asking questions, and wait a little longer for slightly more difficult questions. Only the questions that students think seriously are valuable questions. When students' answers are incomplete or unclear, give them a "second waiting time", listen patiently and guide patiently, instead of extinguishing the sparks of students' thinking at will. 5. Provide in-depth guidance to students when looking at pictures: students who have just entered junior high school are not used to learning geography, especially the use of maps. So when I looked at the pictures in groups, I visited and patiently guided the students who needed help, which reflected the teacher's main position. At the same time, it also enhances students' learning confidence, actively participates in the later study, and improves the teaching effect.