Reflections on World Climate Teaching

As an excellent teacher, we need strong classroom teaching ability. With the help of teaching reflection, we can improve our teaching ability quickly. Do you know how to write a formal reflection on teaching? The following is my serious reflection on world climate teaching for your reference, hoping to help friends in need.

Reflections on World Climate Teaching 1 I explain the lesson "World Climate" to students, mainly from the climate data maps of various temperature zones to guide students to analyze the climate characteristics of various places, and many of them need supplementary explanations from teachers. Due to the content of this section, it is divided into 2 class hours. Before class, in order to teach this lesson better, after careful preparation and design, we carefully scrutinized the arrangement of ideas, the planning of student activities, the selection of examples, the design of blackboard writing and so on. Main idea: First introduce the five temperature zones to different climates around the world, and then start with the two most basic elements of climate-temperature and precipitation, and enter the first lesson of this lesson: tropical climate types. Guide students to think from four kinds of tropical landscape maps: they are all located in the tropics, and the temperature is high all year round. Why are there different natural landscapes? -reason: the difference in precipitation. Then analyze their characteristics one by one from the climate data maps of four different climate zones. This part of the time is long, and finally let the students find out the specific distribution positions of the four tropical climate types on the earth.

After class, my first feeling was that the classroom atmosphere was a bit dull. Classroom is a place where teachers and students interact, and teaching and learning focus on learning. It can be said that it is deeply influenced by traditional teaching methods. I always dare not give time to students in class, and I am always afraid that students will screw up the class, so that I sing a monologue in class. In the final analysis, my teaching methods need to be changed and my teaching ability needs to be improved. Fortunately, experienced teachers told me that even if students make mistakes in analyzing and summarizing geographical laws and principles, it doesn't matter. They can be used as teaching resources, so that students can realize the truth from their mistakes and become the real masters of the classroom. I think it makes sense. We should arouse students' enthusiasm and make them move. Originally, this class was more difficult and abstract, coupled with its own factors. Although the main content was finished, my heart was always lacking and not practical enough. I deeply feel that my teaching ability still needs to be improved if I want to make progress and development.

Secondly, students lack comprehensive analysis ability. For example, when it comes to the temperature and precipitation of four tropical climate data maps, students obviously lack the ability to comprehensively analyze climate characteristics. Especially when analyzing the differences between tropical monsoon climate and tropical grassland climate, the concept of more precipitation and less latter is somewhat confusing in students' thinking. I feel that "setting the belt by temperature" is easy to understand, but "setting the shape by precipitation" is somewhat difficult. So I think we should start from students' perceptual knowledge, inspire and guide students to think and explore more "why". It is necessary to cultivate students' ability to transfer and apply knowledge from rote learning, so that students can change from perceptual knowledge to rational knowledge.

Summing up these aspects, I think we should pay enough attention to them in the next teaching work. Now, my heart is still hanging because I don't know how much my students have mastered. Now it seems that the problems before me are far more than these, so I should pay attention to them in the future teaching!

Reflections on World Climate Teaching 2 There are many difficulties in the section "World Climate", and there are many names of climate types, but the specific distribution of various climate types is not very clear, and the analysis of this part of knowledge about climate characteristics is even less in place, and there is often a phenomenon of "arrogance".

After analysis and comparison, I think students should first understand the distribution of various climate types on the world climate map, first find out the main tropical, temperate and frigid climate types, and then find out the main climate types in the east and west of Eurasia and the mainland, so as to have an intuitive understanding of the content and itinerary of this lesson. Finally, they will start to analyze the climate characteristics with their respective temperature curves and precipitation histograms, which will be easy to difficult, step by step, and displayed with intuitive courseware, which is easier for students to accept. Students have basically mastered the names and distributions of various climate types and learned how to analyze and express the climate characteristics of a certain place.

In the future teaching, we must design a good classroom, deal with difficult problems as simply as possible, design our own teaching from the perspective of students, fully mobilize the enthusiasm of students in the teaching process, and let them experience the joy of learning geography!

Reflection on World Climate Teaching Geography is a marginal subject, especially in junior high school, and students pay less attention to geography. Therefore, how to grasp the teaching objectives more effectively, standardize the teaching process and mobilize students' enthusiasm is the key to complete geography teaching.

The key and difficult point of this lesson is to let students know the distribution and climate characteristics of tropical climate types. Students can feel the characteristics and differences of various climate types more intuitively through pictures and videos. Cultivate students' ability to solve problems by themselves. After observing the temperature curve and precipitation histogram, let the students discuss and summarize their conclusions, and then analyze them. Students can express their views and opinions on geographical things and geographical phenomena.

But there are still many problems to be improved in this lesson:

1, slip of the tongue: you can't directly say that the climate is a tropical desert, because the desert is a landscape, and if you describe the climate, it should be a tropical desert.

2. Plateau Mountain Climate It belongs to a special climate type, not to the frigid climate type.

3. When comparing tropical monsoon climate and savanna climate, it is pointed out that the difference between them is not very clear, and it is not accurate to analyze it only from summer precipitation.

4. In the slides of tropical climate types, it is more intuitive to distinguish several tropical climate types with obvious colors.

5. There is less time for students, and some problems need to be done by students themselves, but some problems can be deepened. For example, when it comes to Africa, it can be mentioned that the climate in Africa has the characteristics of typical symmetrical distribution.

6. Pay attention to the guidance of learning methods, such as reading the legend first, then analyzing the name, and then corresponding to the corresponding position for in-depth analysis; Pay attention to breaking through difficulties; The blackboard writing should be as perfect as possible.

7. I can't grasp the class time well.

Reflection on Climate Teaching in No.4 Middle School of the World Geography is a marginal subject, especially the non-entrance examination status of junior high school geography in the whole learning process, which makes students pay insufficient attention to geography class. Therefore, how to grasp the teaching objectives more effectively, standardize the teaching process and mobilize students' enthusiasm is the key to complete geography teaching. Because the content of this course is too boring and theoretical, this course mainly adopts group learning to achieve the purpose of cultivating autonomous learning; By designing questions, grouping principles, guiding students and demonstrating with courseware, teachers cultivate students' ability to find, analyze and solve problems actively, and express their views and opinions on geographical things, geographical phenomena and geographical principles, so as to cultivate students' language expression ability and learn to evaluate themselves and others in intra-group and inter-group communication. According to the requirements of the "new curriculum standard" and the educational concept, students complete their learning tasks in the form of group cooperation, cultivate their sense of cooperation and innovation, change their learning methods, fully reflect their dominant position and teachers' leading role, and thus change teachers' teaching methods and methods.

Because the content of this course is difficult, interesting and theoretical, and it needs to be memorized, understood and analyzed, while the students in our school have poor sense of cooperation, strong inertia and low learning enthusiasm, so the teaching effect and students' learning effect in poor classes are not obvious. As a result of their study, they only know the names of the five zones and typical climate types, but they are not very clear about the specific distribution of various climate types, and the analysis of this part of the knowledge of climate characteristics is not in place, and the overall feeling is vague, resulting in the phenomenon of "Zhang Guan Dai Li". For better classes, they have basically mastered the names and distribution of various climate types and learned how to analyze and express the climate characteristics of a certain place. Therefore, in the future teaching, we should study how to stimulate poor students' interest in learning and sense of cooperation, so that they can feel the fun and beauty of geography learning.

Reflection on World Climate Teaching 5 This course is difficult, not interesting and theoretical, and needs to be memorized, understood and analyzed. Learning 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, geography, as a non-senior high school entrance examination subject, students pay insufficient attention to geography class, which leads to a weak sense of classroom participation. Therefore, in order to achieve good teaching results, I combined the principle of "one subject in each district", carefully studied the geography curriculum standards and interpretation, carefully grasped the teaching materials, carefully designed questions, standardized the teaching process, and mobilized students' enthusiasm, and successfully completed this teaching. The specific reflection is as follows:

First of all, the success points are mainly manifested in:

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, deepen their understanding of climate types, and play a multiplier role.

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 ask a question: According to the climate histogram, what climate type does my hometown climate belong to? Do you like this climate? 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 issue.

(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. In short, 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 dominant position of the teacher. At the same time, it also enhances students' learning confidence, actively participates in the later study, and improves the teaching effect.

6. Pay attention to incentive evaluation, and students are highly motivated: students are highly motivated in class and often hesitate to raise their hands for uncertain answers, so I will say, "Be brave and seize the opportunity to express!" For students who are not active in their studies and do well in this class, I say in a very positive tone: "You have done well in this class. The teacher hopes that you will keep this enthusiasm for learning, and you will gain a lot in your future study! " When judging the sentence of weather or climate, I asked a classmate who sat at the end and didn't want to answer the question. I observed that he didn't want to take part in classroom study. I use body language and tone to prompt him when I ask questions. As a result, he got it right. "Great, your answer is correct!" Inspired his confidence and enthusiasm in learning, and the result was very positive in the class.

Disadvantages are as follows:

1, the students are not careful enough to prepare for the exam. Because it is taken for granted that students have mastered the method of reading pictures well, they are given less guidance when analyzing the distribution of climate types. As a result, they are a little confused when looking for the climate types in the west, middle and east of Eurasia, and they can't tell the difference between the west and the east.

2. The timetable is a bit loose before and tight after. In order to reflect the students' dominant position, I spent a little more time when students looked at pictures to understand the types and distribution of the world climate, which was a bit verbose. For example, students should be reminded to fill in the form when looking at pictures, and the result is a little lazy, which leads to a little tight teaching time for describing climate characteristics with climate histogram. Students should have analyzed the climate characteristics, and the result is a collective answer, and individual students cannot be tested. Especially the reading of temperate maritime climate and temperate continental climate, students have less time to think.

3. Summative content should still give students opportunities. In order to successfully complete the teaching task, the expected answers often appear and the results are quickly summarized. For example, the characteristics of the climate, the complexity and diversity of the world climate, the climate characteristics of "setting the belt with temperature and setting the shape with water", etc., the initiative of learning has not been completely returned to the students, which left a regret for this teaching.

4. The knowledge covered by the feedback exercise is incomplete. In this section, students not only understand the types and distribution of the world climate, but also describe the climate characteristics with the climate histogram, while ignoring the use of the climate histogram to judge the climate type in the design exercise, so it is impossible to detect the students' mastery.

In the next class, I will abandon my shortcomings, carry forward my advantages and strive for better teaching results.

Teaching is a dynamic activity. There is no end to learning, and there is no fixed way to teach. It varies from person to person, from time to time to place. I will constantly adjust my teaching on the basis of theoretical study, and make myself a teacher who is loved by students, satisfied by parents and assured by leaders.

Reflections on World Climate Teaching 6 Today, I taught the lesson "World Climate". In this lesson, let's talk about the following questions:

First of all, talk about the overall situation of your class. On the whole, the course has clear ideas, but the teaching objectives deviate from the curriculum standards. The reason is that there is no good interpretation of curriculum standards and no good research and teaching reference. I feel that I still lack a lot of languages when teaching basic skills, and my tone is too dull. A class is always in the same tone, and you can't hear the key points. The blackboard writing is still not good, the first word is not good, the second one is untidy, and the third one is not systematic. In the process of interacting with students, especially when students point to the map on the stage, they only pay attention to the students who point to the map, but ignore the students under the stage, which leads to the students on and off the stage being unable to contact and the interaction effect is not good.

Secondly, talk specifically about the problems in the course of the lecture. In the import part, it is best to use landscape pictures, but the import is too steep. If the students say that the different landscapes in these places are caused by different climates, add the following sentence: Why are the climate differences so great around the world? In this class, let's learn the fourth section "World Climate".

Let's bring it in. Next is the "self-study" link. Learn the self-study textbook Figure 3-22 to complete the requirements listed on the big screen. The first question is how long does it take to describe the climate problem? The students found that it was a year. Next, I ask the students to compare the weather and climate, and then go back to the two elements of climate. The sequence of this link is not well arranged. I think it is better to separate the time to describe the climate from the two elements. It is better to understand the climate first and then compare the weather with the climate.

The next step is to review the distribution law of temperature and precipitation in the world. This link is for students to point to the front of the platform. After the students point to the picture, they are all evaluated by me. What they said is not complete, and I will add that it makes them feel that the stage is a little out of touch with the stage. If the students in the audience supplement or evaluate the answers of the students on the stage, the interactive effect will appear. It is possible to transition from temperature and precipitation differences to climate differences. Next, let the students read Figure 3. Find out the type of world climate, and the mapping method of this place is in place.

Next, let's review that the scope of the name of the knowledge temperature zone is also for students to refer to the map on the stage. Let students consult the map, mainly to highlight the importance of the map in geography. The following links are for students to find out the climate types of tropical zone, temperate zone and frigid zone respectively. First, I will demonstrate how to find and guide them to read pictures. Next, they will find out for themselves, and then the students will communicate with each other. Finally, students will come to the stage to point out the pictures respectively. When students point to a picture, they often point to a point rather than a range, but I ignored this point and didn't correct the students' pointing to the picture. In this link, the specific distribution position of climate types distributed in each temperature zone is not explained in detail.

Next, I introduced four tropical climate types in detail. I first explained the tropical rain forest climate to students from two aspects: distribution and characteristics, and then watched the landscape pictures of this climate type to deepen my impression. Mainly to teach students the methods of analyzing climate types, so that the following students can analyze the other three climate types themselves. Here, for the first time, students are exposed to a chart that combines temperature curves and precipitation histograms. First, they should introduce how to read this type of chart. The next step is group cooperation, where students can analyze the distribution and characteristics of the other three climate types. Finally, I will invite my classmates to come to the stage and give you an analysis. I will guide and correct. This link is also somewhat out of touch with the audience.

There are also the characteristics of savanna climate and monsoon climate, which have not been handled well. If they are compared and their temperature curves and precipitation histograms are presented to students for observation, the effect will be better.

The following is a summary of the four climate types. First, watch the overall distribution through animation, then do exercises to consolidate the characteristics of the four types, and finally review and summarize the contents of the whole class. Because of the bad grasp of time, the last exercise took a short time.

Finally, through this teaching competition, I feel that I have gained a lot and seen more shortcomings, which provides motivation for the focus of the next work. Because it gives me the motivation to keep working hard! After each lecture, the evaluation gives me the most gains, and some problems can't be found by myself. Through teachers' comments, I always have an epiphany! In short, I believe that as long as we can find and correct our shortcomings in time and bravely change ourselves in class, we will make faster progress.

Reflections on World Climate Teaching 7 This course is difficult, not interesting and theoretical, and needs to be memorized, understood and analyzed. Learning 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, low learning enthusiasm and weak sense of classroom participation. Therefore, in order to achieve good teaching results, I carefully designed questions, standardized the teaching process, mobilized the enthusiasm of students, and successfully completed this teaching. The specific reflection is as follows: 1. The main points of success are as follows:

1. High multimedia utilization efficiency: 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, deepen their understanding of climate types, and play a multiplier role.

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 Lingshi, their hometown, broke through the description method and composition 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 Shanxi's climate characteristics and cultivate the emotion of loving hometown. Disadvantages are as follows:

1, students are not careful enough. Because it is taken for granted that students have mastered the method of reading pictures well, they are given less guidance when analyzing the distribution of climate types. As a result, they are a little confused when looking for the climate types in the west, middle and east of Eurasia, and they can't tell the difference between the west and the east.

2. The timetable is a bit loose before and tight after. In order to reflect the students' dominant position, I spent a little more time when students looked at pictures to understand the types and distribution of the world climate, which was a bit verbose. For example, students should be reminded to fill in the form when looking at pictures, and the result is a little lazy, which leads to a little tight teaching time for describing climate characteristics with climate histogram. Students should have analyzed the climate characteristics, and the result is a collective answer, and individual students cannot be tested. Especially the reading of temperate maritime climate and temperate continental climate, students have less time to think.

3. Summative content should still give students opportunities. In order to successfully complete the teaching task, the expected answers often appear and the results are quickly summarized. For example, the characteristics of the climate, the complexity and diversity of the world climate, the climate characteristics of "setting the belt with temperature and setting the shape with water", etc., the initiative of learning has not been completely returned to the students, which left a regret for this teaching.

4. The knowledge covered by the feedback exercise is incomplete. In this section, students not only know the types and distribution of climate in the world, but also use climate histograms to describe climate characteristics, while ignoring the use of climate histograms to judge climate types in design exercises, so it is impossible to detect students' mastery.

In the next class, I will abandon my shortcomings, carry forward my advantages and strive for better teaching results. Teaching is a dynamic activity. There is no end to learning, and there is no fixed way to teach. It varies from person to person, from time to time to place. I will constantly adjust my teaching on the basis of theoretical study, and make myself a teacher who is loved by students, satisfied by parents and assured by leaders.

Reflections on the Teaching of World Climate The content of this lesson is the most difficult section in the second chapter. This lesson is a comprehensive application of the first two sections "World Temperature" and "World Precipitation". Therefore, it is difficult for junior high school students to understand this lesson, especially by looking at the world climate type map or the temperature curve and precipitation histogram to clarify the world distribution and climate characteristics of a certain climate type.

Therefore, when explaining this section, we should pay attention to the training and explanation of pictures and students' understanding and memory of the world climate map.

In this section, don't talk about the climate around the world in general. As long as students look at the pictures, they can know where the main climate types are distributed and what kind of distribution rules they have. Mainly take Eurasia as an example to explain, because for our students in China, there are more contents about Eurasia during the exam.

The purpose of our teaching is not only to teach students knowledge, but more importantly, to let students know about the living environment around us, which will be applied in future life.

Through the study of what I have learned, I have re-recognized the importance and efficiency of students learning geography by looking at pictures. To put it bluntly, learning geography is learning maps. Only when you can understand the map can you learn geography well. You can never learn geography without looking at the map. Therefore, in the future teaching process, we should also strengthen the cultivation of students' ability to look at pictures, teach pictures and do more exercises to look at pictures.

Another key point is to cultivate students' habit of continuous learning. Because this section is a summary and application of the first two sections, the teaching content of this section requires students to recall the previous learning content in time, not only to learn new knowledge, but also to review the old knowledge, and to apply the previous learning knowledge to the later learning, so that the teaching effect is better.