First, create a harmonious relationship between teachers and students and a relaxed classroom atmosphere.
Classroom teaching is a bilateral activity between teaching and learning. If students want to study geography, they must establish a harmonious relationship between teachers and students. In class, teachers show their concern and love for students with encouraging eyes and approving smiles, and exchange teachers' true feelings for students' sincere learning attitude; A relaxed and harmonious classroom atmosphere helps students to master knowledge, develop their thinking and cultivate their abilities. Creating this kind of atmosphere can bring students to the teacher's teaching, push students to the main position of learning, and let students dare to communicate and be willing to communicate. Actively participate in students' cultural and sports activities after class, and talk to them more during class. After a long time, the feelings between students and teachers will get closer and closer. With a harmonious relationship between teachers and students, students will be willing to learn the courses taught by teachers.
Second, establish classroom rules, grasp the key, and have a good first geography class.
Philosopher Zhu said: "When it comes to priority, knowledge comes first. When it comes to severity, behavior is important." It can be seen that knowing and doing are inseparable. Junior high school geography teachers have to face at least 300 lively students with different personalities every week. If we can't establish an orderly classroom environment, then the classroom will make us exhausted and our carefully prepared courses will be wasted. So I think it is necessary to have a good first geography class, so that students can know what they should do and how to do it in time, and ask students to remember the necessary classroom rules in the first geography class. When students abide by these rules, teachers can praise them in time, and when students violate these norms, teachers can correct them in time. If teachers can effectively supervise and implement them, most students can gradually develop from "heteronomy" to "self-discipline" under the guidance of teachers. This is not only conducive to improving the effectiveness of classroom teaching, but also can benefit our students from lifelong habit formation. At the same time, it also helps us to establish a harmonious and orderly classroom environment for ourselves and students through classroom rules and strategies.
Third, pay attention to cultivating students' practical ability and brain ability.
Suhomlinski said: "In every young heart, there is gunpowder eager for learning and knowledge. It depends on whether you can ignite this' gunpowder'. " The interest in geography class is often the fuse that ignites the gunpowder eager for knowledge. If geography class can't attract students or students are not interested, it will definitely reduce the effectiveness of classroom teaching. Geography classroom teaching is different from other disciplines, which is determined by the characteristics of the disciplines. To improve the effectiveness of geography classroom teaching, we must grasp the characteristics of geography classroom itself. Because, as the essence of geography classroom teaching, students should use geography knowledge to understand geographical things, explain geographical phenomena and solve geographical problems, so as to cultivate corresponding abilities. This is the focus and difficulty of geography classroom teaching, and it is also the top priority of geography classroom teaching. It's better to listen than to see, and it's better to see than to do. Therefore, I think that when exploring the effectiveness of geography classroom teaching, we should grasp the psychological characteristics of students' activeness, curiosity and competitiveness, carefully organize operational activities, and guide students to participate to the maximum extent. Let students "move" and participate in teaching activities. For example, in the fun game design of "chinese administrative division", I used the following hands-on and brain-thinking links: (1) Imagination: First, show the broken provincial puzzle, let students carefully observe the outline of each province, and inspire students to contact some real things in life. Then, the teacher shows the outline map of one or two provinces, so as to play a role in attracting jade. (Give an appropriate description: Yunnan Province is like a camel; Qinghai province is shaped like a rabbit, and Qinghai Lake is its eye. Ningxia Hui Autonomous Region is like a bird; Shanxi province is like a book; Heilongjiang is like a swan spreading its wings. (2) Demonstration: Teachers will restore the divided provincial outlines to the corresponding blackboard (magnetic jigsaw puzzle of provincial administrative divisions in China, our school). (3) Preview: Students should strengthen their memory of the outlines of provinces and regions and their corresponding positions. (4) Competition: The timekeeper records the time, and two representatives from each group are selected to perform the puzzle on stage to see which group can spell it out quickly and accurately within one minute. By looking at pictures and puzzles, the activity allows students to form a spatial imagination of the distribution of provincial administrative regions in China through "playing".
Fourthly, using multimedia skillfully to improve the effectiveness of information transmission.
In the teaching process, students mainly receive information from teachers through vision, hearing and touch, and it is generally believed that vision is the most effective. But practice has proved that the effect of a single form is not as good as that of comprehensive communication. Psychological research shows that a normal person receives about 85% information with his eyes; The information received by the ear accounts for about11%; About 3.5% of the information is received through the nose; Taste with tongue accounts for1%; Hand and body contact accounted for 1.5%. Obviously, audio-visual combined with multi-channel information transmission can improve efficiency. Multimedia has its unique advantages. Teachers can use it to create vivid and interesting teaching situations, turn silence into sound and silence into action, so that students can enter a lively learning atmosphere, thus attracting students' attention and improving their interest in learning. For example, two minutes before introducing the lesson "The Yangtze River", I first showed a video clip of the Yangtze River. The music was sweet, the picture was beautiful and the explanation was beautiful. The students immediately arrived. On the one hand, it gives students beautiful enjoyment, on the other hand, it can also make students' scattered hearts concentrate on the classroom at once, and introduce new lessons with a film and television, which makes students feel relaxed and novel. When geography class talks about "Japan", economic development is the most important knowledge point. At this time, I chose to play a wonderful clip of "Yan Song sees Japanese" to inspire students to discuss, let students actively participate, discuss in the feeling, explore in the discussion, gain knowledge in the inquiry, and unconsciously highlight the key and difficult points of teaching. In a word, creating situations with multimedia can help students improve their interest in learning, stimulate their curiosity and arouse their enthusiasm for learning. In the final analysis, it will eventually help to improve the effectiveness of classroom teaching.
Fifth, give full play to the intuitive role of maps in teaching and cultivate students' habit of drawing and using maps.
In the process of geography teaching, map is the most important tool and the "second language of geography". It can help students understand and remember the text content in silent language, and can reflect the distribution and causes of geographical things with vivid and vivid characteristics. For example, the section on "Taiwan Province Province" makes full use of the map of Taiwan, analyzes the superiority of Taiwan's geographical location, analyzes the relationship between Taiwan Province Province and the mainland, and then discusses the economic development of Taiwan Province Province. In the whole process, Taiwan Province Province and the mainland are inseparable, which is the main line of mutual connection and common prosperity.
Just as a Chinese teacher teaches students to look up a dictionary, we should always guide students to practice acquiring knowledge from maps and develop a sense and a habit. When teaching, all the geographical knowledge that can be obtained from the map should be completed by looking at the map as much as possible. When you encounter a geographical problem, you should first think of a map related to it. Only in this way can we realize all kinds of educational functions that we often say, such as stimulating interest, increasing knowledge, enlightening wisdom and cultivating morality. Only in this way can we improve students' ability to learn geography and strengthen their independent status. So as to improve the effectiveness of geography classroom teaching. To sum up, classroom teaching is the basic way to implement the new curriculum and the main channel for students to obtain information and cultivate their abilities and concepts. The classroom effect is directly related to the teaching quality and the practical value of personnel training. The most important feature of the effectiveness of classroom teaching is whether students are willing to learn, whether they take the initiative to learn, how to learn and whether they can learn. In this regard, teachers have to keep thinking: how can we teach well and skillfully? Only by constantly combining our own teaching practice and finding suitable teaching methods for students can we solve the common problems in geography classroom teaching in middle schools and really improve the effectiveness of geography classroom teaching.