How to make students fall in love with geography class
1. Do the first geography lesson for freshmen well-cultivate interest
After teaching geography for ten years, I think the first geography lesson for freshmen is very important. You can talk with students about geography-related topics in a wide range of fields, even talk about Feng Shui, explain some Feng Shui phenomena with geographical knowledge, and guide students to look at this ancient theory dialectically and scientifically. For example, a house built in a valley often requires the roof on the left side of the main entrance to be higher than the roof on the right side. In ancient times, the left was a dragon and the right was a white tiger, and the dragon surpassed the white tiger. Qinglong represents men and White Tiger represents women, which means that men should dominate the family, reflecting China's ancient thought that men are superior to women. Another example is a house surrounded by mountains on three sides, with a gap on one side and a stream flowing near the house. As a result, the house is full of strange things, and poisonous insects such as centipedes often appear in the house. So the family invited Mr. Feng Shui to give directions according to customs and habits. After some puzzling, Mr. Feng Shui asked his family to plant some trees in the gap of the valley. After several years, the family gradually got better. What are the mysteries? In fact, the reason is very simple: the gap in the mountain is a vent, which just blows the steam evaporated from the stream into the house, which will naturally attract some poisonous insects who like humidity. Mr. Feng Shui planted trees in the tuyere (trees turned into forests a few years later) to block the tuyere, and these problems were solved.
The above relaxed and active classroom atmosphere will enable students to learn in happiness and gain and grow in happiness. I think, with a good beginning of the first class, the door to success begins to open. 2. Pay attention to the transformation of subject knowledge into life and the timely use of interesting cases.
2. 1
Life-oriented subject knowledge. Students in our mountainous areas are unfamiliar with the knowledge far away from the living environment, but they are particularly kind to what is happening around them and what exists around them. Therefore, in class, we should take cases and geographical things around students as examples as far as possible, which can greatly enhance students' interest and enhance their understanding of geographical knowledge in life.
For example, when I was talking about the surface shape under the action of internal force, I brought the waste washing machine drain pipe into the classroom and made a demonstration: one student grasped the drain pipe with both hands to bend it, and another student observed the change of its top shape, and used this demonstration process to correctly guide students to experience the principle that the top of anticline is easy to be eroded and the top of syncline is more stable. When talking about the problem of water vapor denaturation, we use the hot water in the classroom water dispenser: first, let two students sit at a distance of one meter, and put a table in the middle, so that classmate A can gently blow classmate B's face, and classmate B is responsible for feeling the amount of water vapor on his face with and without hot water cups on the middle table, so that students will naturally think and understand that the water vapor on his face is often caused by classmate A blowing the water vapor on the hot water cup on his face, which can be extended to dryness after passing through a wet area. In addition, when I was talking about the noon sun height, I chose a sunny day to take the students to the playground, and asked them to measure the noon sun height angle of the school on that day with the hollow bamboo pole and protractor (let the sun shine on the ground through the bamboo pole at noon, and then measure the angle between the bamboo pole and the ground with the protractor, which is the local noon sun height angle that day). Students with active thinking can even calculate the geographical latitude of the school. When talking about subtropical monsoon climate, I let my classmates know the characteristics of local summer temperature and precipitation and winter temperature and precipitation. Through students' personal experience, students can better understand the climatic characteristics of subtropical monsoon climate.
2.2 timely use of interesting cases
For example, the origin of Thanksgiving in the west can be used as a case study of international population migration, the Normandy landing can be used as a case study of the temperature difference between the north and the south in the northern hemisphere, Hitler's victory in attacking the Mediterranean in World War II can be used as a case study of density flow, and Zheng He's voyage to the West can be used as a case study of the monsoon circulation in the northern Indian Ocean.
Taking geographical things or phenomena that students are familiar with as teaching examples, not only can students deeply understand the geographical knowledge they have learned in class, but more importantly, they can realize that geography can solve the geographical mysteries that happen around us, and geographical knowledge is closely related to our lives, thus making students like learning geography more. The improvement of interest shows that we can't just pay attention to the teaching of theoretical knowledge in class. Geography lessons that are divorced from life and lack interesting examples are just like Inner Mongolia grassland in winter, lifeless and boring. Through the study of these life-oriented knowledge and the analysis of interesting cases, students' hobbies are attracted to geography. This will greatly stimulate students' enthusiasm and initiative in learning, establish their interest in geography learning from a high level and satisfy their desire for geography exploration; Cultivate high-level geography learning transfer and innovation ability.
3. Pay attention to the transfer of learning and the classification of students' geographical knowledge.
We know that students who can dance can learn gymnastics faster, which is the transfer of skills. When students have feelings for a teacher, they will sincerely like his teaching style. The so-called love me, love my dog, is the transfer of learning emotions. Students develop a serious learning attitude and take everything seriously, which is the transfer of learning attitude. To this end, we should establish a harmonious relationship between teachers and students, respect, understand, care and help students, so as to inspire them, make them have a sense of trust and respect for teachers, and thus turn their love for teachers into love for the subjects they teach. The ancients said, "kiss your teacher and believe in his way."
In our geography subject, most knowledge comes from life. It is very important for us to sum up the fragmentary knowledge scattered in the teaching materials from the bottom up, or to deduce the causes of lower-level geographical phenomena from the top down by using the higher-level knowledge such as basic principles, basic causes and basic laws that students have mastered. I think this is what we should pay attention to while paying attention to the classification of students' geographical knowledge.
In a word, geography is a natural science closely related to daily life, involving astronomy, hydrology, geomorphology, geology, karst, biology, soil, meteorology and other fields, and geographical phenomena are everywhere. In order to make students like geography and learn geography well, we should combine geography lessons with familiar daily examples, apply knowledge to practice, skillfully use interesting examples and speak with facts to stimulate students' interest in geography, which will get twice the result with half the effort.