How to Create Teaching Situation and Optimize Geography Teaching in Senior High School
First, practicality-digging and using the geographical environment in students' lives.
Russian literary theorist Chernyshevski once said: "Art comes from life, but it is higher than life." Actually, so is teaching.
To create a geography teaching situation, we should first pay attention to connecting with students' real life, so that students can learn to explore and discover the real and vivid geography in life with wise eyes, and realize that geography comes from life in the process of exploration and discovery, and there are geography everywhere in life. Geography teaching is based on life and sublimated from life, which can better reflect the basic concept of "cultivating the necessary geographical literacy of modern citizens" in the geography curriculum standard of high school, let students think about the geographical events around them and stimulate their interest in learning. For example, when teachers explain global climate change, they can cite the relocation of the island country Tuvalu. As most of Tuvalu's land is submerged by seawater, many residents are displaced. To this end, the Tuvalu government has to send a request to the New Zealand government, hoping that the New Zealand government can accept 3,000 Tuvalu residents to settle down.
Secondly, teachers should make full use of students' existing knowledge and experience when creating geography teaching situations. Mr Tao Xingzhi, an educator, once said, "Knowledge is like grafting". Effective teaching should be based on students' existing knowledge and experience and learn new knowledge, so that geography comes from students' lives, but it is higher than students' lives. For example, when explaining the comprehensive utilization of water resources, teachers can show a famous news picture with the help of multimedia projectors, telling a story about the unreasonable utilization of water resources, pointing out that at present, a child dies every 8 seconds because he can't drink drinking water all over the world, guiding students to think about the relationship between human beings and water resources, and letting students understand the significance of water resources to human development.
Second, pay attention to the problem-create a reasonable problem situation in geography teaching.
Learning begins with thinking, and thinking begins with doubt. Creating problem situations in geography teaching is not only a science, but also a teaching art. Questioning is an important means of classroom teaching. Problems can not only reflect the value of geography teaching situation, but also effectively arouse students' thinking and stimulate their interest in learning. However, what kind of problem situation can achieve such an effect? This requires teachers to pay attention to the purpose, adaptability, innovation and hierarchy of questions when creating them.
Purpose requires that questions should have a certain purpose, be combined with teaching objectives, and not be arbitrary and blind. The difficulty of adaptive demand can suit the thinking level of most students in the class. If the teacher asks too simple a question, students don't need to think. If it is too profound, students can't think; If it doesn't hurt, students don't have the heart to think. Innovation means that the design of questions should be novel and attractive to students. Hierarchy requires that the problem should be extended to some extent, that students' thinking should be inspired layer by layer, and that the core content of geographical problems should be discussed in depth. For example, when explaining this part of natural disasters, teachers can cite "5. 12" Wenchuan earthquake, Zhouqu mudslide, Japanese tsunami, Beijing sandstorm and other natural disasters. Show the great destructive power of various natural disasters in the form of videos or pictures, so that students can further think about the causes, main distribution areas and effective self-help measures of natural disasters while being shocked.
Third, not stick to one pattern-create geography teaching situations in various forms.
In addition to asking questions, we can also use various forms to create teaching situations in geography classes, such as rushing to answer questions, competitions and performances. Classroom teaching is a dynamic process of change.
Various teaching forms can not only stimulate students' curiosity and enliven the classroom atmosphere, but also cultivate students' sense of competition and spirit of unity and cooperation, exercise students' expression ability and cultivate students' positive spirit.
For example, when teaching terrestrial natural belts, teachers collect some common landscape pictures with characteristics before class, and show them one by one in class, so that students can answer the types of natural belts on each picture and tell the distribution areas and judgment basis. For another example, when explaining the main climate types in the world, students will be divided into groups for an integral contest to tell the names, distribution, characteristics and causes of the climate types they remember, and excellent study groups will be arranged according to the number of points. In the development and protection of forests-taking the Amazon rainforest as an example, students can play the roles of government officials, local residents and owners of commercial logging companies, and show different views of people on the development of rain forests from various angles. This kind of geography classroom is full of vitality, showing strong vitality, which enables students to understand and master the knowledge in the classroom more deeply and firmly.
Fourth, make the best use of everything-create geography teaching situation by using multimedia.
Multimedia has always been a teacher's teaching weapon. As a teacher, no one will refuse to use multimedia, and multimedia teaching is being adopted by more and more teachers. It can transform static words and pictures in teaching materials into dynamic videos, turn abstract into concrete, turn boring into vivid, and let students give full play to their imaginative thinking and expand their spatial imagination. Using multimedia to create teaching situations can not only stimulate students' interest in learning, but also improve the teaching effect. It can also emphasize the visualization of situational teaching, promote students to change from perceptual cognition to rational cognition, and help students realize the interactive development of visual thinking and abstract thinking. For example, when teaching the motion law of the sun's direct point, teachers can make the picture of "the position of the earth to the sun's bisector" in the textbook into an animation, showing the latitude position, direction, solar terms name and date of the sun's direct point to the sun's bisector, so that students can summarize the motion law of the sun's direct point while observing the animation.
In a word, the creation of geography teaching situation is an indispensable part of the new curriculum teaching reform and the basic element of classroom teaching. Its methods are varied and colorful. Of course, it is not easy to create a valuable and meaningful geography teaching scene. However, I believe that as long as we teachers can think hard and explore, situational teaching will definitely shine in geography class!