Reflections on geography teaching in junior high schools

As an excellent teacher, one of our tasks is classroom teaching. Writing teaching reflections can summarize many teaching skills in the teaching process. How should we write teaching reflections? The following are the reflections on geography teaching in junior high schools that I compiled for you (selected 5 articles). They are for reference only. I hope it can help you. Reflection on geography teaching in junior high schools 1

1. Reflect on whether we have the education and teaching concepts for the new curriculum

In recent years, junior high school geography has implemented new textbooks like other courses. As a Geography teachers who have been teaching for nearly 20 years are very concerned about the content of the new textbooks. After receiving the textbooks, they feel that the difficulty of the textbooks has been significantly reduced, but the interest and practicality have been significantly improved. This requires students to actively learn, and the new curriculum standards require teachers to We should not only pay attention to the rational and common knowledge, but also pay attention to the differences in students' personalities and the development of students' abilities. To this end, after careful reflection, I believe that the core concept of the new curriculum is "for the development of every student", which requires that geography teaching should start from the "life reproduction" and "lifelong development" of students, and establish a fully mobilizing Students' enthusiasm and diverse learning methods that give full play to students' subjectivity, under the guidance of teachers, promote students' active and individualized learning. As a teacher, we should keep pace with the times, abandon the "indoctrination"-based teaching method, and create conditions for students to change their learning methods. Taking the teaching of "34 Provincial Administrative Regions" (Volume 1 of "Geography" People's Education Edition for eighth grade) as an example, if this textbook uses the narrative method in traditional teaching methods to organize teaching, the effect will be poor. In order to stimulate students' interest in learning, I try to use The clever use of game methods in "Happy Teaching" uses multimedia technology to create "Chinese Political District Puzzle", which guides students to carry out puzzle competition activities and entertains students, which not only improves students' interest in learning, but also activates classroom teaching. At the same time, students are encouraged to obtain geographical information through the Internet, newspapers, magazines and other media during teaching, and communicate in a timely manner, giving students the opportunity to display their talents. At the same time, in the process of exchanging information, timely guidance and praise are given to stimulate students' enthusiasm. Interest in learning reflects students’ initiative in learning.

2. Reflect on how to further strengthen map teaching in teaching

When we open the new geography textbook, we will find that the text length has been reduced, and various geographical charts account for nearly half of the space. , such as topographic maps, political district maps, climate maps, population distribution maps, photos, etc., as well as various statistical charts, which not only have the characteristics of image, intuitiveness, large amount of information, and prominent spatiality, but also can be imaged, intuitive, accurate, Interesting expression of geographical things and their relationships. Faced with a wide variety of maps in textbooks in class, as a geography teacher, I often reflect on how to give full play to the role of these maps in geography teaching? How to guide students to read pictures, analyze pictures, trace pictures, and draw pictures step by step? How to turn maps into an indispensable tool for students to learn geography? How to cultivate students' ability to consult maps, obtain geographical information, analyze and solve geographical problems? etc.

In view of this situation, I consciously display the map to students through a combination of modern teaching methods (such as multimedia, etc.) and traditional teaching methods (such as flipcharts, etc.). From the three elements of the map Start by teaching them to understand map information, helping students master the basic methods of observing geographical things, increasing their interest in looking at pictures, and thus developing the habit of looking at pictures. For example, when teaching "China's territory and administrative divisions", first show the "China's geographical location map" and then ask the question: "From the east and west hemispheres or the north and south hemispheres, which hemisphere is our country located in? From the latitude position and sea and land position , What is the role of China’s territory in the development of our country?” and asked students to find the answer in the picture, and then let the students look at the teaching material to see if their analysis is consistent with the teaching material. When teaching Russia, ask students to take a look at which two continents Russia spans, what terrain it is dominated by, what characteristics it has, what its latitude and location are, and what are the main factors affecting Russian agriculture... so that students can pass Looking at the picture, you can feel the reason why Russia has to import food despite its small population. This will help you develop a good habit of reading pictures.

In teaching, as a geography teacher, during class, I often remind myself that I must be aware of the use of pictures, use pictures to introduce in-depth, use pictures to break through the key points of the teaching materials, analyze the difficulties of the teaching materials, and provide students with intuitive and easy-to-understand information. impression. Reflection on Geography Teaching in Junior High Schools 2

The new geography curriculum uses illustrated materials, intuitive charts, vivid and interesting reading materials, and classroom activities that are integrated into students’ lives to create a geography teaching situation full of the flavor of the times. Faced with such teaching materials, how should you use them? How should you teach classes? How to play the role of teachers? How to tap students' potential?... Geography teachers need to be calm and active in order to adapt to geography teaching under the new curriculum.

The new curriculum not only requires teachers’ concepts to be updated, but also requires teachers’ roles to change. Teachers can no longer regard imparting knowledge as their main task and purpose, and focus mainly on checking students’ understanding of knowledge. mastery, but should become the motivator, guide, organizer and collaborator of students' learning. To this end, I pay great attention to creating a democratic, equal, free, and harmonious teaching atmosphere in classroom teaching, forming an unfettered thinking space, so that students can be in a relaxed and happy psychological state to actively think and imagine.

For example: At the beginning of each class, I always say to the students: "In this class, let's study together and explore issues related to..." I think I often taught this class in the past or today. Chapter..., it's still a bit condescending, I'll teach you what to do with me. During class, students are allowed to raise their hands at any time to ask questions and express their thoughts; classroom questions often ask "What do you say?" "What do you think?" "What's your point of view?" "What's your opinion?" "Also Have a different idea?" "Think again?" etc. encourage students to express their opinions freely.

The evaluation of students' answers to questions is often expressed in the tone of "very good!" "great!" "very innovative!" "you really know how to use your brain!" In doing so, you will sometimes make unexpected discoveries. I remember one day when I was in class in the first grade of junior high school (16), a male classmate suddenly raised his hand and asked: "Teacher, you said that the higher the altitude, the lower the temperature will be. But I think that the altitude of the Himalayas is so high, it should be lower than How can the temperature be lower in other places when they are closer to the sun?" The chapter on climate has been finished, but the student asked a question a few days later, indicating that he listened carefully, studied seriously, and thought seriously during class, but he always couldn't Can't be solved. You definitely can’t find the answer in a book. I thought for a moment and answered the question in the simplest and most understandable terms, and publicly praised him for his love of using his brain and his courage to ask questions. This incident reminded me that some students may think about the knowledge that is not covered in the books, and some students may have doubts and think hard about it but feel that it has nothing to do with the books, so forget it. I quickly cited this example in other classes and encouraged the students to ask questions.

Whenever I have free time, I am still here: How do some students perform in class? Do their thoughts wander outside the classroom? Why do some students have indifferent expressions, empty eyes, and often do not bring books to class? ?I tried to talk to him after class to show my care. So once, he listened carefully to the class and stopped disturbing the class. After a while, he returned to his original state...perhaps because he did not appreciate his various changes in time? Or because he was not satisfied? What are his basic needs? What are some good countermeasures for transforming poor students? They are all worth thinking about and exploring in future teaching. Reflection on geography teaching in junior middle schools 3

The new curriculum standards require that classroom teaching must be based on students’ comprehensive development and lifelong development. Traditional geography teaching focuses on the teaching of geographical knowledge and ignores students' geographical learning process. This requires us to promptly reform the traditional "knowledge-based" and "subject-centered" geography teaching, and strive to create a new geography teaching that is close to real life, in line with students' reality, and pays attention to humanistic care. In teaching, we focus on improving learning interest and cultivating innovative thinking.

One: Liberate students’ cognitive habits and cultivate interest in learning.

For the psychological characteristics and cognitive abilities of junior high school students, it allows them to understand and acquire geographical knowledge by contacting the things around them. For example, we can deepen our understanding of the characteristics of the spatial distribution of precipitation in our country based on the fact that residential buildings in the south mostly use spires, while residential buildings in the northwest mostly use flat roofs.

Two: Liberate students’ minds and cultivate innovative thinking.

In the specific learning process, students should be the main body. Teachers should not overstep their limits or do everything for them. Students should be encouraged to boldly use their brains and create boldly. Don't be afraid of making mistakes or repeating, so that students can increase their knowledge and wisdom in the process of constantly summarizing experiences and lessons.

Three: Free students’ mouths and cultivate expression skills.

"The starting point for thousands of inventions is a question." In class, students are allowed to speak boldly, express their own opinions and experiences, get training in being eloquent, and be able to communicate regularly with teachers and classmates. For example, in geography teaching, by motivating students, students can also independently ask questions during the learning process.

Four: Free students’ hands and cultivate hands-on ability.

During the teaching process, students should be fully hands-on and carry out activities such as small papers, small productions, small investigations, small inventions, etc., so that students can enjoy the fruits of their labor. Initially develop a truth-seeking scientific attitude and an in-depth and meticulous style.

Five: Liberate students’ eyes and create beautiful sentiments.

If conditions permit, students can be organized to visit, allowing students to open up spaces for intelligent activities in nature and large society, and increase the frequency of hand-brain activity. Increase your knowledge, cultivate your sentiments, and get a feeling of beauty.

Six: Learn knowledge useful for life and enhance students’ survivability

“Learning knowledge useful for life” is a very important concept in the new curriculum standards. People always live in a specific natural environment and humanistic background. The famous educator Tao Xingzhi once said, "Life is education." "Geography is everywhere in life, and geographical knowledge is all around us." Fundamentally speaking, learning cultural subjects such as biology and geography is to better understand our living environment, and to coordinate the relationship with it while transforming and utilizing the environment to achieve "harmony between man and nature" and achieve sustainable development .

First-year students in the first grade of junior high school are young and lack life experience and life skills. Therefore, they use teaching materials and resources, such as "What to do if you get lost in the wild?" "Map positioning and estimating distances", etc., to teach students about geographical skills. Training helps students cope with the difficulties in life, solve practical problems in life, enhance their living abilities, improve their adaptability to future life, and meet their survival needs to a greater extent.

Reflection on geography teaching in junior high schools 4

Geography teaching is a teaching process with input and output. From lesson preparation to class, from testing to feedback, from correction to evaluation, from evaluation to development, each link is linked to another, spiraling upward, forming a cycle. Preparing lessons should not only prepare teaching materials, but also prepare students' knowledge reserves, starting points of abilities, and thinking characteristics, and grasp students' recent development zones; in class, knowledge should be explained deeply and thoroughly, and activities should be set up to allow students to discover, invent, and develop; homework exercises It is necessary to have knowledge gradient and ability dimensions, set up scenarios, contain information, and examine abilities. Teachers and students are the two main subjects of teaching. Teachers have the traditional advantage, but they cannot be condescending. Instead, they should bend down to listen to students and communicate on an equal footing. This is called psychological counseling and telepathy. Although it is soft, it is extremely important. Teachers discover teaching deficiencies after class and practice, and make up for the deficiencies through coaching. So how to improve classroom teaching efficiency?

To this end, I believe that the following relationships should be handled properly in geography classroom teaching at the junior high school level:

1. Handle the relationship between new teaching concepts and traditional teaching concepts

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The new curriculum emphasizes that the essence of classroom teaching is that teachers organize students’ learning, and students are the main subjects of learning; teachers should strive to create a learning environment suitable for every student in the classroom and play the leading role in equality. From teaching materials to focusing on student development; from teaching to guiding learning and answering questions; from unity to decentralization, this is a new classroom teaching model. Therefore, geography teachers must abandon the old teaching model in the classroom, strive to build a new teacher-student relationship, and seize every opportunity for student development. It is necessary to thoroughly understand the new curriculum concepts and explore the deep-seated functions contained in the new teaching materials. We cannot focus on the matter and follow the steps step by step, and miss the teaching opportunity of "dynamic generation".

2. Handle the relationship between teachers and students' role transformation

The core of the implementation of new courses and new teaching materials is the main participation of students. Class is a place for teachers and students to share understanding and experience life together. The process of value and self-realization, rather than just imparting knowledge. This will inevitably change the role of teachers from traditional imparters of knowledge to organizers, promoters and guides of students' learning and development. Therefore, in junior high school geography teaching, we must abandon the mandatory unified thinking, unified language, and unified actions, downplay teacher authority, and allow multiple ideas to coexist. Truly establish a new teacher-student relationship with students that accepts, opens up to, understands and respects each other, with spiritual communication and personality collision - a democratic relationship of equality between teachers and students.

3. Handle the relationship between students’ independent learning and cooperation and exchange

The new curriculum classroom teaching is student-oriented and highlights students’ independent learning. That is, students with reading ability can make full use of textbooks, books, periodicals, the Internet, etc. to achieve independent learning and self-learning under the guidance of teachers. In the design of teaching activities, unified explanations are reduced and students' discussions, experiments, observations, independent explorations, etc. are increased to cultivate students' personality development. Cooperative teaching emphasizes that the process is more important than the result, and cooperative communication is the essence of classroom teaching in the new curriculum. Therefore, junior high school geography teachers should create a situation for students to complete learning tasks through democratic and equal cooperation, create a democratic and equal cooperative teaching atmosphere, and create a situation in which learning tasks can be completed through cooperation, so as to help students establish cooperative learning groups and provide students with A variety of cooperative learning methods to increase the interaction time and forms between students; or give students sufficient autonomy to actively propose forms of cooperative learning in the classroom and freely choose methods and means of cooperative learning. In "*** Under the cooperative concept of "students make progress", the simultaneous growth of teachers-students and students-students is realized.

4. Handle the relationship between learning activities and geography

The new curriculum advocates allowing students to learn from their own direct experience, allowing students to practice in activities, experimental operations or in-depth Learn through the actual process of life, or learn through rediscovery from the experiences of others. Practice has proved that only on the basis of consolidating the "double foundation" can students carry out independent learning, inquiry learning and free development. Therefore, in junior middle school geography classroom teaching, teachers should guide students to integrate the learning and mastering of basic geographical knowledge and basic skills into interesting activities, so as to truly realize learning by “doing” and “learning through fun”.

5. Handle the relationship between research-based learning and receptive learning

In traditional junior high school geography classroom teaching, students mainly learn by "listening" and "seeing". That is, students listen to the teacher's explanation, watch the teaching aids, pictures or audio-visual materials provided by the teacher, and think and remember after listening or watching. This is receptive learning. The new curriculum advocates research-based learning, that is, teachers do not give ready-made conclusions to students for the time being, but organize and guide students through cooperation and discussion; then they can discover, think about, and solve problems on their own. Compared with before, we pay more attention to the process. Practice has proved that it is incorrect to emphasize the conclusion over the process, or to emphasize the process over the conclusion; only the organic unity of the two is in line with the concept of curriculum reform. When students have experienced research-based learning as a learning method and have not yet come to a regular understanding, teachers need to conduct necessary demonstrations and lectures on this basis. Both learning methods are indispensable and cannot be taken to extremes.

6. Handle the relationship between creating a relaxed atmosphere and students' self-discipline

The new curriculum requires teachers to create a democratic, equal, harmonious and relaxed teaching atmosphere for students, but the so-called "relaxed" It is psychological and spiritual, rather than unorganized and undisciplined. The teacher's leading role must be reflected in the classroom, and students must be effectively organized for cooperative learning. This requires geography teachers to be flexible in open classroom teaching, use their own control abilities to organically combine the art of classroom control with students' self-discipline, and perform classroom teaching to its best state. Teachers should go deep into students, participate in students' learning activities, and provide targeted guidance to students on problems that arise during cooperative learning. Monitor the progress and quality of cooperative learning at any time and help students master methods of mutual cooperation and communication. Give full play to students' self-discipline, promptly remind students to consciously abide by learning disciplines, adjust their learning status, and devote themselves to cooperative learning with saturated learning enthusiasm. Let students communicate more and discuss valuable or meaningful topics to achieve the effect of "control without dying, release without chaos".

7. Handle the relationship between teaching design and classroom teaching

Students’ learning foundation, learning interest and learning ability are the main starting points for junior middle school geography teachers to design teaching when preparing lessons. From this perspective, the so-called lesson preparation is actually to prepare students, which is to understand the actual situation of students; the so-called teaching design is to design study plans, learning methods and learning progress for different students that meet their needs. Instructional design should be just a teaching idea, not a construction blueprint. Even if teachers investigate deeply, they cannot fully understand the situation of all students. Therefore, the lesson plans for new courses should be dynamic and flexible. In junior high school geography classroom teaching, teachers must be good at changing or even completely discarding the pre-written teaching design, and carry out teaching activities based on students' actual problems and existing experience, based on ideas. After class, you should reflect and summarize in time, and then revise and improve the lesson plan.

8. Handle the relationship between teaching materials and teaching well

The new curriculum believes that teaching materials are cultural intermediaries that guide students’ cognitive development and personality construction, that is, “teaching materials are examples” and “teaching materials are examples.” "It is not the only curriculum resource" and "Textbooks are a platform for the development of teachers and students." Teachers are required to actively participate in the development and design of curriculum resources, shifting from "teaching textbooks" to "using textbooks." Use teaching materials to promote student development, teach students how to learn, develop emotions, cultivate good habits, and improve learning abilities. Therefore, junior high school geography teachers can focus on the actual situation of the school and students and integrate various teaching resources such as teaching materials, teaching aids, books, materials, the Internet, teachers themselves, and students, as well as the creativity of teachers and the creativity of students. Make targeted designs for geography textbooks and implement them creatively. Optimize and integrate teaching strategies from the surrounding geographical environment and teaching materials, optimize and integrate teaching resources, and improve and optimize the entire teaching process from the perspective of stimulating students' wisdom, inspiration, passion and creativity beyond knowledge.

In short, "There is a method for teaching, but there is no fixed method for teaching. The most important thing is to get the method." Today, when the teaching system is undergoing major changes, each of our teachers is required to change their teaching concepts as soon as possible to adapt to the requirements of the times. Reflection on geography teaching in junior middle schools 5

As we all know, only by continuous learning, practice, and summary can we improve. How to further play the main role of students in teaching and improve classroom teaching is a realistic and urgent problem before me. Faced with these situations, I have some experiences and thoughts:

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

In classroom teaching, only students have a strong sense of learning Only by being interested and taking the initiative to learn can you 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.

3. Strengthen the guidance of study methods and teach students to learn

Give full play to the main role of students in learning, let students learn to seek knowledge and learn to develop themselves, so that they can truly become the main body of teaching and become the main body of teaching. Master of learning. To teach students how to learn geography, I make full use of the characteristics of geography teaching to cultivate students' thinking ability, so that students can learn to think about geographical environment issues, learn to solve problems, learn to innovate and develop themselves. In view of the characteristics of geography, the commonly used methods in geography teaching are:

(1) Song Jue method: If we remember the distribution of the main mountain ranges in our country, this method can be used: there are three horizontal lines running from east to west, the sky is cloudy in the north, and the sky is cloudy in the middle. Qin. Hunan, Guangxi, Guangdong and Jiangxi overlap the Nanling Mountains. There are three peaks from the northeast to the southwest, Xing'an Taihang Wu Xuefeng, Changbai Wuyi in the middle, and Taiwan Mountains in the east. In the arc-shaped Himalayas, Mount Everest stands proudly in the Sino-Nepalese border and is the highest peak in the world. Geography songs are concise and clear, easy to remember, and often play a role in getting twice the result with half the effort in geography learning.

(2) Image method: Maps are an important carrier of geographical knowledge, but many students are usually afraid of maps and have weak map application abilities. Instruct students to read, recognize, draw, and use maps. , and try to visualize geographical knowledge as much as possible, and use text to analyze pictures and combine pictures and text, especially difficult knowledge such as the rotation of the earth and China's administrative divisions.

(3) Observation method: Pay attention to observing geographical things in daily life, connect it with the geographical knowledge taught in textbooks, analyze the causes and laws of geographical phenomena, etc. In order to enable students to master the correct learning methods, it is necessary to In classroom teaching, we should guide students to "learn geography in life", constantly teach students how to fish, reduce students' learning burden, and make students eager to learn geography. Actively encourage students to participate in teaching activities and strive to create a "democratic, harmonious, and equal" classroom teaching atmosphere, which is an important guarantee for students to exert their learning subjectivity. Only in a relaxed and pleasant classroom environment can students' enthusiasm for learning geography be stimulated and the sparks of thinking ignited. To this end, while imparting geographical knowledge and skills to students, I consciously provide emotional education to students, give them necessary care, encouragement, respect and understanding, cultivate students' confidence and enthusiasm for active participation, and thus stimulate students' desire for knowledge. , play the main role of learning.

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.