Reflections on the teaching of changeable weather
Reflections on the teaching of changeable weather: Fan
At the request of the school, during the summer vacation, I studied courseware making in a targeted way. Although my level is limited, on the basis of downloading some courseware, I improved and processed the content of the courseware myself, making the content of the courseware more conducive to the teaching process and feeling great gains. As a teacher who has just engaged in geography teaching, this course has made me more deeply realize that the method of following the book in geography teaching is not feasible, and it is necessary to exchange some knowledge points in a targeted way in order to achieve a natural effect in the teaching process. Due to the lack of knowledge, there are many shortcomings in the course of lectures, such as inaccurate grasp of the main points of knowledge, incomplete explanation of difficult points, inability to explain the main points in geographical terms, etc., which need to be honed in future teaching.
This class was carefully guided by Zhang Wenjing, a teacher from the field teaching and research group. Both the arrangement of teaching links and the use of teaching tools have given me great support and help, and also made me have a deeper understanding of geography teaching.
Reflections on the Teaching of Changing Weather: Fan Wener
I can pay attention to students as the main body in this teaching activity, actively create problem situations that conform to the teaching content, organize students' full activities, and mobilize students' learning enthusiasm. It embodies the teaching concept of "learning geography for life". Only when students have a strong interest in learning and take the initiative to learn can they learn geography well and use it flexibly in real life.
To this end, I have provided rich multimedia teaching materials such as pictures, words, animations and sounds in the teaching process to arouse students' desire for learning and stimulate their interest in learning. For example, when explaining the "satellite cloud picture", the students were shown the animation of the satellite cloud picture, which vividly showed the origin of the image and left a very deep impression on the students.
Make full use of the "activities" designed in the textbook and provide students with weather forecast charts, so that students can simulate TV weather forecasters to broadcast urban weather conditions, so that students can not only consolidate the weather symbols learned in this lesson, but also quickly understand the relationship between weather and human beings. Guide students to be presenters, perform in class immediately, and cultivate students' ability of reading pictures, expressing language and practical application.
In the teaching process, students are attracted by multimedia courseware and become the main body of teaching activities, making knowledge problematic, questions active and activities interesting, creating a relaxed and harmonious teaching atmosphere of teacher-student interaction and student-student interaction, and establishing a new learning model of inquiry, experience and cooperation, laying the foundation for their lifelong learning and development in the future.
Reflections on the teaching of changeable weather
This lesson is the first section of Chapter 3. The weather is closely related to our life, and students can understand it emotionally, so it is easy to grasp the entrance of teaching. My teaching design is to start with the influence of the weather on our lives, let students find words related to the weather, and then let students describe today's weather. From middle school students, we can sum up the words that can be used to describe the weather: sunny, rainy, hot and cold. Next, I connect students with real life by displaying information to understand the characteristics and influence of the weather. In the second part, let students know about satellite cloud pictures and weather symbols by watching weather forecast, and role-play the host in the form of competition to consolidate their knowledge in time. For this lesson, I think the more successful place is to make full use of the courseware to show the knowledge intuitively to the students, but there are still many places that need to be revised and worthy of reflection.
1. Introduction: It is appropriate to introduce the opening song of Haier Brothers, which can attract students' attention to the class. However, there is a small problem. When importing, I played the song directly with video. Before listening to the song, I asked the students to pay attention to what the lyrics were singing, but during the playing process, the students were attracted by the video cartoons, and I forgot the task I told them. In this respect, I can make the following modifications: directly play the songs in MP3 format and display the lyrics on the screen at the same time, so that the students' tasks are obvious and can be completed well.
2. Cohesion: The first part explains that the interlanguage cohesion between the definition, characteristics and influence of weather is not good and a bit stiff, which will inevitably lead to the failure of students' thinking. When using three materials to guide students to summarize the characteristics of the weather, the classroom atmosphere sank, and the original easy questions suddenly became speechless, which made me very anxious. Now that I think about it, my guide is not accurate enough. In the future teaching process, I will pay attention to my own language, so as to answer questions concisely and improve my language expression ability.
Third, mobilize the atmosphere: in the second part of the teaching, I feel that I have entered the state and the enlightenment effect is obvious. This part mainly uses the method of competition to compare and remember weather symbols. Through comparison, the enthusiasm of students is improved and the effect is obvious. In addition, in the end, the role-playing method is adopted to let students play the role of the host to broadcast the city weather forecast, so that every student in the class has the opportunity to broadcast and mobilize the attention and participation of all students, and the effect is obvious.
4. Teachers and students: As a geography teacher, there are still many shortcomings. My own language organization is not precise and clear enough. I need to strengthen the guidance of students' thinking, and my wit in dealing with students' answers is not in place for the time being. Teachers play a leading role in the classroom, and students' dominant position is not obvious.
The last question can't be solved. I have heard several famous teachers give public classes in the section "Weather Change". The main reason why I dare not imitate them in class is that I have no confidence to give the class to the students, so that the students can preview it themselves, teach the knowledge themselves and the teacher can make a summary. I hope that this limitation can be broken through in the future teaching, so that students can truly become the masters of the classroom.
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