Lecture notes on geography in senior two
Geography Lecture Notes for Senior Two (1)
First of all, talk about textbooks.
1. On the position and function of teaching materials
This section is selected from the compulsory course of geography in senior high school 1 Chapter 2, Section 3, Lesson 1.
This section introduces the frontal system and weather after the influence of the movement of pressure belt and wind belt on the climate from the microscopic point of view, so that students can understand the weather changes in different time and space. Through the study of this section, students can learn to read simple weather charts that often appear in TV weather forecast programs, understand the weather situation forecast, pave the way for the next climate study, and play a connecting role.
2. Determination of teaching objectives
The course standard briefly analyzes the characteristics of weather systems such as fronts with simple weather maps.
The analysis of students' learning situation after the curriculum reform in junior high school shows that senior one students are generally outstanding in personality, curious and active. Psychologically, they are eager to explore and express independently, show a high degree of enthusiasm for the knowledge they are interested in, and have a certain ability of unity and cooperation, but they should be aware of an optimistic reality: their geospatial analysis ability is poor.
According to the requirements of the new curriculum standards and students' learning situation, the following three-dimensional teaching objectives are determined:
Knowledge and skills
① Understand the concept of air mass (cold air mass, warm air mass); Understand the concept and classification of front;
Understand the formation process of frontal system and its influence on weather;
② Learn to read simple weather maps and draw a schematic diagram of the frontal system.
Process and method
① Introduce frontal lobe system to cultivate students' independent analysis and reasoning ability;
(2) Use what you have learned, forecast the weather situation with weather maps, and cultivate students' ability of map reading and analysis.
Emotional attitudes and values
Through the study of this section, students can learn to study science, love science and devote themselves to meteorological cause.
3. Determination of the key and difficult points of the textbook.
Teaching focus
Formation process of cold front and its influence on weather.
Basis: The front system that affects China is mainly the cold front. For example, the rainstorm in summer in northern China, the cold wave in winter and the sandstorm in winter and spring in northern China.
Teaching difficulties
The relationship between the formation process of cold front, warm front and quasi-static front and weather. Foundation: This part is complicated and abstract, which is difficult for students to understand.
Second, talk about teaching methods and learning methods.
Students are the center of learning, and teachers play the roles of organizers, instructors and promoters. In teaching
In this process, teachers take multimedia as an auxiliary tool, and use heuristic teaching method, situational teaching method, inquiry practice method, case analysis method, incentive teaching method and role-playing method to attach importance to students' participation and inquiry, guide students to experience the happiness of success and enhance their interest and ability in learning geography.
According to the different learning contents, students of speaking and learning method adopt independent, cooperative and inquiry learning methods, and acquire knowledge through their own thinking activities and hands-on operations.
Third, talk about teaching procedures.
1. Introduce a new lesson
Adopt situational teaching method
"Students" enjoy videos? Weather forecast? . If a "teacher" wants to know and understand the weather forecast, he must first understand the relevant knowledge of the main weather systems that affect our country.
"Design intent"? Interest is the best teacher? Watching videos can attract students' attention, cultivate students' interest in learning, stimulate students' learning motivation and stimulate students' thirst for knowledge.
2. Frontal structure and characteristics
Adopt multimedia demonstration method and heuristic teaching method
"Teacher" plays the animation in front, and plays it slowly for the first time; Before playing for the second time, ask:
① Why is the warm air always above the front? ② Will the upper and lower air masses with different properties exist stably?
Students appreciate the animation in front, understand its structure and think about the teacher's problems. "Design intention" cultivates students' observation ability and geospatial analysis ability. "Expected effect" students understand the concept, structure and weather characteristics of the front.
3. Cold front
Using multimedia demonstration method, independent inquiry method and cooperative inquiry method, "teacher" plays cold front animation.
Students observe the cold front crossing, and independently explore what air mass controls a place before, during and after the cold front crossing, and what is the weather like?
"Design intention" boldly lets go, giving students enough time to become the protagonist of learning and the active explorer of knowledge.
Teacher plays the cold front animation for the second time. Before playing, he asked: ① Who actively moved the cold and warm air masses to each other?
(2) How has the heating quality improved? ③ On which side of the front does the cold front precipitation occur?
"Students" discuss in groups; When speaking, each group will send a representative to speak, and other members will add. When the next group speaks, they just need to say different views.
The "teacher" walked among the students and participated in the discussion. "Design Intention" students' learning inspiration is not produced in quiet meditation, but mostly in active discussion.
Suddenly flashed in the mutual argument. The discussion between teachers and students can further harmonize the relationship between teachers and students and enable students to learn and master knowledge in a harmonious and equal environment.
"Expected effect" students can demonstrate the animation of the cold front in their minds and understand its formation process and its influence on the weather.
4. Warm front
Adopting inquiry practice method and incentive teaching method
Referring to the animation of the cold front, the "students" began to draw three pictures of a place before, during and after the warm front crossed the border.
Schematic diagram; Then go on stage to show the results and other students will comment.
"Design Intention" Due to the time, students will feel a little tired and inattentive after learning the cold front.
Let the students do it and bring their hearts back to class. Through painting, deepen the understanding of warm front. Teachers affirm students' achievements, make students feel the joy of success, further stimulate students' enthusiasm, enhance students' self-confidence, and let students really learn in happiness.
The "expected effect" learns to draw a simple schematic diagram to understand the formation process of warm front and its influence on the weather.
5. Quasi-static stop front
Using the methods of case analysis and multimedia demonstration
A "student" reading case? Meiyu? Important weather in the middle and lower reaches of the Yangtze River? And enjoy the quasi-static stop animation. "Design intention" allows students to see the whole leopard through a glimpse of the case, and learn to understand and solve problems by analogy.
The train of thought of the problem; Then further consolidate the knowledge through animation demonstration.
"Expected target" understands the characteristics of continuous precipitation of quasi-static front.
6. Compare cold front, warm front and quasi-static front.
Use chart comparison method and multimedia demonstration method.
The "teacher" shows charts and plays animations on three fronts. Classification concept: the rise of warm air mass before, during and after transit.
Weather example
Cold front warm front
quasi-stationary front
"Students" appreciate animation; Cooperate with the teacher to complete the chart.
"Design Intention" compares and summarizes the easily confused knowledge points in this lesson through comparison. Let's learn by comparison.
Students have a deeper understanding of the similarities and differences, differences and connections between different things, and then have a deeper grasp of the essential characteristics of various things.
"Expected target" understands the difference between cold front, warm front and quasi-static front.
Geography Lecture Notes for Senior Two (2)
Judges and teachers:
Good afternoon, everyone. I'm talking about the textbook of compulsory 3 in geography education edition of senior high school. I will explain the teaching materials from three aspects: curriculum standards, teaching materials and suggestions.
First of all, talk about curriculum standards
It goes without saying that the new textbook is based on the new curriculum standard. Curriculum standards clearly point out the curriculum nature, basic ideas, design ideas and curriculum objectives of geography. In particular, the basic concept highlights the times. Curriculum objectives are divided into three dimensions: knowledge and skills, process and method, emotional attitude and values. On the screen is my understanding of the goal of geography compulsory 3, so I won't go into details.
Second, talk about teaching materials.
1. Writing characteristics and style
(1) Typical cases constitute the main body of the textbook. The textbook selects five China cases (northwest desertification, Shanxi energy development, northeast agricultural development, industrialization and urbanization in the Pearl River Delta region, and west-to-east gas transmission), two foreign cases (Amazon rainforest development and protection, Tennessee Valley comprehensive development), and 1 regional case (East Asia), which has the characteristics of authenticity, typicality and consideration of both China and foreign countries.
Organize teaching materials by analyzing typical cases, and strive to build a platform for knowledge and ability transfer. The textbook has both main cases and extended cases. Like this? Accept? Release? Good design, on the one hand, reduces the limitations of a single case, on the other hand, provides a platform for knowledge and ability transfer.
(2) Text: Look at pictures with text and images, think, think and analyze cases.
2. The status of teaching materials
Geography in senior high school is divided into two modules: compulsory 3 volumes and elective 6 volumes. The compulsory course 1 (Physical Geography) focuses on the movement of various elements that constitute the geographical environment, reveals the basic natural processes and laws, and embodies the law of respecting the land and building a beautiful home; Compulsory 2 (human geography) focuses on human activities, analyzes the relationship between human activities and geographical environment, and embodies the idea of focusing on land and adjusting the relationship between man and land; Compulsory course 3 (Regional Geography), based on compulsory course 1 and compulsory course 2, focuses on the problems faced in regional development, discusses the causes, processes, results and countermeasures of the problems, and embodies the idea of regional sustainable development.
3. The comparison between compulsory course 3 of the new experimental textbook and geography elective course 2 of the original PEP.
4. Introduction of content structure curriculum standards (omitted)
In the Geography Curriculum Standard for Ordinary Senior High Schools, compulsory 3 has a course score of 13, which is basically equivalent to the number of classes. This is the ability standard, and this is the corresponding relationship between the content of teaching materials and the curriculum standard. This book is divided into five chapters (10). The knowledge structure is designed according to the learning ideas from nature to economy and from region to region, and the contents stipulated in the curriculum standards are reorganized into "geographical environment and regional development", "regional ecological environment construction", "comprehensive development and utilization of regional natural resources", "regional economic development" and "interregional connection and regional coordinated development". (Figure omitted)
Third, talk about teaching suggestions.
(A) the problems and challenges in the teaching process of compulsory geography 3 in senior high school
1. The contradiction between textbook arrangement and students' practical basic knowledge reserve
The author of the textbook believes that students should have a complete understanding and mastery of the basic knowledge of the region after studying in junior high school, so the textbook does not restate the basic knowledge of relevant regional geography. But the actual situation is quite different: geography is a weak subject in junior high school, with two classes a week and 30 points in the senior high school entrance examination. Students often don't pay attention to it and memorize it before the exam. They can't firmly grasp the basic knowledge and skills of geography. In addition, there is an obvious gap between junior high school and senior high school geography learning, which will inevitably seriously affect it? Compulsory 3? The smooth development of teaching.
2. There are contradictions between the compilation of cases in different versions of textbooks and teachers' teaching choices.
At present, there are four editions of geography textbooks for senior high schools: People's Education Edition, Hunan Education Edition, Shandong Edition and China Library Edition, which are quite different in arrangement and case selection. For example, from the perspective of geographical environment and regional development, this paper expounds the arrangement of people's education edition; Hunan Education Edition summarizes the general proposition of regional sustainable development from the perspective of regional geographical environment and human activities. In case selection, the People's Education Edition chose the northwest desertification control as a case, and the Shandong Edition took the soil erosion and its control in the Loess Plateau as an example. Therefore, it is difficult for us to choose and choose the teaching content.
3. There are challenges in realizing the coordination between textbook teaching and student evaluation.
People's Education Edition Geography? Compulsory 3? Based on cases, it runs through the whole textbook. Teachers' teaching materials are naturally inseparable from the analysis of specific cases. However, in the specific case teaching, what kind of ability level students need to achieve, what laws and methods of analyzing problems they need to master, and how to use effective evaluation methods to feedback the teaching effect are still problems we always face in the new curriculum.
(B) The exploration of teaching strategies of geography compulsory course 3 in senior high school
Based on the above problems and challenges, combined with my own teaching experience, I think we can try from the following three aspects:
1. Do a good job in case teaching.
Five China cases are selected from the textbook. The first section of the first chapter compares the Yangtze River Delta and Songnen Plain to illustrate the influence of geographical environment differences on regional development. In order to carry out the teaching smoothly, before studying this chapter, we can compare the three natural regions in China, pave the way for the basic characteristics of physical geography in each region in China, and inspire students to think about the differences of economic development in different regions in China on this basis, so that students can have a general understanding of the basic situation of geography in China. In the later case study of China, it will be supplemented and expanded according to the actual situation. Point? Face? Combination to ensure the smooth development of teaching.
2. Pay attention to cultivating students' geographical analysis methods and the ability to extract geographical principles.
Only when students learn the extraction of geographical principles and laws in specific case analysis can they transfer their knowledge. For example, in? Industrial transfer? To analyze the factors that affect the industrial transfer in East Asia, we should grasp the factors that affect the industrial layout in teaching. Change? This key point. Labor force, internal transaction cost, market and other factors affecting industrial transfer. As long as they occur in the place of emigration and immigration? Change? , may lead to industrial transfer. In this way, by analyzing the reasons why enterprises in the Pearl River Delta moved to northern Guangdong and Jiangxi, Hunan, Guangxi and other provinces, students should be able to analyze which factors in the Pearl River Delta have changed, which put enterprises at a disadvantage, and which favorable factors in northern Guangdong and Jiangxi, Hunan, Guangxi and other provinces have attracted enterprises to move in.
3. Try to evaluate students in teaching.
Studying geography for students? Compulsory 3? The evaluation of the situation should be different from the traditional evaluation method. The focus of evaluation is not to reproduce textbook cases, but to examine whether students can use the basic principles of geography to solve new problems. So when we evaluate students, we generally need to introduce new cases. If you are studying? Regional Agricultural Development ── Taking Northeast China as an Example? After the first section, we can refer to the case of Xinjiang agriculture to examine the students' learning situation: (omitted)
The examination of this question is not involved in the textbook? Northeast? In order to solve the related problems better, the key is to learn by using the basic principle of mandatory 1 mandatory 2 on the basis of extracting image information. Northeast agriculture? In order to solve this problem, the analysis method is mastered in the book. This kind of examination helps teachers to know whether students can really meet the requirements of curriculum standards, and it is a good main form to evaluate students' learning situation in compulsory 3 teaching.