According to today's content, choose a chapter in the textbook, write down the teaching objectives of this lesson, and explain the design basis (starting with the analysis of chapters, sections, classes and teaching objectives).

Do a good job in the first geography class in junior high school

Teaching objectives

1. Knowledge objective:

1. According to the courseware display and discussion, you can tell the contents of geography in your life;

2. Connecting with the customs and characteristics of different countries and regions can explain the basic geographical laws of one side of water and soil and one side of people;

3. Reading two examples of the change of Babylon and the control of soil erosion in the Loess Plateau, we can draw the conclusion that only by respecting the laws of nature and adapting to local conditions can human beings live a better life;

4. By discussing the geographical location of Brasilia, the capital of Brazil, it is concluded that we should form geographical thinking and comprehensively analyze problems.

Second, the ability goal:

By telling the changes and future development of Qian 'an in my hometown, we can preliminarily analyze the existing environmental and development problems in Qian 'an, formulate certain solutions, and initially learn to think about the relationship between resources and environment.

Third, emotions, attitudes and values:

1. Through a large number of examples, I experienced the geography in my life, initially formed my curiosity and interest in learning geography, and felt that geography was a useful and interesting subject;

2. Analyze and discuss life examples, and initially try to look at life from a geographical perspective and think about life with a geographical mind;

Through the analysis and thinking of the resources and environment in my hometown, the concept of sustainable development is initially established.

design basis

This class is the first geography class in junior high school, so it is related to whether students can have a strong curiosity and thirst for knowledge about geography. How can we attract students' attention? First of all, it must be something in life that students are familiar with, and it can also reflect a certain geographical environment. The relationship between them can arouse students' thinking, think about problems with a geographical thinking and arouse their interest. Based on this idea, in addition to the examples in the textbook, I chose the things around me-the environment and development of Qian 'an. The initial understanding of resources and environment is an important issue in geographical research. Learning geography is for a better life, and geography is a useful and interesting subject!

Project 2 homework:

1. Through these lectures, teachers basically understand the whole process of learning. Please choose any content from your own reality and make a complete teaching design.

Teaching design of geographical knowledge around us

Teaching objectives:

Knowledge and skills: the significance of learning geography

Process and method: Understand the relationship between geography and daily life (such as food, clothing, housing and transportation), production and construction, and social customs.

Emotion, Attitude and Values: Cultivating Students' Interest in Geography

Teaching emphasis: cultivate students' interest in geography.

Teaching difficulty: to cultivate students' interest in geography.

Analysis of learning situation: This class is the first class, and students are exposed to geography for the first time. We should grasp students' curiosity in learning geography, pay attention to students through discussion and exchange, enhance students' interest and guide them into the hall of geography.

Teaching methods: situational method, inquiry and participation.

Teaching process:

Introduce a new lesson: the preface of the first page of the textbook is beautifully described. Let's go into geography and explore the mystery of geography from here. Let's study the first section of the first chapter.

The teacher demonstrated the globe: Do you know how big our China is? Can you point out China's position on the earth? Why do some places on the earth where we live are mountains and some places are oceans? Why do the waters of the Yangtze River and the Yellow River flow eastward? Why is the water of the Yellow River yellow? Why are there four seasons in a year? ..... In fact, these problems around us belong to geographical knowledge.

Teach a new lesson: (1) Uncover the "mystery" of geography.

Teacher: What other problems do you have in your daily life? Please discuss it and bring it up.

Students can ask many questions. ...

Teacher's summary: When we sum up the above problems, we will find that geographical problems account for a large proportion of the above problems and become the "mystery" of geography in students' minds. In fact, there are still many problems in geography. After learning geography, it is possible to find the answers to these questions and solve the "mystery" of geography in students' minds.

Question: What kind of subject is geography? What is the origin? Please read the source of the word "geography" on page two.

Transition: In fact, we live in a geographical environment, and geographical knowledge is around us. The geographical knowledge around us exists in all aspects of our lives: daily life, production and construction, customs of different regions and so on.

(b) Geographical knowledge and applications

1, Geographical knowledge and daily life

Student activities: Please look at the two pictures on the third page and discuss the relationship between the activities in the pictures and geography. Skiing-only where there is snow and ice; Surfing-at the seaside; )

Question: Can you give some examples of geographical knowledge from your daily life?

Students speak freely.

The teacher concluded: geographical knowledge is closely related to our life. If you want to live, work and study well, you must know geography and learn geography.

2. Geography and production structure

Narrator: Production and construction include industrial production and agricultural production. The production activities of human beings can't follow one's inclinations, which are influenced and restricted by the geographical environment.

Let the students read "Windmills in Holland".

The teacher asked: What is the function of the Dutch windmill? (Student answers: omitted)

Further question: What is the driving force of the windmill? -West wind (application of geographical knowledge in production and construction)

Option 1:

According to the geographical environment that students are familiar with, teachers can ask questions:

(1). What are the main local fruits? Which ones are local? Which ones are shipped from other places? Why can't it be produced locally?

(2) What food crops are mainly planted in Jizhou? What does it have to do with the local climate and precipitation? Wait a minute. Students think and answer.

Option 2: Ask students to discuss and answer in groups:

(1). What problems need to be solved in planting crops in arid areas?

(2) Suppose there is a mountain forest and a furniture factory is to be built. Can you help me determine whether the factory should be near the mountain forest or near the town? What is the reason?

You can also ask some other geographical questions. Then let the students think positively and discuss and communicate in groups. Some students may or may not know the answer completely. Teachers don't have to explain, but they can tell students to get to know each other gradually in their later studies.

Encourage students: Although these problems can't be well explained at present, these geographical mysteries can be easily solved by studying geography lessons and studying geography knowledge seriously. In this way, students feel that learning geography knowledge can solve many problems, and geography is a very useful subject. So as to stimulate students' self-motivation in learning geography.

3. Geography and customs

In teaching, teachers can show students the local customs by playing a video or collecting some materials, and sum up that local customs refer to culture, art, religious language, sports, lifestyle, customs and psychological characteristics.

Option 1: Let the students read the two pictures on the fourth page of the textbook. Q: What are these sports? One is a football match, and the other is a Spanish bullfight.

Where are they most famous? (South America and Spain)

The students read the picture on page five and ask: which nationality's costume is this? Where are these ethnic groups mainly distributed? What are their customs?

Question: What ethnic groups are you familiar with in China? What traditional national customs do they have? Students can give examples at will, and teachers can give guidance in time.

Scheme 2: Transition: People often say that "one side of the soil and water will nourish one side of the people", and different regions present different natural scenery and different customs.

Read the two pictures on page four and tell what they are and where they are developing. -Teacher-student summary-Regional sports.

Students read "Arabic costumes"-the regional characteristics of costumes.

The teacher further inspired: can you give examples in culture and art, religious language, sports, lifestyle, customs and habits?

Students give examples ...

The teacher summarized this part: geography not only presents all kinds of natural scenery in the world, but also shows us beautiful pictures of local customs: different races and nationalities, diverse languages and costumes, distinctive cultures and religions, and people's feelings and customs that reflect regional characteristics.

(In the teaching process, pay attention to creating situations, inspiring questions, guiding and encouraging students to ask some geographical questions, encouraging students to pay attention to accumulation and broaden their knowledge. Organize students to discuss in groups, express different opinions and mobilize students' enthusiasm.

Summary: Everything in daily life is related to geography. Production, architecture, industry and agriculture are also related to geographical knowledge. Different countries, different regions, different nationalities, different customs and habits in the world, economy, politics and sports are also related to geographical knowledge.

With your continuous learning, you will find that geographical knowledge can make your life more convenient and fast; It can also make your work and study better and add a lot of fun to your spare time.

Task:

There is an activity on the fifth page of the textbook, which mentions that Beibei and Lingling met in Beijing Summer Camp. Have you ever participated in a summer camp or other forms of travel? Where have you been? What impressed you most about those places?

Blackboard design:

Local customs and practices

Section 1 Geographical knowledge around us

geography

daily life

Production and construction

other

2. Teachers are required to write some test questions according to the students' situation, and try to embody the concept of new curriculum standards in the summative evaluation.

1 global latitude and longitude network problem

1. Look at the picture and judge:

A is located in the hemisphere (south or north) with the latitude and longitude of _ _ _ _ _ _ _ _.

B is located in _ _ _ _ _ _ _ hemisphere (east or west), and C is located in the fifth belt of the earth.

_ _ _ _ _ _ _ Belt.

2. Read the schematic diagram of the West-to-East Gas Transmission Project and related materials to complete the following questions:

Data: The natural conditions along the west-east gas pipeline are quite different, and the economic development is unbalanced. The industrial belt formed by Shanghai, Nanjing, Hangzhou and other cities in the east is the largest comprehensive industrial base in China, with complete industrial sectors such as steel, petrochemical, automobile and textile, and high energy consumption such as coal. Western China is rich in energy resources, such as oil and clean natural gas, but its economic development is relatively slow. Fuelwood is a traditional fuel source in people's life in northwest China.

(1) The provincial administrative regions where Lunnan and Zhengzhou are located are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

(2) The location of climate drought along the project is:

A.shanghai b.zhengzhou c.lunnan

(3) The correct change law of vegetation landscape along the Shanghai-Lunnan Highway is ()

A. forest-forest grassland-grassland desert-desert B. desert-grassland-forest C. forest-grassland-forest

(4) According to the data, analyze what role the West-to-East Gas Transmission Project has played in promoting the economic development of the western region, and try to illustrate with examples: _ _ _ _ _ _ _ _ _. The most important benefit brought by this project to the economic development of the eastern region is _ _ _ _ _.

(5) The favorable aspects of the project to the ecological environment protection in the east and west are: to the west: _ _ _ _ _ _ _ _ _. For the eastern region _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Project 3 homework:

Combine the teaching cases in the film and the PPT courseware demonstrated to talk about my own views, and share my own design cases and PPT with you.

Using ppt in class is an important basic skill. Ppt makes up for the shortage of materials in the past, and also saves time.

1 is conducive to the realization of students' cognitive development process;

2. It is beneficial to give full play to the role of maps and achieve the effect of unified graphics and text;

3. It is conducive to cultivating thinking and developing talents;

4. Help to realize the teaching objectives of emotion, attitude and values; It is emphasized that making good use of ppt is an important aspect of teachers' basic skills.

The use of courseware should be based on students' cognitive level and serve the teaching objectives.