Teachers should start to investigate the previous learning situation of the whole class, conduct a comprehensive study of each student's previous and learned knowledge, and understand the basic situation of each student. For example, in the first geography class of grade seven, teachers can design questions about the geography knowledge that students have learned in primary schools in the introduction teaching, so as to fully understand the basic situation of students.
When preparing lessons for a specific class, teachers should first understand what students have learned related to the teaching content. Analyze what students have mastered, what students have mastered initially, what students can master through self-study, and what teachers have to say. This will help the teacher to talk about what should be said, and talk less if he can't, so as to achieve twice the result with half the effort. For example, students have mastered the knowledge of seven continents and four oceans in primary school. When explaining the distribution of land and sea, this part of knowledge can let students answer first, and then directly ask them to arrange and remember in descending order.
Secondly, teachers should also understand the knowledge of other related disciplines that students have mastered. For example, students' knowledge of physics, chemistry and biology has a certain influence on the study of geographical knowledge. For example, the reasons for the temperature difference between land and sea and the factors affecting the distribution of precipitation are all related to physical knowledge; The formation of pressure area and wind area must be related to physical knowledge; The calculation of equatorial circumference and scale is related to mathematical knowledge; The formation of acid rain is related to chemical knowledge. Teachers can appropriately guide students to recall the knowledge of other subjects they have learned and help them understand the principles. Today, when curriculum integration is advocated, it can also guide students to use their knowledge of this subject and help them understand the knowledge of other subjects, which not only enriches students' knowledge, but also makes students realize the relationship between disciplines, which is conducive to their application and all-round development.
2. Students' existing cognitive ability
In subject teaching, students' basic learning ability refers to the ability to acquire knowledge independently in the learning process, including the ability to collect and process information and the ability to operate. In geography teaching, special attention is paid to the cultivation of students' ability to read pictures. In the teaching design, geography teachers should always consider how to cultivate students' ability to read geographical maps step by step, and take the cultivation of this ability as a long-term goal of geography teaching, so that students can improve this ability imperceptibly in their usual teaching.
Junior high school students have a certain ability of self-study, reading, observing, thinking and analyzing problems. Teachers should understand the students' abilities, and what contents students have in their textbooks can achieve their teaching goals through self-study. Teachers can talk less about what students can understand, analyze and summarize, and give students more opportunities for self-study, so that they can spend more time teaching students problems that they can't understand and analyze, thus cultivating students' ability. For example, in the teaching design of the eighth grade "Great Western Project", teachers can consider the path of the three major projects, the purpose of transportation and the reasons for implementing the project, which are completely mastered by students through self-study. Therefore, teachers don't need to explain the content in detail, but the difficulties in the construction process can be supplemented and explained by teachers to stimulate students' emotions.
3. Students' original life experience
Every student comes to school to study, and also brings his own different life experiences and different views. This kind of existing experience, experience and views on society have a profound impact on the upcoming classroom learning life.
The geography part of junior high school involves mathematics, physics and other knowledge that students have never been exposed to before, which is difficult for students to understand. For example, how the change of direct sunlight on the earth causes the change of the height of the sun, it is easier for students to understand if they master the knowledge of the tangent of the circle. But if the teacher introduces these mathematical knowledge to explain, it will only make it more difficult for students. This knowledge point is not as good as starting from students' life experience. If they know that the height of the sun we see is different in different seasons, the sun is high in summer, long in day, short in night, and just the opposite in winter, then explain that this is because the sun shines directly in the northern hemisphere in summer and obliquely in the southern hemisphere in winter, so that students can understand it easily. In geography teaching, you don't need to explain this principled thing thoroughly. Generally speaking, we can start from students' original life and learning experience, that is, explain the problems clearly without increasing students' learning difficulty, so that students can understand and accept them easily.
4. Students' emotional factors
Emotional factors are an important part of teaching design. Emotional factors develop with the mastery of knowledge and experience, the formation of ideas and the maturity of internal intelligence, and play a decisive role in the formation of external intelligence and the development of creative ability. There are many contents in junior middle school geography that can educate students emotionally. For example, when talking about the war in West Asia in the eighth grade, we can compare them with students in those places and let them feel the happiness of living in a peaceful environment. When talking about the economic level in Asia, we can combine the reality that there is still a big gap between China and the developed countries in the world under the current rapid economic development, encourage students to study hard and have the responsibility to contribute to China in the future. There are many angles to consider emotional factors in geography teaching design, such as establishing a correct relationship between man and land, population and resources, and sustainable development.
5. Physical and mental characteristics of students
Students of different ages have their own psychological characteristics. Teachers should choose different educational methods according to different educational objects. Junior high school students are in the stage of physical and mental development, with strong self-esteem, self-confidence and independent thinking ability, full of energy and strong thirst for knowledge, but they are easy to be frustrated when they encounter difficulties, naive and mature coexist, and their ability to distinguish right from wrong is poor, so they are easily influenced by bad habits. Therefore, we should respect and strengthen education and be strict with junior high school students. Since the seventh grade, many students are very active in thinking, but the initial content is difficult. If teachers can grasp this period well, it will play a key role in their future geography study. On the contrary, it will obliterate their enterprising self-confidence and gradually lose their interest in geography learning. Therefore, teachers should always consider the physical and mental characteristics of students at different levels when designing teaching, and give full play to their subjective initiative while fully respecting them. Teachers should observe carefully and remedy in time.
In a word, instructional design theory advocates "designing teaching for learning", and geography teaching is no exception. It emphasizes that any teaching activity should take meeting students' learning needs as the starting point and destination, and everything should serve students. Instructional design must pay attention to learning and students to help each learner learn effectively. Therefore, learning situation analysis is the starting point of implementing teaching activities.