Reference answers to questions about geography knowledge and teaching ability (senior high school)
Second, short answer questions (this big question is 2 small questions, question 26 10, question 27 14, 24 points in total).
26. Reference answer
Correct geographical concept is an important part of geographical quality, and it is also an indispensable basic quality for present and future citizens. ? Learn the geography that citizens must have? It is one of the basic concepts of geography curriculum in senior high school. There are a large number of teaching contents related to population view, resource view, environment view and sustainable development view in the curriculum standard. When arranging teaching activities, teachers can compare and judge different viewpoints, reflect on their own behavior, use various materials to help students correctly understand the relationship between people and geographical environment, pay attention to population, resources, environment, development and other issues, and form a correct geographical concept.
27. Reference answer
(1) Schematic diagram of pressure belt and wind belt in the northern hemisphere:
(2) Teaching steps: If the geostrophic force is considered, it is still assumed that the earth's surface is uniform, and the factors that cause atmospheric motion are uneven heating and geostrophic force between high and low latitudes. Take the northern hemisphere as an example to analyze the atmospheric movement.
Draw the northern hemisphere first, mark the equator, 30? N, sixty? N, poles and other important latitudes; Then draw the low latitude circulation and the middle latitude.
Circulation, high latitude circulation; Mark the equatorial low pressure area, subtropical high pressure area, subtropical low pressure area and polar high pressure area; Mark the northeast trade wind, prevailing westerly wind and polar easterly wind, and draw the wind direction.
How many pressure belts and wind belts are formed in the northern hemisphere? What are the reasons for the formation of pressure zone and wind zone?
According to the teacher's idea of analyzing single circulation, students learn independently to draw high-latitude circulation and middle-latitude circulation, and the teacher prompts to think about matters needing attention and draw points (draw middle-latitude circulation and high-latitude circulation; Mark the subtropical high, subtropical low and polar high; Mark the prevailing westerly winds and polar easterly winds, and draw the wind direction).
Three circulations, four pressure belts and three wind belts have been formed in the northern hemisphere. Among them, the low-latitude circulation and high-latitude circulation are formed due to thermal reasons, and the middle-latitude circulation is formed due to dynamic reasons.
(3) Teaching significance:
① Stimulate students' interest in learning; (2) Deepening students' understanding and memory of what they have learned can help students to deepen their understanding of the formation mechanism of the three-circle cycle; ③ Improve students' abilities in all aspects, improve their geographical map reading literacy, and promote the development of students' geographical thinking; ④ Reflect the characteristics of geography teaching.
Iii. Material analysis questions (this big question is 3 small questions, the 28th question 16, the 29th question 16, the 30th question 20, with a total of 52 points).
28. Reference answer
(1) Climate type: temperate continental climate; Climate characteristics: cool and rainy in summer, mild and dry in winter; The total precipitation is small, and the annual temperature difference is small.
(2) Direction: generally east-west; Cause of formation: the result of the combined action of internal and external forces, the crustal uplift after external force deposition and the formation of long-term erosion by running water.
(3) Improve the climate in the reservoir area, reduce the temperature difference, increase the air humidity and increase the precipitation; Adjust river runoff and improve navigation conditions; Control the flood above the dam site and reduce the frequent flood disasters in the downstream; Provide irrigation water for agricultural production in this region, provide domestic and industrial water for cities, and promote regional economic development; Carry out hydropower generation and provide a lot of electric energy; Develop tourism and improve economic benefits.
29. Reference answer
(1)① The problem setting is inaccurate; For example, the concepts of urban hierarchy and urbanization are confused. Suggestions for improvement: What should be asked is the level of the city, not the level of urbanization.
② Lack of guidance in asking questions. Lack of material display in the process of questioning; For example, when asking what level your city belongs to and what benefits urban development has for regional development, there is no corresponding material. Suggestions for improvement: Teachers should supplement the recent quantitative map of local urban population statistics, and guide students to think about and analyze the relevant texts, videos and other materials of regional development in combination with the statistical map.
③ Lack of summary and evaluation of students' answers. For example, according to what? Is the standard of division the same in every country? Students answer that the population size is different. Suggestions for improvement: On the basis of students' answers, cities in China are divided into small cities, medium cities, big cities, megacities and megacities according to their population. Make students understand the basis and standards of urban division in China.
(2)① Inappropriate: Students discuss only questions without reference materials, so it is impossible to ensure that the discussion content is closely related to the theme. Suggestions for improvement: you can display the relevant information about the landscape changes in local areas in recent years, as well as the publicity videos of urban planning or use the information collected by students before class.
(2) Inappropriate: the rules of group discussion among students are not specific and the requirements are not clear (grouping, time, etc.). ). Suggestions for improvement: 6-minute discussion in geographical interest groups. Closely follow the topic of urbanization's promotion to the region and the future development direction, brainstorm in the group, and finally invite the group representatives to give feedback on the discussion results.
③ Inappropriate: Teachers lack the sense of participation in student activities. Suggestions for improvement: In the process of students' discussion, teachers should patrol and guide to maintain the discussion order. Summarize and supplement the students' answers.
(4) Inappropriate point: the discussion is over, lacking summary evaluation and emotional sublimation. Suggestions for improvement: teachers and students evaluate and summarize the discussion results and sublimate their emotions appropriately.
30. Reference answers
(1) Map method, case method, group discussion method and multimedia-assisted teaching method.
(2)① Where have all the water droplets gone? Which circle do you belong to?
② What are the types of water cycle?
③ What are the links in each water cycle?
④ What is the significance of water cycle?
(3)① Ability of reading and analyzing pictures, through analyzing and interpreting graphic materials, we can extract useful information and improve students' ability of processing information.
(2) regional cognitive ability, through the integration and connection of information, to form regional cognition of the Yellow River basin and exercise regional cognitive ability.
(3) Geographical practical ability. Through the understanding of practical problems and the analysis of learned knowledge, we can exercise our geographical practical ability to solve practical problems with geographical knowledge.
Four. Instructional design topic (this topic is entitled 1 small topic, with a total of 24 points)
3 1. Reference answer
(1) Teaching objectives
(1) can tell the geographical significance of the revolution of the earth.
(2) By analyzing the geographical significance of the earth's revolution, summarize the laws of the height angle of the sun at noon and the length of day and night, and improve the ability of inquiry and analysis.
③ Cultivate the spirit of scientific inquiry.
(2) Teaching process
Link 1: Introducing a new lesson
Video import. Play the video "The Revolution of the Earth". Guide the students to recall the law of the earth's revolution, and then cut into the topic of this section.
The design intention is to use video to arouse students' interest in learning and quickly shift their attention to the classroom.
Link 2: New Curriculum Teaching
1. solar altitude angle
Teachers' activities show the "sunshine map" to guide students to think about what will happen when the sun reaches the ground.
Students can see shadows in the sun, and the length of shadows is different at different times.
The teacher added that this is related to the height angle of the sun. The height of the sun relative to the ground level is called solar height, and the maximum height of the sun is 90 degrees. The local solar maximum is 12, which is called the noon solar height. At noon, the height of the sun is the largest at the latitude of direct sunlight, and gradually decreases from south to north.
The design intention is to use the materials in life to guide students to think and understand knowledge quickly.
2. The length of day and night
Transition Because of the ecliptic angle, the direct point of the sun moves periodically on the earth. It changes the length of day and night in other places except the equator during the earth's movement.
The teacher's activity showed the dichotomy of the solar illumination map to the sun, and asked the students to discuss the following questions in groups:
(1) When the sun shines directly on the equator, how is the global day and night distributed?
(2) When the sun shines directly in the northern hemisphere, what is the day and night distribution in the northern hemisphere?
(3) How is the day and night distributed in the northern hemisphere when the sun shines directly in the southern hemisphere?
Discuss in groups and exchange answers.
Teachers and students come to the conclusion that the direct point of the sun moves periodically on the earth because of the ecliptic angle. It changes the length of day and night in other places except the equator during the earth's movement. When the sun shines directly into the northern hemisphere, the days in the northern hemisphere are long and the nights are short. The higher the degree of north latitude, the longer the day, and the polar circle appears extremely day. When the sun shines directly into the southern hemisphere, the days in the southern hemisphere are long and the nights are short. The higher the south latitude is, the longer the day is, and the polar circle appears extremely daytime. The equator is as long as day and night.
The design intention is to improve the ability of inquiry, cooperation and communication through group discussion.
3. Four Seasons
Teachers' activities Teachers show pictures of "Spring, Summer, Autumn and Winter". Please talk at the same table: How are the four seasons formed?
At noon, the height angle of the sun and the length of day and night change with time.
The teacher explained that due to the regression movement of the direct point of the sun, the height angle and the length of day and night of the noon sun in the same area change with time, especially in the mid-latitude area, the solar radiation obtained in different time periods of the year is quite different, so the four seasons are produced. Summer is the season with long days and the highest sun height at noon. Winter is the season with shorter days and the lowest sun height at noon; Spring and summer are the transitional seasons between winter and spring.
Step 3: Summarize the homework.
Summary: The teacher leads the students to review and summarize the main points of this lesson.
Homework: Look up the information after class, collect the information brought by the revolution of the earth, and share it with you next class.
The design aims to help students sort out the knowledge system and improve their ability to collect information.