The contents of junior high school geography teaching Principles - Bowen Preview

The contents of junior high school geography teaching Principles 14 hours ago

junior high school geography teaching content issues of principle


Erqi District Hou Xu Longjiang Village one constant through teaching practice and reflection, I am a new junior high school course of geographical expression than from concept to concept, but as far as possible to start from the experience of life, creating some the problem situation or suspense, to stimulate students interest in learning, encourage students to generate new knowledge in mind the link between the original experience, in order to complete the construction of knowledge, to show what they have learned the value of knowledge. But now the junior high school geography curriculum materials section and more illustrations and more text text is relatively dry, the students read the knowledge that there is no clear point. If we lack effective guidance of teachers, students will be at a loss, is not conducive to student learning, students will explore the practical ability, and not conducive to the implementation of curriculum standards.


Suhomlinski: \His Chinese friend once said: \Have thought there must be doubt, in doubt should ask, therefore, \As Aristotle said: \The teacher told the students seem to conclusions, the task of education is completed; seem to note the conclusions of the students also get the satisfaction of knowledge. Important \Many students with high level of knowledge, but lack of hands-on, application awareness, cultural literacy is low, not high quality personnel, in particular, to appear original talent. Because the conclusion is that the teacher out, not the students out of school, students are not thinking of the space. In this way, students have neither been recognized in the thinking process on the increase, there is no conclusion in the derivation process of some perception, it is difficult to feel the fun of exploration. Therefore, the knowledge they have learned is dead, not living knowledge that can guide practice, most Chinese students \Therefore, teaching requires teachers to design course according to curriculum standards, the specific teaching objectives, content and structure of the teaching, experience, emotional, problems and so on. Meanwhile, in order to better implement the basic idea of geography curriculum reform, and promote the harmonious development of classroom teaching, teachers and students together for the healthy growth, I think that teachers should be able to prepare lessons to be taught when teaching content decomposed into a one Deep and, by the easy to difficult issues and to encourage and guide students on the basis of the full preview, multi-angle, multi-side to find the problem, ask questions. Teachers and students to ask questions based on the design of some open, divergent, challenging problems, and then guide the students to explore the issue of self-cooperation, through practice, design, experimental validation, etc., apply their knowledge in order to facilitate students in the classroom the full development of thinking and organizing classroom. If the study \It can not only want students to grasp the overall teaching contents, Huan help students use the teaching materials of organic Di other information to explore the manner of self-development, to achieve Ke Tang Teaching You Xu Hua, He Xie oriented, focused Tu Chu-based, Zeng Qiang on its effectiveness. Specifically, how does it work? The following I have in my practice and experience in recent years, initiate talk about several issues in junior high school geography teaching content design principles should strive, attainable.


a question of life


famous modern Chinese education history educator Tao said: \change the meaning of life constantly with education. \geographical knowledge and skills to enhance the viability of the students. \target practice and the lives of students have knowledge, according to the psychological development of law students, with practice and arrangement of teaching content, design and interesting and meaningful learning activities enable students to experience the joy of learning geography. Guide the students real life experience with starting experience, to stimulate students interest in geographical issues, training of geographical learning, encourage active inquiry, so that students understand the function and value of geographical knowledge, to form the active learning attitude. Such as Bruner said: \Such as the replacement for the day and night, the seasons change, rain, wind and many other geographical phenomena, and many are taking place in the geographical facts and have experienced a sharp geographical event, the students through different channels, have to understand, but most often only reflected in its table but not the substance, still has a strong curiosity, well pressed, well explored. Suo Yi in the teaching process, the combination of objective reality on the students lives of these lively, interesting geography and geographic Xianxiang things, not only to satisfy the curiosity of students, but also arouse the student to active classroom atmosphere, while also conducive to the development of intelligent students, improve the quality of geography class. If the study \Not only help inspire students to participate in the conversation on, but also help guide the students to pay attention to the weather in life planning form the use of geographical knowledge, skills, life guidance, the production of consciousness. Also, such as carrying out \that is what the road? \fun, and enhance awareness of students to learn geography.


another example, materials on local geography students around, both well known to students, but also loved by students, students often contact with accessible, friendly, full of vitality and appeal characteristics. However, students of these exists in the things around them, the geographic and geographic phenomena, and some only know the course, I do not know what it is exactly; some only you can not write, as long as the coaching by the teacher what can be conveyed in words. If the eighth grade on the book learning \Hou Zhaixiang agricultural distribution planning and design, conduct environmental and development-centered exploratory practice. Another example is learning \Not only in developing students interest in learning geography, but can focus attention on student learning, targeted, infiltration apply their knowledge of consciousness.


2, issue diversity


question is to open students to creative thinking, to guide students to think of the most direct and simple teaching method, is to accept the student teachers an effective means of feedback. However, given the ever-changing middle school students and instability, both the content and means should pay attention to diversity, so that students always have something fresh, challenging, students willing to participate in problem solving, and can feel involved in the process of fun, enjoy the happiness of creation. In the subject teaching process, teachers should provide students with as much as possible to listen to, to see, touch, can feel, can be experienced, operational conditions, to enable students to directly experience life and live reality. Multi-level channels to reach students of different intelligence potential, the desire of different forms, have the experience. Teacher's wisdom can be manifested in the conclusion to the abstract, the old event, the distant object into the life of vitality,zero skateboards, so that students not only have memory, an understanding of and we have experience, some perception. In other words, teachers in the design problem, it is necessary to consider the question of the purpose and content, but also for the psychological characteristics of students, choose appropriate ways and means to achieve the harmonious unity of teaching and learning, the comprehensive application of the various senses, development and enhance multiple intelligences.


content in question may not be very straightforward, direct questions teaching materials, prepared solely for a test, so that students are likely to cause a lack of taste, feel what they learn in life, the production value thus lead to loss of interest in learning. If there's geographical knowledge and teaching materials closely the production, real life situations or phenomena of geographical questions, not only to educate students is to explore the content from themselves close, and feel of the content can be used to guide their own lives, for their own future life and production services that can expand one's horizons, a staple of conversation, thus triggering the desire of students to explore the initiation, but also indirectly enhance the students interest in learning geography. Such as learning, \What kind of product, why should this be done? \what items, why? \\learning \According to different content of the issues related not only to fully take into account the characteristics of middle school students interested in, which will help to start teaching, but also help organize students to self-inquiry learning, problem awareness of students, active thinking around geographic events, the application of geographic knowledge, skills habits.


the presentation in question should we pay attention to diversity, not to mention that every lesson should use diverse media, must produce multimedia courseware, but rather the appropriate use of multimedia courseware based on , also according to the teaching content, personal reality, the school situation, choose a particular Liyucaozuo, 简单 practical, and if we can Liyong recorder or MP3 player section of Lu Yin Wai Jie active speakers or a song, such as Xue Xi \\Can be a cartoon, a paragraph of text, such as studying the \Or one can use a map and other items, such as learning \\Can allow students to enjoy a lecture for students to perform a program or a program, use of dramatic conflict to guide students in the program unconsciously perceived implication of geographical theory, and thus lead to reflection, to question. Such as learning \conditions, but also taking into account local social conditions. You can also use a piece of news, an anecdote, such as learning, \Not only enhance students sense of achievement, but also because the application of multi-sensory, to enable students to appreciate the geographical content of the profound, pervasive, arises spontaneously learn the geography of the mission, pride, and thus further stimulate and enhance interest in learning geography.


three issues of interest


old saying: no interest of teaching, will not enjoy learning. It is important that curriculum reform is to change the state of learning for students with learning self-confidence and positive affect, the way to self-learn. And interesting teaching, can arouse students interest in learning to create a good learning environment, encourage students to actively take the initiative, and threw himself into their learning. Taste of the classroom context, that is, characteristics of the student's age, emotional factors, cognitive demand, and provide interesting learning situations so that students actively ask questions, explore active desire to arouse motivation to achieve interesting effects with interest stimulated . In order to activate students thinking, learning and practice students find and analyze problems, problem-solving skills, in preparing lessons, teachers should strive to put all the problems of life or work certain situations, to make use of secondary school students, used in the study, so that knowledge of the inquiry process into the students, the process, students learn new knowledge and to consolidate in the repeated migration, increase and deepen. This requires the teacher before class, the rich background to share information, knowledge and background in the broad design of classroom teaching. Such as learning, \\Not only greatly mobilized the initiative of students, there are machines to organize the teaching and enhance classroom interaction.


4, the problem simplification


in classroom teaching, content, and more and can see fine from time to time. Some teachers believe that all the talk about, and how test have a clear conscience, should not speak of also had to expand, how to say have done our best. The actual effect is not ideal, one asked the students, this lesson how, the answer is very good; have any harvest, do not know. Thin one would like, in fact, our teaching goal is not too high, away from the actual students, our teaching content is not too much, so the students eat too much, can not digest. Our understanding of the examination is not without foundation to see more and more calm, but still blindly deeply and hard, in the so-called \curriculum standards, unconsciously from one extreme to the other extreme. If some teachers always seemed to lack confidence in the students, lectures cover all aspects, the use of new teaching materials, teaching materials have to appropriate the old contents were also incorporated, will undoubtedly increase the burden on students, while some teachers because of the curriculum standard deviation of understanding, teaching focus on the introduction of life issues, attention to activities carried out, but not pay attention to the implementation of double-base, students in the classroom a lively atmosphere, vim and vigor, of Course confused and ability as fish in the air. Therefore, we are required to implement in the classroom teaching simple teaching, poor selling, the main fundamental problem or seize the contents, while others allow students to explore their cooperation through autonomous manner. The so-called \But the teachers designed one or two problems as possible: \Throughout the classroom is always a problem, cover the entire section of teaching content. Such as learning, \Secretary, what will you develop and use the Loess Plateau of resources, and ensure that local sustainable development. \: \requirements, improve the use of geographic knowledge to solve problems, apply what they have learned dealing with life, the actual production of consciousness, the natural way into three outlooks education to improve students adapt to the future development of geographic literacy.


5, the problem of civilian


rigid rigidly traditional exam-oriented education or some teaching, both because the ultimate goal of this examination, and many administrative departments as well as community schools, teacher evaluation, assessment, all examination results as the sole standards under the domination of this standard, results of classroom teaching to the pursuit of knowledge as the goal, ignoring the comprehensive development of students, it ignores the emotional lives of individual students, the value of experience and training, denied the students personality development. As the organizers of classroom teaching, more attention is the \many potential students to develop understanding of the needs, to help students know themselves, build self-confidence for the purpose. Running completely counter to my basic philosophy: \In Questions and set to different levels to ensure that every student can participate in analysis of the problems of teaching and research, learning and development. Such as study the composition of our nation, the question \Another example is the time to learn Beijing's urban function question \and answer. Beijing's geographic advantages when learning question \attraction and affinity, and not some students do not understand because of problems caused by a loss or cognitive bias, were excluded from the inquiry team into the invisible, the resulting sense of loss, loss of confidence and motivation to learn, is not conducive to classroom Organization and Management.


six themed issues


theme is life, the level of teaching, using the concept of dynamically generated, re-build a comprehensive understanding and a whole class teaching. Simply put, it is built around a certain theme, full Chongshi individual experience, through multiple collisions text Jian blend, while stressing the Sheng Cheng Guo Cheng Xing Li Jie, the theme of significance to achieve Ke Cheng Kai Fang of teaching a kind of construction. The materials scattered piecemeal, or even a single content and form of re-integration, and teaching. This teaching, high density, large capacity, students learn knowledge is unlimited, such as access to information resources, the formation of values, of course, including the knowledge and ability to master and improve. Makes teaching with thinking, with the main line, also made in-depth teaching of not only concerned about the teaching content generation, is also concerned about the personality of students, geographic literacy of generating. If the study on the book first class eighth grade question: \: \Lenovo launched the background, for describing, then find a cognitive blind spot, how to use our 7% of the world's arable land to feed 22% of the world's population, location, what the advantages of natural conditions and cultural background? Supplemented by \, national pride, while enhancing the sense of ethnic students, students not only deepened the concerns of teaching materials, but also helps the students when the world attention to China's dynamic, expanding horizons.


Another example is learning \towards integration, but also greatly encouraged by the enthusiasm of students to learn and feel what they have learned the value of this section, \nature.


7, the problem of interaction


Einstein once said: \shows that he's thinking is an active, positive, active, reflecting the strong desire for knowledge of students; the other hand, will not question a student on his own lack of positive thinking and the ability to judge. Therefore, the students explore on their own initiative in the process of seeking knowledge, teachers must be good at Apartments problem in the scenario, or create some contradictions to guide students to identify problems, ask questions. No doubt to the question by students from the challenge to the construction, guide students to master to explore ways to explore the \In the Import new class, teachers should stimulate students to explore the desire for students through observation, comparison and reflection, made their mind for the teachers and then seize the opportunity to guide students to analyze, synthesize and summarized several issues to explore, and guide students with problems in the exploration process to find ways to find the answer with the problem. Such as learning, \Not only help students grasp the main points of learning content, as well as machine learning used to train the students and improve student learning. Also like to learn, \how do we do? \Deep accordingly much. Another example is the feedback training, not only teachers can ask students to learn the content of the problem set, students can learn content of the question the teacher or other students, every student contestants, they are the main force in the joint fight to achieve teacher-student interaction, students interaction. To maximize student initiative, the main participatory, organic cooperative learning to play the advantages of autonomy, to complement each other to create a win-win situation.


8, appreciation of the problem


American psychologist William? James has a deep pointed out: \satisfy this psychological hunger and assiduous. \Students themselves have hidden the infinite \The \As the saying goes: \\implementation. If a high school student without any geographical learning motivation, in the geography class \So a question to all the students, so that all students can start thinking, not very active in the case of students, teachers not to blame the students, who also try not to answer the specified name, but think of ways to stimulate their thinking, or change the form of a question, or reduce the difficulties. Student teachers should seriously listen to the answer, encourage them to describe their view, fully affirmed the students to answer questions, even if it is right between fine. Students answer is incorrect, incomplete, do not pressing harder and harder, and do not cynical, to be tolerant towards their mistakes, allowing them to make mistakes, to some extent, the error but to encourage them to grow faster progress. Questions after the elapse of time thinking, so they are ready, do not immediately ask questions, you can also suggest some ideas and methods. When a problem when a student not finish, put a few more students, summed up the answer is often even better than the teacher had imagined; if the student's answer does not match with the teacher or far from the default answer, it should encourage students to give reasons Do not embarrass them. To make the appropriate questions at the end of summary, to answer questions on the initiative, even if it is the wrong answer should be commended to encourage students, students should be grateful to these errors, it gives us the road to success in less made detours. Incomplete answers to replenish, not to be the direct of the law. In short, the teacher should ask the affable, patient tolerance, to encourage appreciation, flexible calmly deal with the potential of the new situation and new problems. Reasonable manner and ask questions after the use of evaluation. And the students reflect on the real into learning, and students with experience, witness the generation of knowledge and skills to improve. Multi-use \simultaneous evaluation and summative assessment, qualitative assessment and quantitative evaluation of the combination of the creation of a 'bright spot''was found to encourage self-confidence' assessment of the incentive mechanism. \practical activities shown changes in emotion and attitude. \

In short, attitude is the height of the details of everything, ideas determine! Teaching them the problem, there are many details of the problem needs to be attention to the need constantly to find the most optimal strategy, we need to take steps to continuously explore and practice of continuous reflection and innovation, continuous learning and development, no matter what the issue,south indian cooking, I firmly believe that: as long as we chose the right targets, perseverance, selfless pursuit, we will gradually consummate art of teaching, the quality of our teaching will become better and better, the quality of student will be more and more