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Chapter 1: Model Essay on World Geography Knowledge Points in Middle School
[Key words] Multimedia atlas of junior high school geography division
CLC No.: G4 Document ID: A DOI: 10.3969/j.issn.1672-0407.2016.07.083
Many students believe that geography is the subject of popularizing the world's topography, and all kinds of unknown places can be understood through geography. Indeed, the opening of geography enables students to understand many natural environments and customs that they have never been exposed to. However, in the process of learning geography, there may be a phenomenon of polarization. Driven by interest, some students will love geography very much and have a strong sense of geography learning; Some students are not interested in geography, so they may not pay attention to geography. In order to alleviate this situation, teachers need to make corresponding efforts in the teaching process.
1、 Chinese Geography and World Geography Both separate and closely connected
The design of geography textbooks started from a macro point of view. First, students should master the basic concepts of geography. Therefore, at the beginning of the geographical design, the longitude and latitude, the globe, the seven oceans, the shape and size of the earth, and the rotation of the earth were all introduced and learned. Through these basic concepts, students can have a macro understanding of the earth and the world. The nature of junior high school geography is to learn longitude and latitude, which requires students to be able to draw inferences from one instance and use them flexibly. Because geography covers the world in terms of time and space, teachers always talk about a typical example in the teaching process, and then students apply this rule to other aspects through what they have learned. This requires students to be able to use flexibly. Many students cannot draw inferences from one instance in the learning process, and the geographical examination is conducted in different regions, so students need to be flexible when learning geography.
For China's geography, it is generally the difference between the central and western regions, China's topography, and China's position in the world map, which is the knowledge of physical geography; For human geography, the nature of liberal arts is very strong. Generally, human geography examines the significance of a project, such as the route of the South to North Water Transfer Project and its significance, and the impact on the physical geography of the region through which it passes. These have fixed answers. The purpose of learning Chinese geography is to have a certain understanding of the humanities and nature of China. Generally, the design of geography textbooks is to let students understand the macro geography first and have a general understanding of geography. Geography is actually a macro discipline, which is different from history and politics. It demands too much time and other details, and requires students to grasp it from a macro perspective; For world geography, students need to have a general understanding of world terrain, and have a certain understanding of world climate and other knowledge.
In the teaching process, teachers can first introduce the lectures of world geography through Chinese geography. The terrain, climate and other learning methods of Chinese geography can be used to learn world geography. Chinese geography is closely linked with world geography. For the macro nature of world geography, teachers should pay attention to concreting abstract geographical knowledge in the teaching process to facilitate students' understanding. The human geography of world geography requires students to be able to understand the world situation in a timely manner, because in geography examinations, some world news or hot news are often used as test questions or test materials. During the teaching process, geography teachers should pay attention to instilling hot news to students in a timely manner, especially in areas such as natural disasters, These areas are often found in geographical surveys. With the increasing reserves of geographical knowledge, students can take some countries and regions that often appear in the examination questions as key learning objects, and understand the humanities, topography and some national policies of these regions, so that they will not be too unfamiliar in the examination. Therefore, the task of teachers is not only to teach students the professional knowledge of geography, but also to teach students some geography related news and current events in a timely manner. In this way, students can not only learn geography, but also understand some geographical phenomena with the geographical knowledge they have learned.
2、 Multimedia is a very direct means of teaching, and we should be good at using multimedia
The application of multimedia has been very common in the field of education. The application of multimedia in geography should play a larger role. In addition to teachers' personal teaching habits, multimedia should be frequently used in geography teaching. Some special landforms in geography, such as karst landforms; Some special landforms, such as basins and hills, and the local customs of some regions can be displayed by multimedia. In order to let students have a certain understanding of some basic topographical features of geography, teachers should make full use of multimedia to let students understand. Although there are some basic topographical maps in junior high school geography textbooks, they are not comprehensive. They are basically some special cases. Although the application of multimedia can not completely replace teachers, it is very helpful for geography teaching in the teaching process. For example, when teachers talk about climate types in different regions of the world, they can use multimedia to show the world's climate type map. Although students have a map book, each student is facing a climate map in the process of teaching. Some students who are slow in responding will not follow the teacher's rhythm, so teachers use multimedia, Mark what you have said to students at any time and anywhere, which is more conducive to students' understanding and learning.
After learning the overall world climate map, teachers can also use multimedia courseware to tell the climate of a certain area separately. The terrain affects the climate of a region. In this way, during the teaching process, the terrain, geomorphology, climate causes, geographical location of the region or the climate affected by the sea and land location can be shown separately, If these are only taught in atlases or textbooks, turning textbooks around will not only affect the classroom order, but also waste classroom time, making students' brains slow. Therefore, before giving lectures, teachers should do a good job of knowledge courseware. When giving lectures, the classroom should be carried out in an orderly manner, with an orderly knowledge structure, which is more convenient for students to learn and understand. Not only in terms of climate, but also in terms of terrain, humanities and environment, multimedia is the best choice for teaching.
3、 Map is the most important tool for geography learning
Learning geography requires students to have a certain understanding of various maps, and after learning, they can have a seven point grasp of maps. Many students with good geography scores do not see how much work they have done in their daily study of geography. In addition to being interested, these students are also able to master maps skillfully, and the globe is the same in nature. In the map, the geographical location of each region, whether there is special terrain around, the geographical location of this region, and the climate type are all involved. So in junior high school, students only need to master the longitude and latitude, terrain characteristics, climate types and causes of formation of some key areas Knowledge points Both objective and subjective questions can be considered within the scope of the problem.
Chapter 2: Model Essay on World Geography Knowledge Points in Middle School
Key words: compulsory education and high school geography curriculum teaching
The connection between compulsory education and high school has always been a common problem, especially in geography. The basic geography knowledge of junior high school students is generally weak, while in senior high school geography teaching, it is closely related to the geography knowledge of compulsory education, and senior high school geography knowledge is abstract, demanding, and difficult. The lack of basic geography knowledge of most students has become the biggest obstacle to the introduction of senior high school geography, which has seriously affected the quality of senior high school geography teaching. It is urgent to study the connection of geographical knowledge in these two learning periods and do a good job in teaching the connection of the two learning periods. The author discusses and studies the geography curriculum standards and textbooks of compulsory education and high school (hereinafter referred to as the two study periods unless otherwise specified), and talks about his understanding of the connection between the two study periods of geography curriculum.
1、 Linking up of Geography Curriculum Standards in Two Learning Stages
（1） The content of the integration and convergence of the two geographical curriculum standards.
1. Connection of course concepts
(1) Emphasize learning useful geographical knowledge
From the perspective of curriculum philosophy, both the compulsory education stage and the high school stage emphasize learning useful geographical knowledge. The geography curriculum standard of compulsory education stipulates that: learning geography useful for life; Learn geography useful for lifelong development. [1] The new geography curriculum standard for full-time senior high schools stipulates that: learn the geography necessary for citizens; Meet different geographical learning needs. [2] Although the geography curriculum in senior high school does not directly explain the learning of useful geography, it puts forward the concept of "learning the geography necessary for citizens; meeting different needs for geography learning" [3], which aims to enhance students' ability to learn and survive in geography, that is, to enable students to master geography knowledge useful for lifelong development and learning.
(2) Emphasize changes in learning styles
Compulsory education and high school both emphasize the diversification of learning methods, and encourage students to learn independently, cooperate and exchange, and actively explore.
2. Connection of course objectives
From the perspective of the objectives and requirements of the curriculum, senior high school has developed on the basis of compulsory education, as follows:
(1) Knowledge and skills
Both of the two learning stages are required to master basic geographical knowledge and acquire basic geographical skills; Of course, in principle, the requirements of compulsory education do not involve deeper geographical causes. The geography curriculum in senior high school is connected with the geography curriculum in the nine-year compulsory education stage, so as to understand the relationship between human activities and the geographical environment, master geographical principles, develop geographical thinking ability, and initially master the basic methods and technical means of learning and exploring geographical problems.
(2) Process and method
The senior high school has developed on the basis of compulsory education. The stage of compulsory education requires: forming concepts through perception and accumulation; Make judgment through analysis; Find problems and propose solutions. High school requirements: obtain information, sort out and analyze information; Find problems, put forward exploration plans, and then propose solutions to problems.
(3) Emotion, attitude and values
The two study periods have the same requirements in terms of emotion, attitude and values, both of which require strengthening patriotic emotion, and initially forming a global awareness and sustainable development concept.
3. Content standards
The content standards of compulsory education include: Earth and Map World Geography (differences in ocean and land, climate, residents, and regional development; understanding of regional continents, regions, and countries). Chinese geography (territory and population, environment and resource economy and cultural and geographical differences; understanding regional location and distribution, connection and difference, environment and development), local geography. [4]
The content standards of geography in high school include: compulsory geography 1: the earth in the universe, the material movement and energy exchange in the natural environment, the integrity and diversity of the natural environment, and the impact of the natural environment on human activities. Compulsory Geography 2: population and city, production activities and regional relations, coordinated development of human and environment. Compulsory Geography 3: Regional Geographic Environment and Human Activities, Regional Sustainable Development, and Application of Geographic Information Technology. Elective Geography: Universe and Earth, Marine Geography, Tourism Geography, Urban and Rural Planning, Natural Disasters and Prevention, Environmental Protection, and Application of Geographic Information Technology. [5]
Judging from the content standards of the two study periods, most of the compulsory contents of the geography curriculum in high school are expanded and extended on the basis of the compulsory education period.
（2） The disjunction of the two geography curriculum standards.
Through the analysis of the curriculum standards of the two study periods, we can know that the geography curriculum standards of basic education have a clear division of labor between the compulsory education stage and the high school stage curriculum: the geography curriculum of the compulsory education stage focuses on regional geography learning, and in principle does not involve deeper geographical causes; The senior high school mainly focuses on the study of basic principles and theories. It spans the two learning fields of humanities, society and science. It consists of compulsory courses and elective courses. Students are required to use geographical principles to explore the change process, geographical causes and geographical laws of geographical things. Although the learning objectives of the geography curriculum in the two study periods have clear requirements on the macro scale, and are basically consistent in the basic concepts, overall objectives, etc., the senior high school period has made progress on the basis of the compulsory education stage, but there is still disconnection in some details.
1. Contents missing from the geography curriculum standard of senior high school
At the stage of compulsory education, the curriculum requirements are mainly regional geography learning, and do not involve deeper causes of formation. Geographical elements are listed separately and combined with regions. The selection of regions only specifies the number of regions, not the regions that must be learned. The South and Arctic regions are compulsory areas. In addition, select at least one continent, five regions (such as South Asia) and five countries worldwide. This is obviously out of line with the current college entrance examination syllabus and the basic requirements for high school teaching, mainly lacking the following knowledge points: the earth and maps; The general introduction of the topography, climate, rivers and resources of world geography; World regional geography; The general part of topography, climate, rivers, resources, and industrial geography of China's geography; China's regional geography. These are important basic knowledge necessary for senior high school geography learning. The lack of these knowledge has affected the teaching and learning of senior high school geography to a certain extent.
2. Students' cognitive gaps
Although some knowledge is required to be learned according to the geography curriculum standard in the compulsory education stage, due to the difficulty and limited cognitive ability of students, students do not have a good grasp of these knowledge. The geography curriculum standard of high school acquiesces that students have fully mastered these knowledge, and there is a knowledge gap phenomenon. For example, the geography curriculum standard for compulsory education requires the seventh grade students to master the basic knowledge and skills of longitude and latitude networks and maps, while the knowledge of longitude and latitude networks and maps is relatively abstract and difficult. Learning these knowledge requires students to have rich spatial imagination and solid geometry knowledge base. However, due to the lack of spatial imagination ability of the seventh grade students, and the lack of contact with the related knowledge of solid geometry, they cannot firmly grasp this part of knowledge and form the corresponding geographical skills. In the geography curriculum standard of senior high school, the content of Jingwei Network and Map has not been strengthened and consolidated, resulting in cognitive disjunction of students.
Such as the movement of the earth and its geographical significance. Compulsory education curriculum requirements: demonstrate the rotation and revolution of the earth with simple methods, and explain the rotation and revolution of the earth with geographical phenomena. At the compulsory education stage, students only need to simply understand the relevant concepts, characteristics, day and night phenomena, four seasons, five belts, etc. In senior high school geography class, students are required to further understand and apply the knowledge, which is more abstract and profound.
2、 The Problem of Knowledge Connection in the Compilation of Teaching Materials for Two Learning Stages
Curriculum standard is an important basis for textbook compilation. Due to the limitation of textbook length, there is a small amount of lack of knowledge in senior high school geography textbooks for the new curriculum.
（1） Earth and maps.
Earth and map are the basic knowledge for learning geography. However, since the geography textbooks in compulsory education stage have arranged the content of map, many versions of senior high school geography textbooks have omitted this content. In fact, the knowledge of the earth and maps is relatively abstract. To learn these contents well, students need to have rich spatial imagination, and must have some solid geometry knowledge as the basis. However, the students of Grade 7 who have just entered the school have very limited spatial imagination and have not learned the knowledge of solid geometry, which makes it difficult for them to learn the knowledge of the earth and maps, and they cannot grasp the relevant knowledge well. The geography textbook of senior high school did not arrange this content, which made this important content ignored by the majority of teachers and students, and affected the follow-up learning of students' geography knowledge.
（2） World Geography and Chinese Geography.
When introducing climate knowledge, compulsory education textbooks only require to master the most important distribution areas based on the distribution map of world climate types, while many geography textbooks for senior high schools downplay this part of the content. Climate is one of the key contents of high school geography. High school geography has high requirements for this content. It not only requires students to master the characteristics, causes and distribution laws of these main climates, but also requires students to analyze and judge a series of problems such as climate types, characteristics, causes and distribution based on text descriptions or charts and other relevant climate data. Due to the dilution of this part of the high school textbooks, students have increased the difficulty of learning this content. Similar contents include hydrology of rivers, characteristics of river systems, formation of river landforms, agriculture and other general theories of world and Chinese geography and regional geography.
3、 Discussion on the Countermeasures for the Connection of Two Learning Stages
（1） Study the course standard to understand the problem of disconnection.
Before the beginning of the new semester of Senior One, teachers should thoroughly study the geography curriculum standards of the two study periods, find out the disjointed content of the two study periods, the weak points of students' knowledge, and make preparations for teaching convergence.
（2） Research textbooks and integrate them.
When preparing lessons, senior high school teachers should pay attention to studying the learning situation and studying the textbooks, understand the compilation of textbooks and students' knowledge reserves, and according to the learning situation and actual needs, take the new geography curriculum standards for secondary schools as the criterion, and take teaching theory as the basis to conduct "secondary processing" of senior high school geography textbooks, and make appropriate supplements or adjustments, It makes the knowledge system of each learning stage well integrated and connected. For example, when teaching the geographical meaning of the earth movement in Senior One, we can appropriately supplement the knowledge of the longitude and latitude network according to the actual situation of students, and re integrate the geographical meaning of the earth movement in the teaching materials: integrate and analyze the three knowledge points of the day night change, local time and time difference, and the deflection of the direction of horizontal moving objects; The change of the length of day and night, the change of the noon sun height, and the four seasons and five belts are analyzed. In this way, students can understand the difference and relationship between the geographical meaning of the earth's rotation and revolution, and better grasp the local time, the length of day and night, the noon sun height and other knowledge through the review of the knowledge of the longitude and latitude network, which can especially reduce the difficulty of learning related computing problems.
（3） Integrate resources and pay attention to the development of curriculum resources.
The learning ways and channels of geographical knowledge are diverse. Teachers should pay attention to students' life experience, develop, utilize and organically integrate potential learning resources and teaching resources according to the requirements of the curriculum standards of the two learning stages, so that knowledge can form horizontal and vertical links, thus forming a knowledge system and integrating it into ordinary teaching in a timely and effective manner, For students at different levels to choose to study, so that the geographical content is more conducive to the comprehensive development of students and close to the reality of life. High school geography teachers can also guide students to learn geography knowledge from the network, extra-curricular reading materials, media, and living environment, and organically integrate compulsory education geography curriculum and local geography curriculum resources in combination with teaching content. The development, utilization and integration of geography curriculum resources should start from the geographical things that students are familiar with. For example, when talking about the structure and function of the city, take the local city as an example; When talking about the location factor of industry, take the local industry as an example, or take the regional geography learned in the compulsory education stage as an example. For example, when teaching agricultural regional types, take rice production in Southeast Asia or northwest China as an example. Choose examples close to students' life and familiar to compare images, and follow the rule of rising from perceptual knowledge to rational knowledge. Students can easily understand, accept and master geographical knowledge, and unconsciously perceive and understand geographical knowledge.
In short, contact is everywhere. To learn high school geography well, it is the key to correctly handle the relationship between compulsory education stage and high school knowledge. In terms of knowledge points, geography knowledge in the compulsory education stage is the foundation of geography in high school, and geography knowledge in high school is the review and consolidation of geography knowledge in the compulsory education stage. From the basic concept of the curriculum, the core concept of enabling students to have geographical ability and establish the concept of geographical science should run through all the time.
reference:
[1] [4] Ministry of Education Geography Curriculum Standards for Full time Compulsory Education [S]. Beijing Normal University Press, 2011 (2)
[2] [3] [5] Ministry of Education Geography Curriculum Standard for Ordinary High School (Experimental Draft) [S]. People's Education Press, 2003 (4)
[6] Qu Shenghong A Brief Talk on the Linking up Strategies of Geography Teaching in Junior and Senior High Schools. 2009
Chapter 3: Model Essay on World Geography Knowledge Points in Middle School
Map is the most important part of geography teaching, an important link of geographical knowledge learning, and an important tool in the teaching process of teachers. Map plays a vital role in geography teaching. Map and geography teaching are always accompanied. Maps can not only help students understand and memorize geographical knowledge, but also develop students' thinking in images, improve their ability to solve problems, and achieve twice the result with half the effort in teaching.
1、 The Importance of Maps in Junior Geography Teaching
1. Learn the use of maps indispensable to geography
Maps are indispensable in the process of geography learning. Maps play a vital role in junior high school geography courses. When telling geography courses, too professional knowledge and terminology and boring ways make students unable to understand. Only intuitive methods can make students understand geography more deeply and clearly. And maps are also an important way for junior high school students to understand the earth, learn geography and understand nature. Maps are the golden key to learning geography. Because geography teaching cannot be separated from the use of maps, maps play a vital role in geography teaching.
2. Improve interest in learning geography
"Interest is the best teacher," which can effectively stimulate students' independent learning motivation. Using map teaching can not only effectively stimulate students' learning interest, but also improve their map reading ability. In geography teaching, students prefer map teaching method to textbooks. You can observe the map, look for answers on the map, and integrate with the knowledge you have learned, thus generating interest in geography. While giving lectures, teachers should adopt flexible and interesting teaching methods to stimulate students' interest in learning. For example, in the eighth grade "China from the World" course, we used a globe to tell the course, to cultivate students' ability to use maps to learn geographical knowledge, let students carefully observe the globe, compare the area of China with that of other countries, and observe whether China is large or small? Use the globe to attract students' attention, thus playing a role in enhancing students' interest in learning.
3. Improve students' exploration ability
Junior high school students are a new starting point for learning geography, but they are not unfamiliar with maps. Because maps are everywhere, they have no contact with geography but have seen maps first. However, after learning geography, many students do not know how to view maps and find places, and they are at a loss. At this time, in the teaching process, let students understand the map, carefully observe rather than know the map, learn to analyze the map, and understand in detail. Keep exploring in the process of learning to improve students' exploration ability. For example, the topographic map of China can be used to analyze the characteristics of the hydrological system of the Yangtze River. The teacher first asked students to think about the topographic characteristics of the areas where the Yangtze River flows through, and then combined with the characteristics of the hydrological system of the Yangtze River to get the topographic characteristics of China: "The west is high and the east is low, and it is distributed in three steps". The Yangtze River originates from Tanggula Mountain in the western Qinghai Tibet region and flows into the sea from west to east; In mountainous areas, the water flow is fast and abundant, which can generate electricity; In plain areas, the water flow is gentle, and it can be used for water transportation and irrigation. Let students constantly imagine in their own minds, so as to improve their exploration and discovery ability.
2、 The Application of Map in Geography Teaching in Junior Middle School
1. Close combination with map geography teaching
In the teaching process, teachers use the teaching method of combining textbooks and maps to make the knowledge in textbooks easy to understand. In the process of teaching, when it comes to the location and environment, you should take out the map and use the words in the textbook to echo. Connect the map with the textbook naturally, make full use of the map, and simplify the difficulty of knowledge points in the textbook, so that students can learn more easily.
2. Close cooperation between maps and textbook illustrations in teaching
The illustrations in the textbook are closely combined with the map. For example, when we talk about the world geography "Pacific Rim Volcanoes, Seismic Zones and Their Causes" and the Atlantic Ocean "Gulf Stream" on the "Formation of Western Europe's Marine Climate", students will feel bored, lose interest in learning, and it is difficult to explain clearly and make students understand. Therefore, it is necessary to combine the illustrations of textbooks with maps to achieve a simple, popular and understandable effect.
3. Cultivate students' habit of learning geography by using maps
In the process of teaching, we should carefully observe the students' use of maps, strengthen their ability to use maps, and cultivate their skills in using maps. This will not only improve students' interest in geography learning, but also improve their ability to analyze geography.
3、 Application Skills of Maps in Geography Teaching
1. Illustration
When telling geographical knowledge, use maps reasonably, integrate geographical knowledge into maps, and explain with maps, so that students can not only understand the content of textbooks, but also observe maps, and fundamentally understand the characteristics of geography and the causes of climate formation.
2. View and think
Maps can reflect geographical information from an objective perspective, guide students to think about geographical content, geographical problems can be seen everywhere, and are closely related to people's life. In the process of teaching, students can be correctly guided to understand maps, teach students to understand maps, learn geography with maps. Be good at observing maps, and let students use their geographical knowledge to think about relevant knowledge points and associate each key point of maps.
Chapter 4: Model Essay on World Geography Knowledge Points in Middle School
Key words: geography teaching map reading ability geography literacy
Geography is an all embracing discipline, which is closely related to our life. Wherever we go, we can not do without maps. With a map in hand, you can travel around the world. The quick access to knowledge is the charm of maps. Having a certain map reading ability will benefit everyone for life. In recent years, almost every question in the geography college entrance examination has a map, and the comprehensive question is based on Chinese geography and world geography. It selects some natural and human charts for the examinee to analyze, covering a wide range of knowledge, including climate, terrain, transportation, agriculture, industry, economy, culture and other aspects. It is necessary to infer implicit information from the given images, This requires the examinee to have a strong ability to read and analyze pictures, so as to work smoothly. Therefore, in geography teaching, it is very important to attach importance to the cultivation of map reading ability and organically combine maps with geographical knowledge.
1、 Current situation of students' ability of geographical map reading
Geography map reading ability is a basic ability that every student must have. Generally, students do not have a solid foundation and are not impressed with the basic knowledge of geography. In addition, they have not been able to develop a good habit of reading maps for many years, lacking systematic and flexible knowledge, understanding, analysis, knowledge migration and other abilities. In particular, there are often big obstacles in the process of reading and analyzing charts, and many students lose scores in the exam. Some students even have serious fear of chart questions. Only the senior three students began to pay attention to the problem of map reading, so the students' overall geographic map reading ability and geographic learning ability were weak. Only a few students are interested in geography and can learn independently from map books and some teaching maps. They are basically interested in map reading from their early years. It can be seen that the cultivation of map reading ability is very important for geography learning.
2、 Cultivating Students' Interest in Geography by Using Various Image Information
Whether students have enthusiasm and interest in learning is very important for each subject. Some students are unwilling to learn geography because they do not realize the importance of geography to our life. Every year, some major natural disasters occur in our country, such as floods, droughts, typhoons, cold waves, mud rock flows, landslides, earthquakes, etc., which are important contents of geography learning. It always affects our life. When necessary, Having rich geographical knowledge can not only protect ourselves, but also protect the people around us, so we should learn geography that is useful for life. Map is an important tool for geographical learning and another carrier of geographical knowledge information. In geography teaching, whether teachers can accurately and timely use the map as a teaching tool, and how to attract students' attention in a short time is the embodiment of teachers' quality, and also the key to whether students can easily learn knowledge.
To cultivate students' interest in learning, we can start with vision. The beautiful pictures attract students greatly in color, making them jump out of the boring text, effectively stimulating students' enthusiasm for learning, improving their interest in reading pictures, and deepening their understanding of the knowledge points. With the enthusiasm for learning geography, classroom teaching can be said to have been half successful. For example, when teaching the formation of karst landform, the use of beautiful landscape pictures can effectively enrich classroom teaching. We can use the landscape of Guilin to make a typical explanation. Guilin landscape is a typical representative of limestone landform in old age. In the southern subtropical region, the climate is humid, there is more precipitation, and calcium carbonate reacts with carbon dioxide in water and air, The continuous erosion finally forms the appearance of karst landform in old age. The isolated peaks are the Guilin landscape we see now. Students can enjoy the beautiful natural landscape and learn geography knowledge at the same time. In addition, some boring theoretical knowledge will also receive unexpected results if there are corresponding pictures to show. For example, how is the typhoon common in life formed? Students are curious. In fact, they learn about cyclones in high school geography. From a simple illustration (as shown in Figure 1), the pressure at the center of a cyclone is low. The air flow around the cyclone flows to the center. With the geostrophic deflection force, the northern hemisphere deflects to the right, and finally forms a counterclockwise rotating air flow. Typhoon in our life is the most representative example of cyclones. By playing the remote sensing image of typhoon, students can clearly understand the formation principle of typhoon, its hazards and preventive measures. Simple explanation may be boring. When explaining knowledge points, students can not only learn theoretical knowledge at a glance with corresponding pictures, It can also deepen students' understanding of cyclones, and even make the drawing of cyclones easier.
Therefore, in geography teaching, the interest generated by visual stimulation is faster and more impressive than that generated by auditory stimulation, which will play a great role when necessary. Through reasonable teaching design and representative pictures, teachers can arouse students to carry out purposeful inquiry activities, satisfy their curiosity, stimulate their interest in exploring the unknown world, make learning geography easier, and make students willing to learn this subject.
3、 Be familiar with all kinds of geographical image information and improve analysis and interpretation skills
（1） Interpretation of light map and longitude and latitude network map
In general, when looking at a picture, you should first learn to determine the direction, and first see whether there is a pointing mark. If there is a pointing mark, you should follow the direction of the pointing mark. If there is no pointing mark, you should follow the general sense of "up north, down south, left west, right east". This is the most basic knowledge of map reading. However, in the interpretation of the earth projection map of the light map and the longitude and latitude network map (as shown in Figure 2), the poles should be determined first; Geographical coordinates; Direct sunlight point; Direction; The terminator line. On this basis, the calculation of "solar height and noon solar height, local time or regional time, length of day and night, position and time of sunrise and sunset, and date range" will be carried out.
Figure 2
（2） Interpretation of contour map
Contour map is the key content of college entrance examination over the years, especially the numerical analysis of contour map. Contours include contour lines, isotherms (water temperature and air temperature), isobars (isobaric surface), isopleth lines, isochronous solar radiation lines, isoprecipitation lines, isoseismal lines, isopotential lines, population isopleth lines, and isopH Value line, constant solar altitude angle line, isobath, stratum age contour line or certain substance concentration contour line, etc., all kinds of contour lines have common laws, and if we master the laws of contour lines, we can correctly analyze various contour maps.
（3） Interpretation of World Geography and Chinese Geographic Maps
In the interpretation of regional maps of the world and China, we should mainly focus on longitude and latitude and some important geographical features, such as special longitude and latitude lines, regional contour features, important rivers, familiar cities, representative tourist attractions, and even mountains, which can be used as a breakthrough for interpretation. At the same time, these are also the regional geographical knowledge points that students are prone to make mistakes. A regional map can be a graph of any region, country or city in the world. When reading the regional map, it is important to correctly identify where the area on the map is, and pay attention to the integrity of the map. This needs to be identified according to the longitude and latitude position, land and sea position, the contour characteristics of geographical things in various regions, the distribution characteristics of linear geographical things, and the relevant positions of point geographical things.
（4） Interpretation of other geographical charts
There are various forms of geographical charts, including various bar charts, sector charts, curve charts, triangular coordinate charts, pie charts and their combination charts. When reading the map, pay special attention to the meaning of horizontal and vertical values, be careful, and do not miss any information in the map. Every digital symbol is the language of the map. Read out the changing characteristics of some geographical things from the map, so as to analyze geographical phenomena.
4、 Develop good drawing habits
After students have a certain understanding of some maps in their minds, they can try to let students draw by themselves, such as lighting maps, pressure zone wind zone maps, ocean current maps, contour maps, etc. These maps play a great role in promoting the learning of the earth movement, the formation of climate types in various regions, and the distribution of ocean currents, Learning to draw these maps can make the context of students' knowledge clearer, deepen students' understanding of the knowledge points learned, and simplify the knowledge that is difficult to understand in their minds at ordinary times. Students can also demonstrate the drawing on the blackboard, compare and note each other, and find out the shortcomings of the drawing, which can deepen students' impression of the drawing, so as to grasp various knowledge more firmly. For example, when teaching the "three major regions of China" (as shown in Figure 3), students must draw the sketches of these three regions by hand, including the boundaries of the three regions, some famous plains, plateaus, mountains, basins, water systems, cities, etc., so that students can better understand the three major regions of China and build a geographical framework in their own minds, Accurately understand the big settings in various places, and accurately position in the future study.
"It is better to teach fish than to teach them to fish". Teach students the methods and skills of reading maps. In geography teaching, we should develop a good habit of using maps, implement the specific geographical things and phenomena we have learned on maps. Learning geography must learn how to use maps flexibly. Geography teachers should often guide students to read and use common maps, geographical charts and be able to draw simple map skills, Cultivating students' ability to observe and analyze problems independently is of great significance for cultivating students' geographical thinking and geographical literacy.
reference material:
Chapter 5: Model Essay on World Geography Knowledge Points in Middle School
The instructions for the high school entrance examination only specify the examination points. The curriculum standards not only specify the content of knowledge, but also specify the evaluation requirements for textbook knowledge. Therefore, it is necessary to distinguish which belongs to memorization, which belongs to understanding, and which belongs to application. It is necessary to find the correct position of knowledge in the review. Through the analysis of the above situation, during the review, the knowledge not involved in the instructions of the senior high school entrance examination should be boldly abandoned, and the added part should be timely supplemented, so that the review can be targeted.
2 Based on textbooks
The compulsory education curriculum standard test textbook is divided into three parts: Earth and Map, World Geography, and Chinese Geography. Teachers should take a broad view of the whole textbook content to reflect the comprehensiveness and regionalism. The geographical environment and the geographical characteristics of each region are the comprehensive expression of the interaction and close connection of geographical elements, which have certain time and space conditions. Special attention should be paid to the integration of location, nature, humanity and other elements in the geographical environment. Highlight regional characteristics, compare regional differences, analyze the causes of characteristics and differences, and clarify the direction of regional development. For example, what are the similarities between India and China? What can we learn from India's rapid economic development?
It is not only to analyze the characteristics, but also to consider comprehensively. Only on the basis of mastering the basic knowledge can it be possible to connect with reality. On the basis of "Bo", "live" is required. Basic knowledge requires remembering important geographical things and their spatial distribution. Some important place names and data should be firmly remembered and can be implemented on the map, such as the boundary and longitude of the eastern and western hemispheres. Understand geographical concepts and principles; The material characteristics, causes, distribution and change laws of geographical things are the key and difficult points. Use the basic geographical knowledge, basic skills and scientific viewpoints to explain, describe and identify geographical things. Especially in the basic skills, students should be taught to focus on the ability to collect and process geographical information, acquire geographical knowledge, and analyze the ability to solve certain geographical problems.
3. Follow the instructions of the high school entrance examination
Print and distribute the instructions for the senior high school entrance examination to students, and carry out a round of carpet review and explanation according to the instructions for the senior high school entrance examination. The purpose is to enable students to have a comprehensive and general understanding of the content and requirements of the examination site, at the same time, find and fill gaps, and eliminate the blind spots of knowledge that students have not mastered in the first and second day of junior high school. Make up is to analyze and explain students' exercises in time, and make up lessons for exposed problems in time. Supplement is an essential step to improve the quality of review. The teacher should clearly explain the requirements and master criteria of each examination point to the students, so that the students can know well when reviewing. The instructions for the senior high school entrance examination cover four books on junior high school geography. There are many and miscellaneous knowledge points, and the memory content accounts for a large proportion. In addition, most of the senior high school entrance examination questions in recent years test the most basic and basic knowledge, with fewer odd and partial questions. Therefore, students need not and should not be allowed to review every test point in an all-round way. Be sure to have details, priorities and priorities, pay more attention to the key content, and have a brief look at the secondary content, so as to have a general understanding. From the examination papers of the past two years, it can be seen that students' mastery of geographical knowledge is mainly weak, inactive, inaccurate and incomplete. If you are not sure, you cannot remember geographical concepts; Inactivity means not being able to use knowledge flexibly; Inaccurate or incomplete answers or incorrect use of geographical language. The teacher must explain the concept to the students according to the requirements of the examination outline. The review requires highlighting the key points, clarifying the cause and effect, making the geographical knowledge systematic, complete and accurate, so that students can have clear concepts and complete answers. For example, when reviewing the four major industrial zones in China, we should highlight the characteristics of the four major industrial zones, form favorable conditions for industrial bases, major industrial departments, major industrial cities, etc.
4 Standardized practice and multi angle thinking
Necessary exercises can promote the formation and transformation of knowledge. Training must be targeted. It is necessary to select typical test questions with novel content, wide coverage, skillful question setting, high quality for necessary training. It is necessary to improve the speed and accuracy of students' problem solving and cultivate their thinking agility. Exercise the students' psychological quality, oppose the tactics of "question sea", avoid repeating similar questions, and be good at thinking about one material and one knowledge point from multiple angles and levels to comprehensively grasp. It is particularly worth mentioning that "assessment after practice" is very important to improve students' "error correction" ability. Teachers should teach students the skills and methods of answering questions, and carefully study different types of problem-solving methods. In particular, the subjective test questions should study the characteristics of different types of questions. We should know how to combine ideas and materials organically, find the right angle to answer questions, and study how to use discipline terms to properly organize answers. Only through practice can students deepen their understanding and mastery of knowledge. Teachers must also find and solve problems through students' practice.
"Practice" step by step. Whether it is basic knowledge or application ability, the difficulty should be gradually improved, for example, by comparing the differences in natural conditions and agricultural production between the south and the north. The types of exercises should be diverse, and the same content should be asked from different angles, so that students can understand and use the knowledge from different angles. The design of exercises should be conducive to students' analysis and thinking, and should also focus on the aspects where students are prone to make mistakes to attract students' attention.
5. Focus on the hot spots of facts and keep pace with the times
Chapter 6: Model Essay on World Geography Knowledge Points in Middle School
Key words: history of geography; Geography textbooks; infiltration
Geography is a discipline with a long history. The history of geography is a science that studies the generation and development of geographical knowledge and the formation, development process and laws of geographical discipline system [1]. The history of geography is an important educational element, which plays an important role in cultivating students' ability. Both geography curriculum standards and geography textbooks of compulsory education attach great importance to the infiltration of geography history. This paper takes the latest geography textbook for junior high school published by People's Education Press as an example to elaborate.
1、 The Teaching Requirements of Geography History in Compulsory Education Geography Curriculum Standards
The geography curriculum standard for compulsory education (2011 edition) does not list a separate requirement for the teaching of the history of geography, but it has something to do with the curriculum content standard, which is roughly as follows: "understand the process of human understanding the shape of the earth", "know the basic ideas of plate tectonics", "use geographical maps and other materials to summarize the characteristics of world population growth", "Use relevant data to explain the trend of population growth in China", "Know that Taiwan has been an inalienable sacred territory of the motherland since ancient times" [2]. In particular, in the item of "Know the basic view of plate tectonics", we should pay special attention to the education of science history and the cultivation of scientific interest. It can be seen that the geography curriculum standard of compulsory education attaches great importance to the teaching of the history of geography and is expressed in a penetrating way.
2、 The Infiltration of Geography History in Junior Middle School Geography Textbook of New Education Press
1. Distribution of geography history related content in textbooks
There are four junior high school geography textbooks, all of which contain relevant contents of geography history, as shown in Table 1. From Table 1, we can see that there is more geography history in Grade 7 than in Grade 8, especially in Volume 1 of Grade 7. The reasons are as follows: to improve students' interest in geography learning. Students are not familiar with geography until they are in seventh grade. Setting more geography history in textbooks, like telling stories, can improve students' interest and make them feel that geography is an interesting subject; Reduce the difficulty of geography. The geography content of Volume 1 of Grade 7 is very difficult, especially the content related to the earth map and weather and climate. Students need to have a strong understanding and spatial thinking ability. By inserting the history of geography, the difficulty can be appropriately reduced. Geography in the seventh grade is mainly world geography, which has a wide range and many contents. The content of geography history is very rich. Geography in the eighth grade is Chinese geography, which has relatively little content and narrow scope, and the content of geography history is relatively small.
2. Presentation of geography history in textbooks
The history of geography is not explained separately in textbooks, but permeated in the way of interpolation. In the junior high school geography textbook published by the New People's Education Press, the history of geography is mainly expressed in the form of reading materials, and different fonts are used to distinguish it from the text. For example, when explaining the knowledge of the shape of the earth, a reading material column was set in the text, interspersed with Magellan's circumnavigation, one of the great feats in the history of geography, to prove that the earth is a sphere with practical actions. The history of geography mainly includes three aspects: geographical knowledge, geographical ideas and methods of geographical cognition. Among them, geographical knowledge is the foundation, geographical thought is the core, and the method of geographical cognition is the means. Through the analysis of the content of the history of geography, it is found that the history of geography in junior high school geography textbooks published by the New People's Education Press is mainly geographical knowledge, mainly to supplement a certain geographical knowledge point in the text, such as the introduction of geographers, geographical facts, etc., and there is little content of the history of geography about geographical ideas and geographical cognition methods. Because junior high school geography pays attention to the cultivation of students' image thinking, emphasizes the understanding of the results of geographical phenomena, focuses on perceptual knowledge, and mainly allows students to remember geographical knowledge.
3. Educational and teaching significance of geography history
(1) Deepen understanding. Part of the history of geography is a more detailed description of some geographical knowledge points. Reading or teaching the history of geography can deepen the impression and reduce the difficulty. Taking Magellan's round the world voyage as an example, the text uses a route map to describe the whole process of Magellan's round the world voyage, and then uses the text of reading materials to supplement it. The pictures and texts are illustrated to deepen students' impression that the earth is a sphere of knowledge, and let students remember the revolutionary event of Magellan's round the world voyage in human history.
(2) Expand your knowledge horizon. Some history of geography is not the content of the exam, but it is a supplementary content. However, through the reading materials column, students can read relevant words to broaden their knowledge. Taking the course of human exploration of the face of the earth as an example, this history of geography selects the deeds of the more famous explorers in history to explore the world. Through reading this material, we can roughly understand the history of human exploration and understanding of the world.
(3) Infiltrate the spirit of science. Through learning the history of geography related to geographers, students will be deeply shocked by the positive energy such as the unique scientific spirit of geographers. The "heliocentric theory" put forward by Copernicus was listed as heresy by the rulers, and his "Theory of the Movement of Celestial Bodies" was listed as a forbidden book, and did not yield to the rulers; In order to find evidence of continental drift, Wegener went to Greenland to explore and investigate, but unfortunately he was killed. These geographers convey the scientific spirit of seeking truth and truth, fearing difficulties and dangers, and can become models for students, exerting a subtle influence on students.
(4) Improve learning interest. Some geography history is interesting, which can attract students' attention and stimulate their interest in learning. With the ground mark of the original meridian and the geographical history of the monument, it is explained that the feet cross the longitude of the British Greenwich Observatory, crossing the east longitude and west longitude, and the feet cross the latitude of the equatorial monument in Quito, crossing the southern and northern hemispheres. It is interesting for students to be in both hemispheres at the same time.
(5) Enhance patriotism. The geography curriculum standard of compulsory education clearly puts forward the goal of strengthening patriotism. The introduction of the great deeds of geographers in the history of geography and the achievements of geography in China can encourage students to establish national self-esteem and pride. For example, the three maps unearthed from the 3rd Han Tomb at Mawangdui in Changsha mentioned in the list of map families are the oldest color maps found in the world; In the course of human exploration of the face of the earth, it was mentioned that in the 2nd century BC, Zhang Qian went to the Western Regions as an envoy to open up the "Silk Road". At the beginning of the 15th century, Zheng He, a Chinese navigator of the Ming Dynasty, made seven voyages to the Western Ocean. By reading the history of geography, students can enhance their self-confidence, feel the greatness of the motherland, stimulate students to study hard and make contributions to the development of the motherland.
3、 Suggestions on the Application of Geography History in Teaching
1. Be familiar with relevant geographical historical data
Before teaching the history of geography, geography teachers need to fully understand and be familiar with the historical data, be able to grasp them in class, be realistic and not exaggerate them. It is necessary to integrate the history of geography in different versions of textbooks and collect the history of geography that is not involved in textbooks, especially some historical materials with symbolic significance in the development of geography, achievements in the development of geography in China and famous geographers.
2. Appropriate in combination with key points
Geography is a discipline with a long history, and the history of geography is very rich. The history of geography in textbooks and collections needs to be processed, not lengthy, but focused. At the same time, the use of the history of geography should pay attention to the principle of appropriate amount. The teaching of the history of geography in the classroom should not be too much, and too much will lead to the geography classroom becoming a history classroom.
3. Adopt various forms and methods
Different teaching methods can be adopted when explaining the history of geography, so as to enhance the interest of the classroom and improve the efficiency of students' listening. For example, when teaching the shape of the earth, reading materials related to the voyage of Magellan fleet around the world can enable students to go on stage to read deeply, exercise their courage and improve their reading ability; The teacher can also read aloud by himself, and the students can look at Magellan's global navigation route map with pictures and texts. When teaching the theory of continental drift, it involves reading materials inspired from the map. The teacher asks students to cut the prepared world map along the outline of South America and Africa, and finally splice it, so that students can explore and find out, satisfy their curiosity, and feel the greatness of Wegener.
Author's unit: 1. Ganzhou No. 1 Middle School, Jiangxi Province (341000); 2. High School Affiliated to Gannan Normal University, Ganzhou City, Jiangxi Province (341000); 3. Fujian Fuzhou No.3 Middle School (350003)
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Chapter 7: Model Essay on World Geography Knowledge Points in Middle School
As the geography of Anhui junior high school does not belong to the scope of the senior high school entrance examination, it may be difficult for students to spend enough time to study geography knowledge in ordinary times, so that the geography teaching of junior high school is difficult to attract students' attention to a large extent, and many students do not accumulate much geography knowledge in junior high school. However, high school geography is also part of the entrance examination, which causes many students to feel some difficulties when they first come into contact with high school geography, such as sense of location, spatial imagination, etc., and many things need to be learned from scratch. Because junior high school graduates' basic knowledge of geography is generally weak, junior high school and senior high school geography learning is disconnected, which seriously affects the normal teaching of senior high school geography. Therefore, it is very important to do a good job in the connection and integration of geographical knowledge between junior high school and senior high school. Geography in junior high school focuses on regional knowledge, while geography in senior high school focuses on rational analysis; Junior high school emphasizes "land", and senior high school emphasizes "reason"; Junior high school understands "what" and senior high school explains "why". Therefore, the connection between junior high school geography and senior high school geography should start from the students' existing regional geography knowledge and further ask why this is the case.
How can we do a good job in connecting junior and senior geography teaching? The benevolent see benevolence, the wise see wisdom. There are many methods, but no matter what, the geography of junior high school and senior high school can not be separated from the map. Therefore, the author mainly elaborates his own point of view from the perspective of map learning.
1、 Use maps to stimulate students' interest in geography, combine pictures with text, and guide learning with pictures
Interest is the best teacher and a kind of psychological activity with positive interest. Interest can make people's cerebral cortex in an excited state, thus promoting the formation of learning motivation. Confucius has pointed out for a long time that "those who know are not as good as those who are good, and those who are good are not as good as those who are happy." Because of their young age, when they first came into contact with geography, it is difficult to arouse students' interest in learning by simply teaching characters. It is better to use maps to stimulate students' interest. Moreover, this not only stimulates the students' interest, makes them focus quickly, and promotes the development of their thinking.
For example, the author will make full use of the atlas and systematically use textbook illustrations and conversation methods to teach in the two paragraphs of "Land of Five Seas and Three Continents" and "Rich Petroleum Resources" in the West Asia part of World Geography. Instruct students to first find out the locations of the five seas (Caspian Sea, Black Sea, Mediterranean Sea, Red Sea and Arabian Sea) and three continents (Asia, Europe and Africa) in West Asia on the map of West Asia, and then guide students to find out the locations of the Suez Canal, which naturally enables students to link West Asia to the three continents and the two oceans (the Atlantic Ocean and the Indian Ocean) The important geographical location of. Then, guide the students to find the positions of Bosporus Strait, Marmara Sea and Dardanelles Strait on the small map of the Turkish Strait at the upper left corner of the map of Western Asia. Students will naturally understand that the Turkish Strait is the gateway of the Black Sea out of the Mediterranean Sea.
2、 Cultivate students' ability to read maps and learn to acquire knowledge from maps
In daily teaching, instead of assigning a lot of boring homework, let students buy a middle school atlas, learn to read and read maps, develop the habit of reading maps in daily life, and learn to acquire knowledge from maps. Many junior high school knowledge does not require students to memorize, but only to understand. Junior high school geography curriculum standards also require students to learn geography that is useful for life. Geography courses should provide students with geographical knowledge closely related to their lives and the surrounding world, focus on basic geographical knowledge and skills, and enhance students' viability. It is an essential skill for students to learn to read and obtain knowledge and information from pictures.
In life, students should pay attention to the accumulation of geographical information. For example, when you are watching TV, books, or newspapers, if you encounter a country or region you are interested in, you should immediately look at the map and find the basic information of the country or region from the map. This not only enriches students' geographical knowledge, but also enhances their ability to read maps.
In daily geography teaching, teachers should guide students to read and use maps frequently, including teaching wall maps, textbook illustrations, atlases, etc., actively find out all kinds of geographical things involved in textbooks from the maps, master the location, distribution, characteristics, laws and other contents of geographical things with the help of maps, and integrate geographical knowledge in textbooks into maps, Change the text content into the understanding of map symbols. Carefully prepare the special pass through exercises for reading pictures in units, chapters and at the end of the term. As time passes, students have formed a good habit of learning geography by combining pictures with text.
3、 Pay attention to the combination of maps and textbooks, and strengthen the role of maps in the connection of geography teaching in junior and senior high schools
There are some differences in the teaching content of geography between junior and senior high schools, but the teaching on maps is the same. This is because the geography of junior high school and senior high school cannot be separated from maps, so we should pay more attention to the combination of maps and textbooks in daily teaching.
Most of the knowledge of geography can be clearly and concretely reflected on the map. It is very easy for students to understand and remember the content of the teaching materials in combination with the map. In geography textbooks, due to the concentration of geographical knowledge information, the logic of concept explanation, and the systematic structure, some knowledge appears more abstract, which is difficult for students to understand and master.
Chapter 8: Model Essay on World Geography Knowledge Points in Middle School
1、 Problems in Geography Teaching in Senior High School
In the current process of geography teaching in high school, students generally lack interest in geography learning and the ability to apply geography knowledge. In this way, geography teaching has not fundamentally achieved the desired goals. The causes of these problems can be divided into two aspects according to the learning subject and object: (1) Students themselves have a certain prejudice against geography, believing that geography is of little use. Compared with the main subjects of language, mathematics and foreign language, they do not need to focus on geography learning; (2) Teachers lack appropriate and effective teaching methods. In the classroom, teachers often pour theoretical knowledge into students on the podium, while students are sleepy or doing homework in other subjects in boring classrooms.
In depth analysis, the most fundamental problem should also stem from improper teaching methods, which puts forward clear requirements for the improvement of teachers' teaching methods. Geography is a subject that attaches great importance to application. If it is confined to the description of theoretical knowledge, it is difficult to achieve the goals and requirements of curriculum teaching. For such an interesting subject, its teaching must not be rigid. Enriching teaching means, stimulating students' enthusiasm for learning, and enhancing the interaction between teachers and students are the ways to explore reasonable and efficient teaching methods.
2、 Methods to Improve the Teaching Effect of Geography in Senior High School
1. Situational teaching
Situational teaching is based on the perspective of learners, and teachers preset a specific environment according to the purpose and content of teaching. Under the conditions given by this specific environment, students can play different roles, so that students can strengthen their grasp of knowledge points through personal experience to stimulate their enthusiasm.
Situational teaching is very suitable for geography teaching, and the application method is also very flexible. For example, when it comes to tourism geography, it is very suitable to use the situational teaching method: teachers designate a city for students as the object of tourism development, let students take turns to play the role of planners and tourists, let the "planners" arrange tourism projects and state reasons, and "tourists" experience tourism activities and put forward suggestions. Students learn about the types of tourism resources, the reasons for the formation of local landscapes, and the relationship between tourism and regional development through interaction. At the same time, in this way, students can combine theoretical knowledge with practical application to enhance their application ability.
The important link of situational teaching lies in the creation of activity scenes and the integration of learning resources. This requires teachers to be able to reasonably select ad hoc scenarios, not only according to the characteristics of a certain course content, but also in line with the actual situation of students. This requires teachers to think more, so as to adapt to local conditions, time and class conditions.
2. Research learning
The characteristics of research-based learning are based on students' independent learning ability, encouraging students to take the initiative to seek knowledge, explore and think, roughening the role of teachers, and jumping out of textbooks with more open content and flexible methods.
For example, when telling the knowledge about environmental protection, we can organize students to freely choose the angle of inquiry in the form of a group to carry out investigation and research and complete the research report according to the pollution situation of a natural scenic spot in the region. In this process, the teacher only acts as a director and manager, providing some ideas to help solve some problems, and leaving the rest to the students to imagine and play. Teachers can organize students to conduct on-the-spot investigation and research through spring outings, so as to understand the problems studied more intuitively and stereoscopically.
The advantages of this method are very obvious: (1) students have the opportunity to think independently, collect data spontaneously, and improve their ability to find problems, analyze problems, and propose countermeasures to solve problems through cooperation and communication; (2) It has cultivated students' research ability in investigation, observation, data collection, induction and demonstration, which is of great benefit to their further study and work in the future; (3) Through in-depth and extensive understanding of the subject materials, students should establish a correct awareness of sustainable development, cherish the earth, and be able to spontaneously promote environmental protection concepts and practices to their families, which is an important content in the values that geography classes should convey to students.
3. Multimedia teaching
Multimedia teaching means enable teachers to show students more information in limited classroom time, greatly improving the efficiency of teaching. At the same time, multi-dimensional and multi-level display can help students understand some abstract and obscure geographical knowledge points.
Here are some examples of the application of multimedia teaching methods in geography classes. When talking about the movement of the earth, the revolution and rotation of the earth can be visually displayed to students in the form of 3D animation; When talking about the water cycle in nature, we can dynamically show the precipitation, plant transpiration, underground runoff, surface runoff and other links in the water cycle process with animation, and show them to students interestingly; When it comes to the content of world geography, you can show the customs of various countries to students by playing relevant documentaries and other videos. There are still many ways to combine multimedia teaching methods with geography teaching. Teachers need to try and summarize more in ordinary teaching activities. I believe that through this modern teaching method, the geography classroom will become colorful and full of vitality.
reference
Chapter 9: Model Essay on World Geography Knowledge Points in Middle School
1、 Latitude and longitude map
In the seventh grade geography textbook, the first thing students need to master is the interpretation and application of longitude and latitude lines. The interpretation of longitude and latitude lines is an important knowledge point to lay the foundation for the future study of geography, and it is also a difficult point. Due to the lack of spatial thinking ability, students find it very difficult to master this part of knowledge. Therefore, the following methods can be used in the teaching of understanding and interpretation of the longitude and latitude network.
1. Teaching of longitude and latitude
In the teaching of longitude and latitude, we should first understand the concept of longitude and latitude, which requires the help of another important teaching aid for learning geography - the globe. Have students find out the longitude and latitude on the globe and compare their differences. At the same time, the teacher shows the blank chart (as shown in the table below), allowing students to summarize and summarize in the form of filling in the table, and recognize the longitude and latitude network chart by using their own hands, eyes and brains. In this part, when using the globe for teaching, the longitude and latitude lines appear on the spherical surface. Through students' own observation, their spatial thinking ability can be properly increased to lay a foundation for future learning.
South latitude (S) North latitude (N)
Degree change rule
The greater the degree from east to east, the greater the degree from west to west
The greater the south latitude, the greater the north latitude
Determination of zero line
Prime meridian
equator
The boundary dividing the hemisphere
20°W 160°E
0°
2. Interpretation of longitude and latitude network
It is also a difficult point for students to determine the position of points on the longitude and latitude network diagram. Some students have a good grasp of the content of longitude and latitude lines, but if they are really asked to read the map to judge, there will be various problems. In fact, as long as we master the steps to determine the location of the points on the longitude and latitude network, and do it step by step, the analysis of this kind of graph will be very easy. For example, judge the position of point A in the following figure.
First, find out the position of point A on the diagram and trace its position with a pen. The next step can be carried out only when the correct point is found to ensure the accuracy of the reading. Secondly, find out the longitude and latitude lines passing through point A. If the longitude and latitude lines passing through point A are not marked on the drawing, students can make parallel lines with other longitude and latitude lines passing through the point to make them clear. Third, find out the degree of longitude and latitude line passing through point A. Here, follow the law of longitude and latitude line degree arrangement (the greater the degree of north latitude to the north, the greater the degree of south latitude to the south, the greater the degree of east longitude to the east, and the greater the degree of west longitude to the west). At the same time, indicate the direction of the longitude and latitude lines (the method is the same as above). Finally, write the position of the complete point. Step by step, we can easily find the position of point A as (30 ° S 50 ° W)
2、 General Map
In geography teaching, geographical maps are the most popular. Such as administrative map, traffic map, topographic map, etc. In reading these maps, we should first let students know the three elements, directions, legends and scales on the map. In the process of reading a map, you should first know the scale of the map and determine the size of the range shown on the map. Secondly, it is necessary to be able to distinguish the direction of the map. (1) On maps with landmarks, the landmarks always point north. (2) On the map of the longitude and latitude network, the longitude indicates north and south, and the latitude indicates east and west. (3) On a map with no landmarks or longitude and latitude networks, follow the principle of "going up north and down south, left west and right east". After the direction is determined, we can further find and judge what we need.
3、 Line diagram
Line sketches are also very common in geography teaching, such as temperature curves, contour maps, etc. The line diagrams can be divided into two categories. One is the temperature curve, which is a map that can directly reflect the local temperature changes. This map is intuitive, and students can easily understand and summarize it. The second type is topographic map, which is a more complex map representing the topography of the surface. When interpreting this map, teachers must pay great attention. Guide the students to fully understand the topographic contour map one by one through different colors and symbols. For example, when learning the topographic contour map of China, students can combine the topographic model of China to find out where the highest plateau is? Where is the highest peak? In the process of finding, combine the content of contour map timely, turn from image to abstract, and better master the reading skills of contour map.
4、 Geographical sketch
In addition to some common maps, we will also use geographical sketches in our geography courses. Teachers use geographical sketches to design teaching purposefully, which can not only enable students to master basic knowledge and grasp the key points, but also make students combine their brains and eyes, deepen memory, stimulate students' learning interest and enhance their drawing ability as teachers talk and draw according to the teaching content. For example, when teaching continents and oceans, teachers can draw a sketch of world geography on the blackboard. By filling in the names of seven continents and four oceans, students can deepen their memory, and also let students know the relative position of continents and oceans. With teachers' comments, students' observation, attention and thinking ability are developed, and students' interest in learning is enhanced.
Teachers should also pay attention to the following points when using maps for teaching (1) Pay attention to the relationship between maps and analyze problems comprehensively. Geographical things are often well understood and connected with each other. When teaching, teachers must think from multiple angles and aspects. For example, when talking about the change of world temperature, students are required not only to master the distribution law of world temperature, but also to know the factors that affect the distribution of temperature. Therefore, in addition to the world temperature change map, the world topographic map should also be displayed. (2) It is necessary to train students to learn by combining maps with words. Although maps are very important in the process of learning geography, we should not ignore the description of the content of this lesson in books. Students should try to implement words (geographical distribution, geographical causes, geographical laws, etc.) on maps, so that words and maps can be combined with each other and complement each other, On the one hand, it makes the content on the picture concrete, and on the other hand, it also makes the text visualized on the picture. (3) Be careful not to read pictures for the sake of reading them. Most of the time, teachers will post a map or even several maps on the blackboard in class, but they seldom or never use these maps in class. But in class, students' attention is naturally attracted to the map on the blackboard, and what the teacher says is left behind, which reduces the efficiency of the classroom instead, and the map becomes a burden. So map teaching is not suitable for every geography class.
