Reflections on Excellent Teaching of Geography in Junior High Schools
Excellent teaching reflection essay on geography in junior middle schools
As a people’s teacher, one of our tasks is to teach. With the help of teaching reflection, we can expand our teaching methods, so how should we write about teaching? What about reflection? Below is a sample reflection essay on excellent junior high school geography teaching that I compiled for you. I hope it can help you.
Reflections on Excellent Teaching of Geography in Junior High Schools 1
Our school will arrange a monthly test this week. The test content is mainly Chapter 5 and Chapter 6 of Baxia. According to the teaching at the beginning of the semester Progress, I arranged a self-study class before the exam:
(1) Remind students to base themselves on the textbooks and pay attention to the basic knowledge emphasized in class;
(2) For some questions that they cannot understand Questions are raised and discussed and solved in class.
According to a regular self-study class, students can fully complete the review of the arranged content. Even if individual students fail to understand the previously learned content, they can still question and discuss the lesson well.
During the independent review process, most students were very serious, checking for omissions, strengthening memory, or conducting group discussions. Some students also directly asked me questions for communication. I think the effect of the whole class was quite good. of. However, during the classroom inspection, I also found that a small number of students appeared to be discussing and communicating, but were actually talking and chatting. They were not interested in studying, and even affected other students in the group.
In the "Dulangkou" teaching model, students are the dominant subjects, and students are very passionate about learning. But why do the above-mentioned students still appear? I think: combined with the actual situation of our school, the "Dulangkou" teaching model still needs to work hard on the students themselves to guide them to learn independently, study independently or communicate and discuss in groups, fully embodying the idea that learning is the main body. If it is allowed to flow without being stopped or guided, it may harm this group of students and may also affect a large number of other students. Reflection on Excellent Teaching of Geography in Junior High Schools Part 2
Textbook Analysis
1. This section requires mastering the seasonal variation patterns and regional distribution patterns of precipitation. The measurement, change and distribution of precipitation are one of the two main indicators of weather forecasting and one of the two major elements of climate research. The content of this section is a continuation of the previous section. The previous section explored air temperature and the distribution of air temperature. This section explores precipitation and the distribution of precipitation, and finally summarizes the main influencing factors of climate.
2. Precipitation is closely related to people’s lives and production. The amount of precipitation directly affects whether transportation is smooth and affects the growth of crops.
Analysis of Academic Situation
This class has many rules and a large capacity of knowledge. It is more difficult for seventh grade students. However, the content of this section is closely related to the actual life of students. Therefore, during the teaching process, we should fully contact the geographical things or phenomena around us, activate book knowledge, and allow students to rise from perceptual knowledge to rational knowledge; make full use of modern teaching aids such as multimedia to let students Experience the situation and comprehend the knowledge you have learned.
Students’ cognitive barriers: Factors affecting the amount of precipitation.
Teaching objectives
Knowledge and skills:
Master the concept of precipitation and the main forms of precipitation. Can give examples of the impact of precipitation on human production and life. Understand the regional distribution patterns of precipitation in the world.
Process and method:
Think independently and work in groups to explore the regional distribution patterns of precipitation in the world.
Emotions, attitudes and values:
Participate passionately, understand precipitation, understand human living conditions, and understand the impact of the natural environment on human life and production.
Teaching focus and difficulty
Focus: The impact of precipitation on human production and life.
Seasonal changes in precipitation.
Regional distribution patterns of global precipitation.
Difficulty: Draw a precipitation histogram and summarize the changes in precipitation in various places.
Read the "World Annual Precipitation Distribution Map" to find out the distribution patterns of global precipitation.
Teaching Process Reflection on Excellent Teaching of Geography in Junior High Schools Part 3
The new curriculum standard emphasizes the connection between geography and life, which we have a deep understanding of in actual teaching. Let students better experience life and the relationship between geography and life while studying. Why study geography? Maybe many teachers have considered this issue. But in daily teaching, there is no good solution. We always blindly force students to master the knowledge we want them to master, but this knowledge is not well reflected in life. What’s even more outrageous is that much of the knowledge students master, under the guidance of our teachers, only becomes memorized and perceptual. It does not rise to the level of rational knowledge. Therefore, students study geography for further studies and to have a good job in the future. This violates the vitality of geography.
We feel that it would be better to let our students explore more issues during teaching. Because, in ordinary teaching, students sometimes find geography learning very boring, which has a great impact on students' interest. If we could think more about what we teach.
Think of some geographical issues suitable for students to explore. Then students' interest in learning geography will increase. Moreover, we can also transform the content of a lesson into several questions. Then let students research and solve it. In this way, students will be more interested in learning geography if they have these classroom embellishments. Our geography class will not be so boring. Our bad noodles will not improve very quickly. In the study of geography, some people will always quit learning at some point.
The current situation of geography teaching shows that those who quit may not be able to come back to our geography learning. The reappearance of interest will allow students who gave up to return to our advancing team. We hope that fewer and fewer students will leave and more and more students will come back.
The above are some of my reflections, I hope they can give you some thoughts. Reflection on Excellent Teaching of Geography in Junior High Schools Part 4
The new curriculum standards require that classroom teaching must be based on students' comprehensive development and lifelong development. Traditional geography teaching focuses on the teaching of geographical knowledge and ignores students' geographical learning process. This requires us to promptly change the traditional "knowledge-based" and "subject-centered" geography teaching, and strive to create a new geography teaching that is close to real life, in line with students' actual conditions, and pays attention to humanistic care. In teaching, we focus on improving learning interest and cultivating innovative thinking.
1. Liberate students’ cognitive habits and cultivate interest in learning.
For the psychological characteristics and cognitive abilities of junior high school students, it allows them to understand and acquire geographical knowledge by contacting the things around them. For example, we can deepen our understanding of the characteristics of the spatial distribution of precipitation in our country based on the fact that residential buildings in the south mostly use spires, while residential buildings in the northwest use flat roofs.
2. Liberate students’ minds and cultivate innovative thinking.
In the specific learning process, students should be the main body. Teachers should not overstep their limits or do everything for them. Students should be encouraged to boldly use their brains and create boldly. Don't be afraid of making mistakes or repeating, so that students can increase their knowledge and wisdom in the process of constantly summarizing experiences and lessons.
3. Free students’ mouths and cultivate their ability to express themselves.
“The starting point of thousands of inventions is a question.” In class, students are allowed to speak boldly, express their own opinions and experiences, gain training in speaking eloquently, and be able to communicate regularly with teachers and classmates. For example, in geography teaching, by motivating students, students can also independently ask questions during the learning process.
4. Free students’ hands and cultivate their hands-on ability.
During the teaching process, students should be fully hands-on and carry out activities such as small papers, small productions, small investigations, small inventions, etc., so that students can enjoy the fruits of their labor. Initially develop a truth-seeking and realistic scientific attitude and an in-depth and meticulous style.
5. Liberate students’ eyes and create beautiful sentiments.
If conditions permit, students can be organized to visit, allowing students to open up spaces for intelligent activities in nature and large society, and increase the frequency of hand-brain activity. Increase your knowledge, cultivate your sentiments, and get a feeling of beauty.
6. Learn knowledge useful for life and enhance students’ survivability
“Learning knowledge useful for life” is a very important concept in the new curriculum standards. People always live in a specific natural environment and humanistic background. The famous educator Tao Xingzhi once said, "Life is education." "Geography is everywhere in life, and geographical knowledge is all around us." Fundamentally speaking, learning biology, geography and other cultural subjects is to better understand our living environment, and to coordinate the relationship with it while transforming and utilizing the environment to achieve "harmony between man and nature" and achieve sustainable development .
The first-year junior high school students are young and lack life experience and life skills. Therefore, they use teaching materials and resources, such as "What to do if you get lost in the wild?" "Map positioning and estimating distances", etc., to teach students about geographical skills. Training helps students cope with difficulties in life, solve practical problems in life, enhance their living abilities, improve their adaptability to future life, and meet their survival needs to a greater extent.
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