Second, boldly reform teaching methods, so that students can become the masters of the classroom. The new curriculum focuses on teaching principles such as "teacher-student interaction" and "giving full play to students' main role". For this reason, in the teaching process, we strive to change the situation of "centralized teaching" in the past, change students' passive acceptance into active cooperative inquiry learning, and strive to change their roles and status, from the authority in the past to the partners, friends and instructors of students' common learning. For example, when studying the Yangtze River, I arrange for students to preview before class, prepare lessons according to their wishes, and then let students be teachers in class, so that students can ask questions, supplement and play freely. The students are very motivated and well prepared, which can be seen from the scene of class. Especially my representative student in geology and science, the "teacher", behaved like a model. He drew a picture of the Yangtze River water system on the blackboard, and pointed to the picture and began to speak. He also drew the location of some large hydropower stations in the Yangtze River basin and made up a jingle, which is vivid and easy to remember. What a surprise! The students in the audience also raised their hands to speak, and the whole class reacted strongly. I deliberately sat among the students. If you feel that the answer to a question is inaccurate or takes up too much time, you don't have to answer it repeatedly, but stand up and speak and introduce the next topic in the form of questions. At first, when I raised my hand to speak, the students all laughed, but they soon accepted me as an "old classmate". I finished this class as a collaborator, and the students did well in every problem. Through the practice test, I also found that students did learn this knowledge.
Thirdly, it has unique advantages to set up doubts skillfully in geography teaching and stimulate students' innovative consciousness. Geography is also literary and reasonable, involving many aspects of natural science and humanistic society, which can arouse students' desire to question, imagine and create. Therefore, as long as we use scientific methods to stimulate students' innovative consciousness, we can not only develop students' geographical talents, but also cultivate students' innovative character. For example; In the class "We need clean air", I am not limited to the teaching materials, but let students think about some phenomena around them. Why do we need clean air? What's the air like in our city now, especially on the streets? How do you feel? Are there any good suggestions to change this situation? After a heated discussion, a "brilliant idea" came out: everyone agreed to use unleaded gasoline, strongly advocated cycling, and used cars and motorcycles as little as possible to reduce air pollution; Some students suggested that it is best to ride an electric bicycle, which is fast and pollution-free. Some students said that Europe 1 and Europe 1 are adopted for automobile exhaust emission abroad, while Europe1is adopted in developed countries. Now, China's big cities, Beijing and Shanghai, all implement the European 1 1 standard. If cars are not allowed beyond this standard, we in Changchun will also implement this standard. Some students suggest installing a filter on the exhaust pipe of the car to filter out all harmful substances ... The students' suggestions are quite creative, which makes me feel that the position of teachers as the only source of knowledge for students has been passively shaken. I once again realize that while stimulating students' innovative consciousness and encouraging them to be confident and enterprising, we should also cultivate students' scientific concepts of environment, resources, population and sustainable development.
Fourth, play the role of multimedia computers to stimulate students' interest in learning. The curriculum standard points out that "according to the purpose of the curriculum standard and the principle of determining the teaching content, audio-visual teaching materials related to geography teaching can also be compiled". According to the needs of teaching, give full play to the expressive force of information technology media, and turn the map in the textbook into an electronic map integrating storytelling, background music, animation and video; Change the illustrations in the textbook from static plan to dynamic three-dimensional model; Let the original monotonous map describing geographical things become more substantial, vivid and attractive. For example, in the teaching of plate tectonics, the textbook "Movement Map of Ocean Plate and Continental Plate" is made into the multimedia courseware "Movement of Ocean Plate and Continental Plate", which makes the ocean plate and continental plate move in opposite directions continuously, makes the ocean plate wash down, folds and bulges the continental margin, and vividly presents the volcanic earthquake phenomenon to students.