How to apply the experiment in junior high school geography teaching after the new curriculum reform.

Abstract: Geography experiment is an intuitive teaching method in classroom teaching. Through the use of geographical teaching AIDS, learning tools, multimedia equipment and other experimental means, the process of people discovering geographical laws and understanding geographical principles is simply and vividly displayed. It has the advantages of turning difficult into easy, stimulating students' interest in learning and desire for knowledge, which is conducive to cultivating students' innovative consciousness and practical ability to explore and solve geographical problems. It is an important means and key point to realize the concept of new curriculum standard [1].

Keywords: junior high school geography experiment under the new curriculum reform

When it comes to "experimental teaching", people always think that it is a matter of physics, chemistry, biology and other disciplines, and geography teaching does not need to do experiments. Geography is closely related to nature, and many experimental textbooks can also be excavated in geography. Especially in the new curriculum reform, it is emphasized to cultivate students' innovative consciousness and practical ability while mastering knowledge, so geography classroom experimental teaching is particularly important. Geography classroom experimental teaching is based on experimental activities, emphasizing students' personal experience, requiring students to actively participate in experimental activities, find and solve problems, experience and feel life, and develop practical ability and innovative ability.

The Geography Curriculum Standard for Ordinary Middle Schools (hereinafter referred to as the new curriculum standard) puts forward the basic idea of "advocating autonomous learning, cooperative learning and inquiry learning, and carrying out practical activities such as geographical observation, geographical investigation, geographical experiment, geographical investigation and geographical special research". In the ability goal of "mobilizing and using geographical knowledge and basic skills", it is emphasized for the first time that "the relevant geographical information obtained in the process of autonomous learning can be mobilized and used", which responds to the demand of autonomous inquiry learning advocated by the new curriculum; And clearly put forward the new requirements of basic geographical skills such as "basic geographical observation, geographical experiment, etc." Geography experiment is intuitive, practical and exploratory, which can improve students' learning style and cultivate their scientific literacy, and will play an increasingly important role in geography teaching. It can be seen that the role of geography experiment teaching in teaching is becoming more and more prominent.

First, the basic concepts of geography experiment teaching design

1. 1. The experiment should be simple and operable.

The design of the experiment should proceed from the reality of geography teaching, and it is not too difficult to do the experiment with standard equipment or materials. It is suggested to use experimental equipment and materials in accordance with national regulations in geography experiment teaching, which is not only beneficial to safety, but also can give full play to the effect and function of the experiment.

1.2. The experiment should be enlightening.

Experiment is an important means for people to know and transform the world, a way to provide perceptual knowledge for intuitive teaching, a way to develop students' scientific thinking and a basic way to cultivate students' innovative ability. This requires teachers to design inspiring experiments and ask inspiring questions in the analysis of the experimental process and conclusions, so as to guide and inspire students to draw experimental conclusions. We will cultivate students' practical ability and pay attention to their learning process and experience. Each experiment shows the "process and method" of learning in detail from the aspects of experimental materials, operation steps and experimental activity reports.

1.3. The experiment should be clearly targeted.

Compared with physics, chemistry, biology and other natural sciences, geographical science has its own characteristics, and many geographical things and laws cannot be reproduced by experimental means. Therefore, in the process of geography teaching, we should choose those contents that can understand and master geography knowledge more intuitively and effectively through geography experiments. Generally speaking, the content that needs experimental demonstration belongs to the key and difficult point in teaching.

1.4. The experiment should pay attention to the exploration of problems.

Experiment is an important means for people to know the world and discover laws, an intuitive way to teach and provide perceptual knowledge, and a shortcut to cultivate students' practical ability and creative ability. Therefore, when designing experiments, geography teachers should not only choose appropriate experimental equipment and materials, but also consider guiding students to find and solve problems in experiments, acquire knowledge, develop skills and cultivate abilities, especially creativity [2].

Second, the role of middle school geography experiment activities.

Geography experiment is based on students' practice and focuses on cultivating students' geography skills and abilities. It is rich in content, diverse in forms and has a variety of teaching functions. Specifically reflected in:

2. 1. The function of geography knowledge education

(1) The geography experiment can simulate the geographical process, which is beneficial to the learning of geographical evolution knowledge; (2) The geography experiment can show the geographical landscape, which is beneficial to the study of geographical landscape knowledge; (3) Geography experiment can make students directly contact with geographical things, which is beneficial to the study of place names and geographical distribution knowledge; (4) Geography experiment can help students form a correct understanding of geographical representation, which is beneficial to the study of geographical concepts.

2.2. The function of geography skill education

(1) Drawing skills of maps and charts; (2) Skills in using globes; (3) Simple skills in using forecasting instruments such as astronomy, meteorology, hydrology, earthquake and environmental protection; (4) Making skills of models such as the earth and terrain.

2.3. The function of geography ability education

(1) Geography experiment can cultivate students' observation ability; (2) Geography experiment can cultivate students' imagination; (3) Geography experiment can cultivate students' thinking ability; (4) Geography experiment can cultivate students' scientific research methods.

2.4. The role of emotion, attitude and values education.

(1) Geography experiment can stimulate students' interest in learning geography and arouse their enthusiasm for learning; (2) Geography experiment can cultivate students' environmental awareness; (3) Geography experiment can cultivate students' patriotic consciousness; (4) Geography experiment can cultivate students' scientific attitude; (5) Geography experiment can cultivate students' cooperative consciousness; (6) Geography experiment can cultivate students' correct aesthetic concept and ability to feel, appreciate and create beauty [3].

Thirdly, the basic model of geography experiment teaching and its application examples.

3. 1. Classroom hands-on experiment

It refers to a teaching method in which students, under the guidance of teachers, use learning tools, teaching AIDS or other geographical experimental equipment to obtain direct experience such as experimental results or data through cooperation, inquiry and hands-on operation. For example, the first section of "Atmosphere on Earth" in Chapter 2 of Book 1 of People's Education Edition: ① Exploratory experiment-atmospheric movement caused by uneven cold and heat (1): design an experiment to prove the existence of thermal circulation. (2) Preparation materials: rectangular glass jar (about 100cm long, about 30cm wide and about 40cm high), plywood or plastic film, a basin of hot water, a basin of ice cubes, incense and matches. (3) Experimental steps: 1. Place a pot of hot water and a pot of ice on both sides of the glass jar; 2. Cover the top of the glass jar tightly with flat plywood or plastic film; 3. Open a small hole on one side of plywood or plastic film above the basin filled with ice cubes; 4. Light a bunch of incense and put it in a small hole; 5. Student observation: How did the smoke float in the glass jar? What patterns can be found? What conclusions can be drawn from the experiment? (4) Draw a conclusion: 1. The atmosphere moves from the high pressure area to the low pressure area. This is the movement of the atmosphere; 2. The uneven distribution of atmospheric temperature restricts the motion state of the atmosphere; 3. Due to the uneven cold and heat on the ground, air circulation, that is, thermal circulation, is formed. Learning the third section of Chapter 1 "Planet Earth": When discussing the meaning of "the rotation of the earth produces the phenomenon of alternation of day and night", students themselves use flashlights to represent the sun, illuminate the globe to observe the boundary line between the hemisphere of day and night-terminator line, discuss the relationship between the boundary line and the light of the flashlight, demonstrate the rotation of the globe, inspire students to think about the moving direction of terminator line, and further explain the reasons for the alternation of day and night. Through experiments, students can get direct experience in relaxed, interesting and vivid experiments and experience the happiness of cooperative inquiry learning.

3.2. Computer simulation experiment

It refers to a method of simulating and demonstrating geographical phenomena, geographical processes and geographical laws. With the help of computer technology, students can acquire geographical knowledge intuitively. There are many geographical phenomena, processes and laws in middle school geography textbooks that are beyond students' perception, which are difficult for students to learn and teachers to teach. For example, the first volume (People's Education Edition), the first chapter "Planetary Earth" and the third section "Movement of the Earth": the process of the earth's revolution around the sun and the annual variation law of the direct point of the sun on the earth, can be designed and made into three-dimensional simulation animation by using computer multimedia to realize the transformation of reality, distance and speed, so that students can easily master this difficult knowledge. In fact, those geographical environments, phenomena, processes and laws that are difficult to observe on a large scale in time and space, such as atmospheric movement, ocean currents, water circulation and material circulation in the crust, can be simulated in a three-dimensional and intuitive way through computer multimedia technology.

3.3. Classroom demonstration experiment

It refers to a method that makes full use of teaching AIDS and geographical equipment, adopts demonstration means, cooperates with guidance and questions, and enables students to indirectly obtain perceptual knowledge of geographical things. Demonstration experiments can help students get vivid and intuitive perceptual knowledge, deepen their impression of the learning object, link the theory in books with practical things, and help students form correct and profound concepts. Because it can provide vivid perceptual experience, easily arouse students' interest, concentrate students' attention and acquire solid knowledge. For example, learn from the second section of Chapter 2 of Book 1 of People's Education Edition: demonstrate the movement principle of atmospheric circulation, the distribution law of pressure zone and wind zone and their influence on climate with the "demonstration mode of atmospheric circulation"; Section III "Common Weather System": Through frontal demonstration model and cyclone (anticyclone) demonstration model, vividly demonstrate the changing process of cold and warm fronts and cyclones (anticyclones); Chapter 3 "Water on Earth" Section 2 "Seawater Movement": Large-scale seawater movement-the movement process and distribution law of ocean currents are vividly displayed by ocean current demonstrator. Demonstrate the knowledge of "the change of the length of day and night", "the division of time zone and date boundary" and "the movement of pressure zone and wind zone" with geographical wall charts, which can simply and intuitively reveal some abstract and complicated laws of geographical movement and facilitate students' understanding and flexible application.

3.4. Extracurricular practical experiments

Extracurricular practical experiment: refers to the process of using geographical things or geographical processes that exist in reality, applying certain instruments or tools and equipment under the guidance of geography teachers, and using extracurricular time to get personal feelings about geographical things through field work, so as to master geographical knowledge. Combining extracurricular geography experiment with extracurricular practical activities such as geographical observation, geographical investigation and geographical investigation can not only improve the attraction of geography learning to students, but also help students to form the ability to actively use knowledge for practical operation and the consciousness of actively exploring geographical problems, and to some extent help students get some training of "discovering" truth and verifying laws. For example, determine the "local geographical location" and design extracurricular activities experiments: how to use bamboo poles, tape measures, watches and other tools to roughly calculate the latitude and longitude of the school location with the "sun shadow observation method"? Instruct students to discuss and determine the experimental design scheme in groups after class, participate in the experimental operation and calculate the experimental results;

The geography research study group of a domestic school used the method of observing the shadow of the sun before and after the vernal equinox to measure it.

south

Latitude and longitude of the school.

Activity flow: ① On the day before the vernal equinox, erect the pole vertically on the flat ground and measure the length of the pole on the ground; ② At 9: 00 a.m., draw a semicircle on the ground with the point of the pole insertion (point O in figure 1) as the center. (3) when the shadow end of the column falls on the circumference in the morning, it is marked as point A, and when the shadow end of the column falls on the circumference in the afternoon, it is marked as point B. Connect point A and point B into a straight line, take the midpoint C, and connect the midpoint with the center of the circle into a straight line oc. ④ The next day, when the shadow of the benchmark coincides with the straight line oc, write down that the Beijing time at this time is 12: 44, and measure that the shadow length of the benchmark at this time is equal to the rod length.

According to the data measured in the above activities, complete the following questions.

(1) Please write down the main tools to complete this measurement task:. (2) According to the measurement, the noon sun height of the school on the day of the vernal equinox is.

(3) The research group measured the longitude and latitude of the school. (4) Please mark the east, south, west and north directions on the map.

When learning the content of "the heat preservation function of the atmosphere", we use transparent plastic bags, glass bottles and thermometers to carry out small experiments to simulate the greenhouse effect of the atmosphere; Organize students to observe the change of the moon phase, record and summarize the law of the change of the moon phase.

In a word, the importance of geography experiment teaching in middle schools is explained from the aspects of student development, curriculum standards and teaching reform, proposition and examination. The majority of geography teachers should carefully design experiments in combination with teaching, so that experiments can play the greatest role in geography teaching. Middle school geography experiment teaching is an important part of middle school geography teaching and an important method of geography teaching. Carrying out geography experiment teaching is not only proved to be necessary by practice, but also has sufficient theoretical basis. We should renew the concept of geography teaching, attach great importance to and actively carry out geography experiment teaching activities in middle schools, give full play to various teaching functions of geography experiment teaching in middle schools, and vigorously cultivate students' geographical literacy [4].

[1] Zhu. Problems and Countermeasures in Geography Experiment Teaching [j]. Teaching Instruments and Experiments, 2007, (04).

[2] Sun Junmei. A summary of the research on evaluation methods of geography experimental learning in middle schools in China [j]. Journal of Inner Mongolia Normal University, 2007, (04).

[3] Pan Fangping. Research and Development of Middle School Geography Experiment Function [j]. Cultural and Educational Materials, 2007, (1 1).

[4] Chen. How to carry out geography experiment in the new geography curriculum teaching of Yong 'an No.12 Middle School?