Selected sample essay How to write a geography lesson plan for the third year of high school

As a senior high school student, not being afraid of hardship or tiredness is the most basic requirement. Only in this way can you leave your name on the college entrance examination field and achieve your own life. The following is the "Selected Sample Essay How to Write a High School Geography Lesson Plan" compiled by me for your reference only. You are welcome to read this article. Selected sample essay How to write a high school geography lesson plan (1)

There is a lot of knowledge in high school geography that is closely related to life, and the third section of Chapter 2 "The Atmosphere on the Earth" is "Common Weather Systems" This is one of the most typical contents. Many of the knowledge in this section can be frequently encountered by students in life or on TV. Students are accustomed to seeing weather changes, whether it's cloudy or sunny, cold or warm, and feel them personally, but they may not be able to grasp the laws of their changes. Students are very interested in these questions and have high enthusiasm for learning, and the textbook introduces this content in detail. How can students better grasp the laws of weather changes? In the process of thinking about how to let students better understand this part of the content, I have thought of three teaching methods:

First, connect with life

Give students before class Play a weather forecast video that students often come into contact with. When students see the program they often watch, they feel very friendly and their interest in learning is immediately aroused. Moreover, the video is also rich in content learned in this lesson, allowing students to With preconceived ideas, first have a general understanding of the knowledge learned. Based on the students' existing knowledge, the content in the video is stored in the brain, and then processed, analyzed, and compared to form an image of new things to obtain new knowledge. This will have a multiplier effect on subsequent teaching.

Second, use multimedia animations to demonstrate the schematic diagram of front structure and causes.

Multimedia has a relatively large information content and can provide students with more pictures and animations in the classroom. Some of the knowledge in this lesson is macroscopic and abstract, and students have relatively weak geographical knowledge in junior high schools. It is difficult for students to understand the structure and change process of fronts through textual expressions alone. By reading pictures (front structure diagrams), students can deepen their knowledge and understanding of writing system knowledge. It helps them establish a relatively complete knowledge system and grasp the spatial location, spatial structure and spatial connections of geographical things.

Third, contact the actual situation of the region

The weather has its own particularities in various places on the earth, and Xin Ke Change also proposed that students should learn more about the geography of their hometown. So when adding this content, I boldly added local weather changes to explain common weather systems. When I was reading this section, there happened to be a cold air moving southward to affect our city. Combined with this cold air moving southward, we vividly explained the weather changes before, during and after the cold front passed through and the impact it had on our city. , through this example students can easily understand Leng Feng’s knowledge.

Fourth, the method of combining diagrams and explanations

Since the image system and text system in the textbook are both content we need to master. Moreover, there are three different weather systems in common weather systems: cold front, warm front and quasi-stationary front. These three weather systems have both similarities and differences, which is very easy for students to confuse. In order to solve this problem, I listed the tables to compare the top view, side view, structure, air mass movement, precipitation distribution, precipitation characteristics and transit weather change characteristics of the three weather systems. In this way, students can intuitively feel the similarities and differences between the three fronts, and clarify the knowledge points more easily.

However, the design of this lesson also has many shortcomings:

First, in terms of time control, too much time is spent on the structure and causes of the front. , so that the following list will spend relatively little time comparing the similarities and differences of the three frontal systems. Not enough time was spent on the knowledge point about the impact of the recent cold air on our city. Many students do not understand this content well.

Second, when talking about the impact of the front on the weather changes in the areas it passes before, during and after it passes, the answers are announced to the students too early, so that the students do not have time to think about the problem. The students' The mental ability is not well mobilized and the activities are not sufficient.

Third, during the class, due to multimedia errors, several animations were not displayed. Moreover, the multimedia screen is too small. Students in front can clearly see the content on the screen, while students sitting at the back of the classroom cannot clearly see the content on the screen due to reflection, which affects the overall classroom effect. These problems were unexpected before class, and I will make timely adjustments in the next few classes.

All the cases in this class are derived from actual situations, making the teaching materials close to life and stimulating students' interest in studying natural phenomena.

The process of case analysis calls on students’ existing knowledge and uses new knowledge to understand the frontal system, making the knowledge vivid and interesting.

The process of case analysis adopts the method of integrating theory with practice to promote thinking and broaden their horizons, so that students can develop their comprehensive abilities and benefit their all-round development.

In the teaching of these cases, the perspective of dialectical materialism is integrated into the teaching, allowing students to establish a scientific world view and embodying the educational function of geography teaching.

Many phenomena and laws in nature require us to use geographical knowledge to explain and study. How to use more effective and direct methods to let students understand this knowledge is what our geography teachers need to carefully design and think about. question. Selected sample essay How to write a geography lesson plan for senior high school students (2)

1. Analysis of teaching materials

According to the requirements of the curriculum standards, this section focuses on the location factors of industry and the formation of industrial regions. Aims to illustrate the relationship between industrial production and geographical environment. In the first chapter, "Location Factors Affecting Industry," the textbook, on the basis of introducing industrial location factors, focuses on analyzing the impact of the development and changes of various location factors on the choice of industrial location based on reality. The second item "The formation of industrial regions" mainly includes three parts: industrial connections, industrial agglomeration and dispersion, and industrial regions. The third heading, "The Impact of Industrial Production on the Geographic Environment," mainly briefly explains the negative impact of industrial production on the geographical environment.

2. Teaching objectives

1. Understand the main factors affecting industrial location and the classification of industrial sectors.

2. Understand the development and changes of industrial location factors and the impact of social and environmental needs on industrial location selection.

3. Preliminarily learn to analyze the main location factors of a certain industrial region and find out the dominant location factors.

4. Understand the specific forms of industrial connections and the formation and impact of industrial regions.

5. Understand the impact of industrial production on the geographical environment.

3. Important and difficult points in teaching

1. Various factors affecting industrial location.

2. Development and changes of industrial location factors.

3. Analyze the location factors that form industrial regions.

4. Analysis of Academic Situation

The students in the first year of high school are in parallel classes and there is no experimental class. Rural students are not familiar with industrial production activities. They focus on lectures and analyze more cases. .

5. Teaching methods

Example analysis method, induction method, diagram method.

6. Preparation before class

1. Students’ study preparation: preview textbook knowledge and complete study plans.

2. Teachers’ teaching preparation: multimedia courseware production, pre-class preview study plans, in-class exploration study plans, after-class extension study plans, and city pictures.

3. Design and layout of the teaching environment: groups of four, ready for inquiry learning.

7. Class schedule

1--2 class hours.

8. Teaching process

(1) Preview inspection and summary of doubts:

Check the completion of students’ preview study plans and understand students’ doubts, Make teaching relevant.

(2) Scenario introduction and display goals:

In the previous class, we learned about agricultural production and geographical environment. In this class, we will study industrial production and geographical environment together. [Written on the blackboard]: Industrial Production and Geographic Environment First, please recall the main location factors that affect agriculture. (Students: climate, terrain, soil, market, transportation, policy, etc.)

(3) Collaborative exploration, intensive lectures:

Student activities: Reading textbooks and answering questions that affect industry location factors and main industrial types and their characteristics. Selected sample essay How to write a high school geography lesson plan (3)

Geological disasters

Skill 1: Main types of geological disasters.

Earthquakes, volcanic eruptions, landslides and mudslides.

Skill 2: Earthquakes:

The lithosphere suddenly breaks under the action of internal forces, and the earth can be strongly released in the form of seismic waves, causing ground shaking within a certain range.

The world’s seismic zones: the Pacific Rim seismic zone and the Mediterranean-Himalayan seismic zone.

Type: Expressed on the Richter scale. No feeling below level 3: slight earthquake. Damage caused by magnitude 5 or above: destructive earthquake.

Characteristics: It is a geological disaster that harms and affects.

Tip 3: Volcanic eruption: It is a phenomenon in which high-temperature magma, gas, and debris deep underground erupt from the earth's crust. Do the Moon, Mars, and Venus also have volcanic activity? Categories: ① Active volcanoes: volcanoes that erupt periodically in human history

② Extinct volcanoes: volcanoes that have erupted before in human history and have not erupted again so far

③ Dormant Volcano: A volcano that has been extinguished for a long time in human history and sometimes erupts suddenly

Tip 4: Landslide: It is a rock mass or soil mass on a slope that slides down along a certain sliding surface under the action of gravity. Phenomenon.

Tip 5: Debris flow: It is a special torrent that breaks out in mountainous areas, including sand, stones and huge gravels, and is extremely destructive.

Tip 6: Relevance of geological disasters.

(1) There may be several types of geological disasters in a region, and they are related in their causes. For example, in the bordering areas of Sichuan, Yunnan, and Guizhou, disaster systems mainly include earthquakes, landslides, and debris flows.

Reasons: Modern crustal activity is intense, earthquakes occur frequently and with high magnitudes, faults develop in the mountains, rocks are broken, weathering is severe, dry and wet seasons are distinct, and heavy rains are concentrated.

(2) During the occurrence of a disaster, one primary disaster often induces other disasters.

(3) Human activities and their impact on the natural environment can indirectly or directly induce geological disasters.

Tip 7: Geological disaster prevention.

⑴ Strengthen scientific research on geological disasters and establish a disaster monitoring and early warning system.

⑵ Strengthen the management of geological disasters and establish and improve the policy and regulatory system for disaster reduction.

⑶Implement some preventive measures. Such as improving the seismic strength of buildings; implementing slope protection projects to prevent landslides and collapses; and planting trees and other comprehensive measures.

(4) Actively carry out publicity and education on disaster prevention and disaster reduction to improve public awareness of environmental protection and disaster reduction. Selected sample essay How to write a high school geography lesson plan (4)

1. The necessity of cross-regional allocation of resources (reasons)

(1) The regional distribution of natural resources is very uneven. There is generally no mobility between regions.

(2) The demand for natural resources in each region often does not match the natural resources endowed by the region.

A large-scale cross-regional allocation project of my country’s resources.

West-to-east gas transmission, west-to-east electricity transmission, south-to-north water diversion, north-to-south coal transportation, etc.

Conclusion: In order to adapt to the balance between regional development and natural resource supply, cross-regional allocation of resources is necessary

II. Summary of the West-East Gas Transmission Project

1. Basics: Xinjiang natural gas resources.

2. Target market: Yangtze River Delta, Pearl River Delta.

3. Components: natural gas development and construction, gas transmission pipeline construction and user pipeline network construction.

4. Two lines: Line diagram of the West-East Gas Pipeline Project.

3. There are large regional differences in energy production and consumption in my country

- This prevents the eastern and western regions from giving full play to their respective advantages, thus affecting the further development of each region. .

(1) The eastern coastal area has a developed economy and a large demand for energy, but the energy is relatively poor, which prevents the economic advantages from being fully utilized.

(2) Due to the limitation of economic level in the western region, the abundant energy cannot be fully developed and utilized. There is a contradiction between "production" and "consumption" in the western region and the eastern region. Selected sample essays on how to write a high school geography lesson plan (5)

〈Teaching Focus〉

The concept of contour lines, the relationship between contour line shape and terrain height and steep slope.

〈Teaching Methods〉

Computer courseware (about "elevation and relative height diagram", "contour drawing diagram" and "layered color topographic map") and atlases Various topographic maps and schematic diagrams.

〈Teaching Process〉

(Introduction) Introduction: The height of Mount Everest in the Himalayas is 8848 meters, but the height of Mount Everest measured on the Qinghai-Tibet Plateau is more than 4000 meters? Why do the same Mount Everest have two height values? And how are these two height values ​​measured?

(Computer demonstration) Animation: Calculation method of ground height.

Question: What is the height of A in the picture?

Students look at the picture and answer:

(1) Taking sea level as the standard, the height is 1500 meters, which is the altitude

(2) Taking point B As a standard, the height is 1000 meters. This is the relative height

What is the height of B on the picture? is the altitude.

Summary: There are two calculation methods for ground height: altitude (absolute height) and relative height. They both refer to vertical distance, but the starting points are different. On a map, elevation represents the height of the ground.

(Written on the blackboard) 1. Calculation method of ground height

1. Altitude

2. Relative height

(Transfer) Everest The peak height of 8,848 meters refers to the altitude above sea level, while the more than 4,000 meters refers to the relative height of Mount Everest and the Qinghai-Tibet Plateau. Mount Everest and the Qinghai-Tibet Plateau are both famous for their height. There are various undulating terrains on the earth's surface. How to represent them on the map? Let's learn about contour topographic maps.

Teaching new lessons

(Blackboard writing) 2. Contour topographic map

(Computer demonstration) Animation: Contour topographic map

1. What is this? (A mountain)

2. The lines surrounding the mountain are contour lines. What are the characteristics of points on the mountain that are on the same contour line? (same altitude).

3. The contour lines of each layer of the mountain are pressed into the same plane. What are the characteristics of the arrangement of the contour lines? What correspondence does it have with the original three-dimensional diagram? (The top of the mountain is higher than its surroundings, and the corresponding contour values ​​are higher in the center and lower around it; where the slope is steep, the contour lines are densely packed, and where the slope is gentle, the contour lines are sparse)

　(Student Activities ) Complete "Think About It"

(Computer Demonstration) Animation: Layered Color Topographic Map

(Blackboard Writing) Layered Color Topographic Map

( Student Activities) Complete the "Do It" form-filling assignment.

〈Blackboard design〉 Selected sample essay How to write geography lesson plan for the third year of high school (6)

Textbook content analysis

The content of this section is about the influence of external forces on the surface morphology. A case is a specific application of the previous theoretical knowledge. Through the study of this course, students can realize that river landform is an important manifestation of external forces shaping the surface form, and it can also be extended to other external forces. On the basis of studying the curriculum standards and comparing the relevant content of the four versions, textbook cases and local cases can be combined to enable students to learn the geography around them, turn abstraction into concreteness, and improve students' practical abilities.

Teaching design ideas

This section uses multimedia demonstrations of various river landform landscape pictures during the teaching process to strengthen intuitive teaching and cultivate students' awareness of participation, observation, analysis, and comprehensive summary ability. Through specific case analysis, students can develop their ability to apply what they have learned. In short, flexible and diverse teaching methods are used to enable students to achieve the three-dimensional goals of this section and acquire some basic geographical skills and methods through the combination of independent learning and inquiry learning.

Teaching objectives

Knowledge and skills:

(1) Master the types of water erosion landforms, read pictures and analyze the formation of water erosion landforms, and describe the evolution of river valleys The process diagram can analyze the differences in river erosion at different stages.

(2) Master the types of flowing water accumulation landforms, read pictures and analyze the formation of flowing water accumulation landforms, read schematic diagrams of various types of river accumulation landforms, and explain their formation causes and landform characteristics.

Process and method:

(1) Let students learn the ability to collect and organize geographical data related to the classroom, and use the data to explain the characteristics or causes of geographical things to further improve students' Ability to read pictures, analyze and summarize.

(2) Conduct inquiry discussions and experimental research with a "problem-centered" approach, allowing students to happily engage in independent and cooperative learning.

Emotions, attitudes and values:

(1) Enrich students’ successful experience in learning geography and stimulate students’ interest in learning geography.

(2) Further cultivate the learning ability to cooperate and communicate with others, and strengthen a scientific and rigorous academic attitude.

Teaching and learning methods include multimedia teaching methods, animation demonstration methods, problem inquiry methods, group cooperation methods, etc.

Important and difficult points

Key points:

1. Three forms of water erosion, types of water erosion landforms and the evolution process of river valleys.

2. Types of flowing water accumulation landforms and their causes.

Difficulties:

1. Three forms of water erosion and the evolution of river valleys.

2. Analysis of concave bank erosion and convex bank accumulation during river evolution and selection of docks. Analyze the formation process of river accumulation landforms.