Geography is a subject that studies the geographical environment on which human beings depend for survival and development, and the relationship between human beings and geographical environment. So how to write the geography lesson plan for the next semester in high school? The following is the geography teaching plan for the next semester of high school that I compiled for you. I hope you like it!

High school geography next semester teaching plan 1 teaching purpose:

1. Through the analysis of case ① "Water and soil in Zhoukoudian", we can accurately understand the concept of "environment" and the relationship between human beings and the environment.

2. Cultivate students' ability to find problems and summarize knowledge on the basis of analyzing factual data.

Teaching emphases and difficulties:

Understand the relationship between human beings and the environment.

Teaching aid preparation:

Related wall charts, self-made charts, etc.

Teaching methods:

Comparative method, graphic analysis method, graphic method, etc.

Teaching process:

Import:

Environment and environmental problems are one of the most concerned problems of contemporary people. 2 1 century, the biggest troubles of mankind are not only war and economic problems, but also increasingly serious and thorny environmental problems. Therefore, each of us must care about our surroundings and their changes, and take actions to protect the environment and protect our homeland. If human beings want to survive and develop in the environment, they must understand the environment around us, understand its development law and correctly handle the relationship between human beings and the environment.

I. Concept and classification of environment

1, concept: refers to the surrounding things that are opposite and related to a central thing.

Description:

(1) The "environment" mentioned in this book is the same concept as the "geographical environment" often mentioned in geography class, which is also called natural environment.

⑵ The choice of the central thing is different, and the meanings of the surrounding things related to it are also different. For example, people or people-centered things, other biological and abiotic substances are the environment for human survival. Things centered on biology, and other non-living substances are the environment of the biological world.

(3) In the Environmental Law of People's Republic of China (PRC), biological elements and abiotic elements other than human beings are regarded as human environment.

2. Classification (according to the degree of human influence on it)

Natural environment: an environment that is slightly influenced by human beings and still retains natural ecological characteristics, such as virgin forests, alpine meadows, desert salt lakes, polar tundra, etc.

(1) Based on the natural environment, it is created by long-term social labor and needs human intervention.

Artificial environment: the maintained environment. Such as urban buildings, industrial and mining facilities, farmland water conservancy, livestock pasture, etc.

(2) Unreasonable human activities have destroyed the environment. For example, rocky mountains and barren land caused by soil erosion, desert quicksand caused by overgrazing, etc.

Second, human beings and the environment.

1. Relationship: mutual influence and mutual restriction. Human activities affect the environment, which in turn will restrict human beings. The greater the action, the greater the binding force of the reaction.

(Review Unit 5 of Compulsory 2).

Read the picture on the right and try to explain the meaning of these arrows in the picture.

(1) refers to the material and energy that human beings obtain from the environment in their survival and development.

(2) refers to the human metabolism and consumption activities (including production consumption and life consumption) to discharge waste into the environment.

(3) refers to the role of human beings in the environment.

(① and ② both processes will have an impact on the environment)

(4) said the environment affected it, the reaction to human itself.

Say which arrow in the picture represents the process of human behavior.

Mining coal fields, industrial "three wastes", acid rain and land leveling (answer ① ② ④ ③)

2, the relationship between human and environment changes:

At first, human beings, like other creatures, lived in harmony with the environment. With the development of productive forces and the progress of science and technology, human beings have a greater and greater impact on the environment until today's large-scale destruction of the ecological environment.

Case 1 Water and Soil in Zhoukoudian

Through this case, we should grasp the following questions.

This case reflects the changes of geographical environment in China, and the evolution of the relationship between human beings and the environment from hunter-gatherer society to agricultural society, industrial society and post-industrial society.

think

1. What are the characteristics of the relationship between Zhoukoudian residents and the environment in Paleolithic age? What is the reason?

Hugging: Ancient humans and the environment were in a primitive state of balance, with the characteristics of low-level coordination. The reason is that the level of productivity was low and the impact on the environment was weak.

2. What has happened to the relationship between Zhoukoudian residents and the environment since the agricultural civilization? What is the reason?

Description: Since the agricultural civilization, the relationship between Zhoukoudian residents and the environment has become increasingly tense, the ecology has been destroyed and the environment has been polluted. The reason is that the population has grown excessively and only pays attention to short-term economic benefits.

3. How do you understand the relationship between human and environment?

Explanation: Human beings and the environment interact and restrict each other. Human activities affect the environment, which in turn will restrict human beings. The greater the action, the greater the binding force of the reaction. People must correctly understand the relationship between the two, adapt to the natural environment, adapt to the natural environment, so that the two can truly achieve coordination.

4.2 1 century, how does Zhoukoudian Township view the relationship between human beings and the environment?

Hugging: People finally have a correct understanding of the relationship between environment and development. In 2 1 century, Zhoukoudian township intensified environmental improvement, shut down polluting enterprises, treated wastewater in petrochemical areas, treated Zhoukou River, afforested and protected the site of "Beijingers" and developed tourism.

High school geography next semester teaching plan 2 [teaching objectives]

1. Use legends to explain the level of celestial bodies and the position of the earth in the universe.

2. Illustrate that the Earth is an ordinary and special planet in the solar system.

3. Analyze the cosmic position of the earth and its own conditions, and understand the reasons for the existence of life on the earth.

[Teaching Focus]

1, the position of the earth in the universe.

2. The generality and particularity of the earth.

[Teaching difficulties]

The reason why there is life on earth.

[Teaching process]

We are all familiar with the rising of the sun, the alternation of day and night and the movement of stars. Do any of you know why these phenomena occur on earth? Why is there life on earth? Is there life on other planets? This is what we will learn in this class.

(teaching new lessons)

First, the position of the earth in the universe.

1, the universe is made of matter.

① Type of celestial body

A, stars are made up of hot gas, and the hot gas itself can emit light and heat.

Nebulae are composed of gas and dust and look like clouds.

C, the planet in elliptical orbit around the sun, nearly spherical objects. Can't shine by itself.

D. Small-mass celestial bodies with satellites orbiting the planet. The moon is the only satellite on the earth.

E dust particles and small solid debris in the interplanetary space of meteoroids. A large group of meteoroids orbiting the sun in the same orbit is called a meteor group. The meteoroid that broke into the earth's atmosphere, the light trace produced by the friction with the atmosphere, crossed the sky, as if it were scattered from a certain point in the air. This phenomenon is called a meteoroid.

F, a comet orbiting the sun in a flat orbit, a celestial body with a small mass, exists in the form of a cloud.

In addition, there are other interstellar matter. Among them, stars and nebulae are two basic celestial bodies.

(Attachment: Practice and consolidate the understanding and knowledge of the characteristics of celestial bodies)

(2) the level of celestial system

Any celestial body has its own position in the universe, and all celestial bodies attract each other and surround each other to form a celestial system. The composition of celestial bodies at all levels is as follows:

A. earth-moon system's moon revolves around the earth, forming the earth-moon system. The earth is the central celestial body, and the moon is the only natural satellite of the earth.

B solar system the sun, the earth and other planets and their satellites, asteroids, comets, meteoroids and interstellar matter constitute the solar system.

C. the milky way, the solar system and other star systems constitute the milky way. Outside the Milky Way, there are about10 billion celestial systems similar to it, which we call extragalactic galaxies.

D, the total galaxy, the Milky Way and the extragalactic galaxies that can be observed at this stage are collectively called the total galaxy.

Celestial system is divided into four grades, from low to high: planetary system-star system-galaxy-total galaxy.

2. The Earth is an ordinary and special planet in the solar system.

1, the earth is an ordinary planet.

① The motion characteristics of the eight planets: the same direction, the same plane and the near circle.

(2) The structural features of the eight planets.

Division basis: distance from the sun, mass and volume.

Classification: terrestrial planets (water, earth and fire), giant planets (wood and earth) and distant planets (sky and sea).

The earth is a special planet.

Performance: There is life on the earth.

Reason: a, the distance between the sun and the earth is moderate-a temperature condition suitable for the development of life surname.

B, moderate mass and volume-absorb the atmosphere and form an atmosphere around the earth.

C, the internal structure and material movement of the earth-the formation of primitive oceans.

The earth is the only known planet in the solar system that is suitable for the survival and reproduction of living things. The reason is not only its location and its own conditions, but also its cosmic environment. In the solar system, the planets revolve around the sun in the same direction, and their orbits around the sun are almost on the same plane. The large and small planets go their own ways and do not interfere with each other, making the earth in a relatively safe cosmic environment.

[course summary]

1. Use legends to explain the level of celestial bodies and the position of the earth in the universe.

2. Illustrate that the Earth is an ordinary and special planet in the solar system.

3. Analyze the cosmic position of the earth and its own conditions, and understand the reasons for the existence of life on the earth.

[Classroom exercises]

The topics selected for each teaching goal are helpful for students to understand and consolidate what they have learned.

Three-dimensional goal of geography teaching plan for the next semester in senior high school;

1. explain the location factors and characteristics of animal husbandry in ranch with cases.

2. Analyze the location factors of dairy industry formation in Western Europe by reading the map, and summarize the characteristics of dairy industry with data.

3. Comparative analysis of the location conditions of dairy farming in Western Europe and grazing in pampas pasture.

Teaching focus:

1. The case illustrates the location factors and characteristics of the formation of animal husbandry in large pasture.

2. Analyze the location factors of dairy industry formation in Western Europe by reading the map, and summarize the characteristics of dairy industry with data.

Teaching Difficulties: Comparative Analysis of Location Conditions between Dairy Cattle Breeding in Western Europe and Pasture Animal Husbandry in pampas

Preparation of teaching AIDS: topographic map of the world and pictures of teaching materials

Teaching methods: case analysis, heuristic narration and comparative analysis.

Class schedule: 1 class hour

Teaching process:

Da pasture Fang animal husbandry

1, features: market-oriented agricultural regional type, large production scale and high degree of specialization.

2. Main distribution: USA, Australia, New Zealand, Argentina, South Africa and other countries.

In arid and semi-arid climate areas, the vegetation in these areas is sparse, which is not suitable for farming and can only be used for animal husbandry. Cattle industry in the United States and Argentina plays an important role, while sheep industry in Australia, New Zealand and South Africa plays an important role.

Case:

1. Don't look at the correlation analysis of location factors of animal husbandry in large pasture in isolation. Natural factors are the foundation, human and economic factors are the conditions, and scientific and technological progress (including the improvement of traffic conditions and grassland conditions) is the "catalyst".

2. When analyzing Figure 3. 15, we should focus on the important information such as land and sea location, topography, developed railway traffic, convenient shipping conditions and so on.

3. Complete the activity with case 4.

(Activities can be carried out through the procedure of students reading cases → students analyzing → students discussing → teachers summarizing. )

Activities:

1. This paper takes grassland pasture in pampas as an example, and summarizes the location conditions of this agricultural regional type.

Description: mild climate, lush grass and excellent grass quality; The vast land and sparse population and low land rent provide the possibility for large-scale management of pasture; Being close to the port has promoted the commodity management of pasture.

2. What are the characteristics of pasture animal husbandry in management mode, commercialization, specialization, economic benefit and application of science and technology?

Description: management mode: intensive agriculture, large-scale production.

Highly commercialized and specialized; High economic benefit; Attach importance to the application of science and technology, such as cultivating improved cattle, improving transportation conditions, opening up water sources, planting feed, and rotating grazing.

3. Can Inner Mongolia, Xinjiang and other regions in China adopt the production mode of pampas grassland pasture animal husbandry?

Description: Inner Mongolia and Xinjiang are vast and sparsely populated, with good grassland quality. If we can strengthen the application of science and technology and improve traffic conditions, we can completely adopt the production mode of large pasture and large animal husbandry.

Typical Representative —— Development of Cattle Farm in pampas Grassland.

1), favorable location conditions-

(1) is one of the excellent natural grasslands in the world, with mild climate and lush grass.

(2) The vast land with few people and low land rent make it possible for large-scale pasture management;

(3) The location advantage near the seaport promotes the commodity management of the pasture.

(Reading requirements: Familiar with the geographical location of the above countries and regions, pampas grassland, etc. On the map of the world. )

2), development process-

Indians freely put animal husbandry (extensive self-sufficient nomadic industry) into intensive commodity cattle raising in Europe.

3) In order to promote the development of cattle industry, Argentines have done the following work:

(1) The completion of the railway facilitates the transportation of beef cattle to port cities for slaughter and processing before being transported abroad;

(2) Take measures such as fenced grazing, rotational grazing, planting feed, drilling wells, etc. to ensure drinking water for people and livestock and water for grassland growth, so that the grassland will not be degraded.

(3) Breeding improved cattle, strengthening the cultivation of improved cattle, and studying the diseases of cattle.

4) Argentina is vast and sparsely populated, and the beef produced is mainly exported. The invention of the sea freezer extended the beef market in pampas to Europe.

Geography teaching plan for the next semester of senior three 4. First, talk about curriculum standards.

"Major Environmental Problems Faced by Mankind" is selected from the first section of Chapter 4 of Compulsory Geography 2 of China Map Edition.

The requirement of this section in the new curriculum standard is to summarize the main environmental problems faced by human beings according to relevant information, exchange views on environmental problems with family members, and try our best to improve the local environment. From this point of view, this part of the content from the understanding and mastery of basic knowledge points to the analysis and application of students can not be ignored. Therefore, it is our teachers' main task to master the standard requirements of this section and improve students' learning ability in teaching.

Second, talk about teaching materials.

1, the position and function of teaching materials

This teaching content is carried out on the basis of learning the knowledge of human production activities, and it is a key to open the principle of geography, which is of great significance to guiding human production and life and rationally developing and utilizing natural resources. This lesson makes students realize the importance of environmental protection and pay attention to the environmental problems around them by summarizing several environmental problems faced by human beings.

2. Teaching objectives

(1) Knowledge Objective: To understand the causes, consequences, distribution and control measures of atmospheric environmental problems such as global warming, ozone layer destruction and acid rain.

(2) Ability goal: Use a variety of materials to help students correctly understand the impact of human activities on the geographical environment, so that students can understand the environmental problems and governance measures in different regions.

(3) Emotion, attitude and value goal: through the study of environmental issues, guide students to pay attention to the global environment, establish global awareness and environmental awareness, and cultivate social responsibility.

3. Teaching emphases and difficulties

Focus: Causes of global warming, ozone layer destruction, acid rain and other environmental problems.

Difficulties: the consequences of several global environmental problems and their control measures.

Third, talk about teaching methods and learning methods.

Teaching methods: inquiry learning and group discussion are adopted. On the one hand, the combination of textbook pictures and written materials enables students to form a positive inquiry learning attitude. On the other hand, students are asked to collect relevant information about global environmental problems in groups, discuss the reasons and summarize them.

Learning method: Make students learn to explore, that is, learn how to analyze and select valuable information, and learn how to use the basic principles of geography to solve specific geographical problems. Students should also learn to cooperate and complete activities together in groups.

Fourth, talk about teaching procedures.

1, as you can see, I used a beautiful video material as this lesson when I introduced the new lesson.

Introduce a scene to enhance students' perceptual knowledge, which is in sharp contrast with the content of this lesson. The analysis of curriculum standards and teaching material analysis's analysis make students clear their tasks.

2. Teaching new lessons: In the process of teaching new lessons, I design based on three points.

(1) Open teaching content: This section introduces several global environmental problems such as global warming, ozone layer destruction, air pollution and acid rain. I have corresponding text and video materials for almost every question. (Watch) Use the materials prepared by students before class, conduct full discussion and independent inquiry, and find out the causes and harms of environmental problems. Through discussion, students will find their own omissions and deficiencies, and constantly revise and improve them.

The second problem is ozone layer destruction. Because this content was involved in the previous teaching process, students can consolidate the knowledge points through situational exercises after watching the pictures of the Antarctic ozone hole.

Air pollution and acid rain are environmental problems, and I also provide students with a lot of information for them to process and sort out.

Of course, teachers should supplement information in time and summarize scattered knowledge points, that is, networking and systematization. That is, a summary of key knowledge.

(2) Make full use of courseware

This courseware contains a large number of intuitive words, pictures, data and video materials. He can make students understand the current environmental situation facing mankind more intuitively and deeply.

(3) Carefully plan activities

This activity aims to guide students to pay attention to life, the environment and apply what they have learned. In teaching, firstly, the environmental problems faced by human beings are induced through pre-class exploration activities, so as to enhance students' perceptual knowledge and crisis awareness. In the teaching process, let students fully discuss and explore independently to find out the causes and harm of environmental problems. After class, the teacher guides the students to form interest groups to pay attention to and study the environmental crisis in life. This is the case study here. The students carried out a group inquiry activity with the theme of "desertification" and served as soldiers for everyone in this class. This not only broadens students' horizons, but also enriches classroom teaching. The last cartoon reflection pushed this activity to a climax. It can be said that this cartoon is a summary and sublimation of the central idea of this class.

Five, said the teaching effect

Inquiry teaching mode gives students the initiative in class, cultivates students' quality in an all-round way and harmoniously, and transforms students from passive recipients of knowledge and irrigation objects into the main body of information processing. The method of group discussion and cooperation not only cultivates students' team spirit and sense of cooperation, but also creates a free and democratic learning atmosphere for students, giving full play to their inner motivation and enabling students to learn to learn.

Computer-aided teaching, that is, using multimedia to process some static information in teaching materials into dynamic information with pictures, colors, shapes and sounds, and show it to students intuitively, quickly and in large capacity, thus stimulating students' excitement and mobilizing their enthusiasm, which is conducive to breakthroughs in key and difficult points and improving teaching efficiency and effectiveness. By using this courseware, I have a deep feeling that if you are a professional geography educator, you can use this courseware to achieve good teaching results; If you are a non-professional, you can use this courseware to get good learning results.

High school geography teaching plan for the next semester 5 I. Teaching objectives

(1) Knowledge objective:

1, to understand the reasons, hazards and measures to protect the ozone layer;

2. Understand the types of greenhouse gases, the causes and hazards of global temperature rise, and protective measures;

3. Understand the causes of acid rain, master the main acid rain distribution areas in China and the main measures to prevent acid rain.

(2) Ability objectives:

By allowing students to consult and retrieve information independently on the Internet, we can cultivate their practical ability and their ability to actively learn and acquire knowledge.

(C) moral education objectives:

1. By analyzing the main causes of atmospheric environmental problems, let students understand the close relationship between people and the environment, understand the significance of environmental protection, and establish "environmental awareness", starting from me and starting from the little things around them; Establish a correct view of the environment, establish a "global awareness" and understand the importance of participating in international cooperation to protect the atmospheric environment;

2. Cultivate students' cooperative spirit through online communication and discussion.

Second, teaching material analysis

1, the textbook of this lesson is not only the summary and deepening of the textbook of this unit, but also the embodiment of integrating theory with practice. The textbook of this unit is compiled step by step, so that students can gradually deepen their understanding. For example, global warming and ozone layer destruction mentioned in this class are all mentioned when talking about "composition and vertical distribution of the atmosphere" and "thermal state of the atmosphere", which lays a theoretical foundation for this class.

The causes of acid rain are also discussed in junior high school chemistry class. Therefore, the teaching of this course should fully guide students to use the theoretical knowledge they have learned to explain these practical problems. The causes of these atmospheric environmental problems in the textbook of this lesson are further extended and deepened on the basis of the previous knowledge. The harm of atmospheric environmental problems and the measures of atmospheric environmental protection are emphasized.

2. The textbook of this course aims to make students understand that protecting the atmospheric environment requires global cooperation, planning and controlling various human activities that affect the atmospheric environment, so as to cultivate students' global concept, environmental awareness and behavioral norms.

Thirdly, the analysis of learning situation.

1, the student is a senior one; The textbook used is a new geography textbook for senior high school (Grade One) published by People's Education Publishing House (official edition).

2. Students should be familiar with general computer operations, such as the operation of word documents and PowerPoint presentation tools, familiar with the environment of network classrooms, and have certain network operation skills.

Four. Learning environment and resources

1, campus network, network classroom, broadband network, projector, video display platform.

2, network teaching courseware, multimedia courseware.

3. Network classroom system, word document and PowerPoint demonstration tool.

Five, teaching ideas and design

Teachers design web pages and upload the course content to the web pages. Before the course begins, students enter the web page by themselves. Based on the learning theory of constructivism, students explore and learn by using the network environment, and construct their own knowledge by using computers. Teachers adopt goal-oriented teaching, and the teaching goal of this lesson is designed to think about problems as a learning task, so that students can obtain relevant knowledge and put forward their own opinions on the web page, and then exchange and study with each other online, so as to achieve the teaching purpose of this lesson through student-student interaction and teacher-student interaction. The design of teachers' teaching process pays attention to organically combining the learning and application of geographical knowledge with the use of information tools, and to cultivating students' ability to learn and apply geographical knowledge in life by using information technology.

The teaching process of this lesson is: "introducing new lessons-free exploration-collaborative discussion-induction and summary-consolidation exercises-thinking expansion".

Sixth, the teaching process.

(A) the introduction of new courses

Teacher: "The environmental problem is a topic of general concern, and green products have become the fashion that people pursue. Please tell us what green products are in our daily life. " (After the student answers) "The widespread use of green products shows that people's awareness of environmental protection has become stronger and stronger. Today, let's discuss some knowledge about atmospheric environmental protection. "

(2) Ask freely

Show the learning objectives of this lesson on the big screen, and design related questions according to the learning objectives of each knowledge point to make students think:

1. What is the reason for the destruction of the ozone layer? What are the disadvantages? What measures should be taken to protect it?

2. What are the causes of global warming? What are the disadvantages? What measures should be taken to combat global warming?

3. How is acid rain produced? What are the disadvantages? What measures should be taken to prevent acid rain?

Guide students to learn independently through relevant websites, and make the answers to the above questions into manuscripts by using word documents or PowerPoint. When students encounter problems in their study, they can raise their hands to ask the teacher for individual counseling, or they can use chat rooms to communicate between teachers and students and between students. Teachers can monitor each student's learning process at any time through the teacher machine.

(3) cooperative discussion

1. Teachers show students' learning achievements and comment on outstanding problems.

2. Arrange students to discuss related issues collectively.

(d) summary

Through this lesson, we know that global atmospheric environmental problems such as global warming, ozone layer destruction and acid rain harm have affected human production and life, and these problems are closely related to human activities. Therefore, we should trace the source, control it from the source, take effective measures, strengthen global cooperation, and strive to create an atmospheric environment suitable for human survival. It is our unshirkable responsibility to control the atmospheric environment. I hope students will actively participate in the action. (The big screen shows the learning outline of this lesson)

(5) Consolidate exercises

Self-test is carried out through comprehensive exercises in online courseware, and teachers can monitor and comment appropriately at any time.

(6) Thinking expansion

Question: In daily life, how should we do our bit to protect the atmospheric environment?

Students can send their ideas to the chat room for discussion. You can also send it to the mailbox.