Geography homework design under the new curriculum standard | Synchronous homework geography under the new curriculum standard of senior high schools in Anhui Province
Homework is the extension and expansion of teaching, which, together with classroom teaching, constitutes the two most basic links of teaching. Under the guidance of the new curriculum goal, teachers should give full play to the characteristics and advantages of geography, try to infiltrate the new curriculum concept, change generative homework into pre-homework, and cooperate with classroom teaching to realize the teaching goal of the new curriculum.
First of all, the basic principles to be followed when designing geographical operations
1. The design of homework content should first focus on the examination of basic knowledge. That is, the design of homework should be based on the examination of basic knowledge. The content of homework should closely follow the basic knowledge, basic concepts and basic principles of each class. By letting students do their homework, we can consolidate the basic knowledge and test the mastery of the basic knowledge. This is the most basic requirement of homework design.
2. The design of homework should be conducive to the cultivation and promotion of students' interest and ability. That is to say, the design of geography homework should be aimed at the problems that students are interested in, with a certain degree of freedom, which can fully mobilize the enthusiasm of students. For example, before learning "the regional structure of a city", teachers can ask students to collect information about the location, structure and function of the city where they live, and everyone can communicate with each other in class. In teaching, teachers should also pay attention to cultivating students' comprehensive geographical analysis ability, comparison ability, judgment and reasoning ability, image interpretation ability, image reproduction ability, drawing ability, memory ability and self-study ability.
3. The forms of homework should be diversified to meet the needs of students at different levels. In the form of homework, geography is more flexible than other disciplines. In addition to regular written homework, teachers can also assign various forms of homework from time to time, such as map drawing, local geographical survey, geographical model making, network homework and so on. In homework design, conventional written homework focuses on the training of basic knowledge and skills, while operational homework focuses on the cultivation of comprehensive quality. Teachers' choice of homework content should be closely related to classroom teaching, but should not be limited to the scope of textbook knowledge. They should carefully design open and selective homework, so that students at different levels can choose independently, so that "everyone can practice and everyone can succeed" and every student can be cultivated and developed at different levels. Such as the drawing of charts and maps, the design of agricultural production schemes, the choice of tourist routes, etc. , are very flexible operations.
4. The design of geography homework should be conducive to students' inquiry learning and cooperative learning. The new curriculum emphasizes paying attention to students' learning process and cooperative learning among students and teachers and students. Therefore, teachers should provide students with opportunities to explore in teaching, which should also be reflected in the design of homework. We should try our best to arrange some homework that is conducive to developing students' thinking, giving full play to their creativity and providing opportunities for cooperation, so as to cultivate students' awareness and ability of cooperation, so that students can learn to associate with others, get along with others and cooperate with others, and gain new knowledge and enhance their ability through cooperation. Some homework can be done by students, and some homework can be done with the cooperation and support of classmates or parents.
Second, innovative forms of homework to cultivate students' comprehensive ability
1. Writing expressive homework must be few and precise. Written expression homework is a traditional form of written homework, which requires students to express what they have learned in words through sentences, so as to examine students' understanding of knowledge and the standardization of language expression. However, the quality of this kind of homework should be high, and the quantity should not be too much, few but fine, so as to avoid the burden and boredom of students.
2. Arrange graphic homework to cultivate students' basic skills of reading and drawing. Maps and charts are the second language of geography. In geography textbooks, they play an equally important role as written materials. There are many maps and charts in geography textbooks and college entrance examination questions. Therefore, when assigning homework, teachers should carefully design some drawing homework. For example, when studying the earth movement, students can draw different types of sunshine maps by themselves; When learning contour lines, students can draw topographic profiles according to contour maps; When studying regional geography of China and the world, students can draw regional maps. Practice has proved that drawing maps and charts is the best way to train students' basic skills of maps.
3. Practical work-the catalyst of knowledge and ability. In the process of their own life and study, students have accumulated preliminary geographical knowledge and perceptual knowledge of some geographical phenomena. Through practical work such as field practice, small investigation and small geography experiment, we can further strengthen the combination of students' perceptual knowledge and rational knowledge of books, promote the mutual transformation of knowledge and ability, and often have obvious effects on students' understanding of knowledge and improving their ability.
4. Arrange network homework to expand the breadth and depth of students' knowledge. In teaching, combined with the teaching content, teachers can arrange some online work for students. For example, let students collect materials, charts and videos related to the text, express them orally in class or send them to the teacher's mailbox in the form of email, and the teacher will sort them out and give them back to the students in class. This not only broadens students' knowledge, but also cultivates their ability to collect information, expands the depth and breadth of students' cognitive management, is conducive to the communication between teachers and students, and cultivates students' interest in learning.