First, geography teaching methods:
1, reduce theoretical indoctrination and increase skill training.
Although geography belongs to liberal arts, it is unreasonable and inappropriate for teachers to directly instill the concepts and laws in books into students and let them memorize them. In the end, it will only make students less and less interested in the classroom and the teaching effect will be greatly reduced. Therefore, the author thinks that we should reduce the rigid teaching of some knowledge in books and increase the interesting teaching aimed at improving students' geographical skills, which not only enlivens the classroom atmosphere, attracts students' attention, but also cultivates students' geographical literacy and greatly improves the teaching effect.
For example, in recent years, major earthquake disasters have occurred frequently in China, and in 2008, "5? 12 Wenchuan earthquake ",2010" 4? 14 Yushu earthquake ",2013" 4? 20 Ya 'an earthquake and other disasters have awakened many people, and the whole society has begun to realize how important education is, and school education is very lacking in this respect. As a geography teacher, the author also began to reflect on his previous classroom teaching, only paying attention to the basic knowledge about earthquakes in textbooks and instilling it in students, but if students really encounter earthquakes in the future, the knowledge in these books will be of no help. Although we rarely experience earthquakes in Shanghai, the two major seismic zones in the world, the Pacific Rim seismic zone and the Mediterranean-Himalayan seismic zone, are widely distributed and influenced, and China is located at the junction of these two seismic zones. In addition, if students travel, study and even live at home and abroad, they may still encounter earthquake disasters, so they need to know some survival skills after the earthquake. So after fully preparing lessons, I took the topic of "plate movement". When introducing the earthquake, the author will spend nearly one class to let students know the precursors before the earthquake, know the correct self-help methods and strategies to deal with emergencies when the earthquake occurs, and learn to help the trapped people who need help after the earthquake. Every time after such a class, the enthusiasm of the students to participate in the discussion and the serious expression on their faces tell the author that they like to learn such knowledge, and they need such geographical skills more than the content in the textbook.
2. Reduce empty preaching and increase intuitive demonstration.
Geospatial ability is a kind of geographical ability with discipline characteristics, and it is also one of the core qualities of geography. It mainly includes the ability to locate geographical space and observe spatial pattern. However, in daily teaching, it is difficult to improve students' spatial ability if they blindly use lectures and simply use language to explain various geographical problems, which often leads to students' incomprehension. Therefore, in view of this situation, the author will design some interesting activities in class, and vividly show unfamiliar geographical knowledge to students through intuitive demonstrations, so that they can master this knowledge easily and happily through hands-on, writing and thinking, and arouse their thinking resonance.
For example, in the topic of "the companion of the earth-the moon", there is an important and difficult content to explain "why we can only see the front of the moon on the earth". The explanation in the book is a geographical phenomenon caused by the fact that the rotation of the moon itself is consistent with the direction of period of revolution. However, as a result of this teaching, most students can't understand this truth at all, and some students even relate the movement of the earth itself and finally get the wrong answer. Therefore, after summing up experience, thinking and designing, the author adopted the demonstration method when teaching this content: let two students go on stage to play the earth and the moon respectively, and ask the students who play the earth not to move at all, and emphasize that the answer to this question has nothing to do with the movement of the earth itself, while the students who play the moon revolve around it with the "earth" as the center and keep facing the "earth" at the same time. Moreover, in order to make the students observe more realistically, the author also asked the students who play the demonstration to slow down or even do it. During the demonstration, all the students in the audience watched the activities of the two demonstration students attentively. After the demonstration, almost every student can explain the reason of this phenomenon. I believe that the image of the space movement between the earth and the moon must be mapped out in their minds. Such a class will certainly help them improve their spatial ability.
3. Reduce passive acceptance and increase open discussion.
"Student-oriented" is the core concept of modern education and teaching, which advocates that students should not be regarded as passive recipients of knowledge, but as masters of knowledge. The teacher's role is mainly to guide students in the right learning direction, not to limit the way they will go in the future. Therefore, the author often uses open discussion as the main method to study geography problems in daily teaching, so as to give students an open space and time to think actively, cultivate students' ability of independent thinking and independent learning, and make classroom teaching better adapt to the requirements of students' independent development.
For example, the location condition of industry is the key content of the human geography part of senior one, while agriculture, industry and commerce are relatively far away from students' lives, so it is difficult for them to understand the location condition through the characteristics of these industries. Therefore, the author tries to be close to their lives in teaching, and tells an example of taking them to Qingpu to pick strawberries before the content, so that they can discuss openly in groups about "what conditions are needed for strawberry production". Through a group of heated discussions, the students put forward the main regional conditions that affect agriculture one by one, such as climate, topography, soil, market and technology, and achieved the teaching goal. And through discussion and collective efforts, students can get more comprehensive answers and conclusions, and the language is more rigorous, scientific and accurate.
Second, the practice of geography teaching methods
Homework is an extension of classroom teaching. Through purposeful and targeted homework, students can further understand the key points of study, consolidate what they have learned in class and form certain skills. However, traditional geography homework often has many disadvantages, such as too many questions, single questions, monotonous homework evaluation and so on, which leads to low efficiency and can't consolidate what you have learned in class. The author thinks that it is an effective way to improve students' geography learning ability to redesign all aspects of homework with the aim of paying attention to students' interest in learning and stimulating their enthusiasm for learning.
1. Adjust the practice time and enter the classroom after class.
The education department clearly stipulates that high school students should spend no more than eight hours in school and no more than two hours in homework every day. However, for most students, it takes more than two hours to finish homework in all subjects every day. Some students can't finish their homework even in the early hours of the morning, but if they don't assign homework, it will be difficult for them to consolidate what they learned that day. Therefore, the author takes the countermeasure that after finishing a certain knowledge point in class, part of the homework originally prepared will be transformed into in-class exercises. On the one hand, it can reduce students' homework and reduce their academic burden; On the other hand, teachers can quickly understand students' real acceptance in class, make up for gaps and comments in time, and let students strengthen their correct understanding of knowledge points and clarify vague concepts, which really improves classroom learning efficiency.
2. Change the form of homework, reduce writing and increase interest.
Traditional geography homework is often in written form, either mechanically plagiarizing, sticking to repeated exercises in textbooks, or closed and single tactics of asking questions about the sea. This kind of homework has become a hard work and a heavy burden for students, so that some students "sigh at homework" and have "homework phobia", and even eventually let them give up homework or even study. The author believes that only by changing this form of homework can we stimulate students' interest in geography learning, make them like it and finish it seriously. For example, every winter vacation, the author rarely assigns written homework, but lets the students make their own geographical topics of interest, without limiting the type and framework of homework. The final results presented by students are also different in theme and form. Some students use PPT to show the mysteries of the universe, some students use FLASH to make meteorological and climatic knowledge, some students use e-books and videos to describe foreign customs, and so on. As long as the content related to geography, whether natural or humanistic, can be seen in their works. To complete this kind of homework, students not only need to use the knowledge in the textbook, but also need to obtain the content outside the textbook through extracurricular books, newspapers and the Internet. The completion of such an assignment means that the students present the geographical topics they really like, and also means that the knowledge they finally master and can really use is learned by themselves, rather than being taught by teachers. When we say "what we teach is learning", we mean that teaching should first teach students how to learn actively, so that students can have a studious attitude and the ability to learn independently, so as to adapt to the society, the ever-changing technology and become innovative talents in the future.
3. Advocate comprehensive evaluation and change passivity into initiative.
Homework is a strong link between students and teachers. When evaluating homework, teachers should be accurate and write some short comments to some students' homework appropriately, and students are eager to see the teacher's correct evaluation of their homework, just as psychologist James said, "The most profound quality in life is the desire to be appreciated." Students hope to get the teacher's affirmation after completing their homework, and the teacher's evaluation is also of guiding significance to students' future study. But now many teachers' evaluation of students' homework is very mechanical and monotonous, only right or wrong, without any comments, students will be punished for mechanically copying wrong answers, which will eventually lead to students losing interest in homework and even unwilling to finish it. Therefore, when correcting homework, as long as time permits, the author will give it details to modify and evaluate; In addition, when evaluating some independent and open assignments mentioned above, class presentations will be made, and each group leader will also participate in the evaluation of each group's assignments. Through this evaluation method, students can change from passive to active. They can not only compare their own shortcomings in homework, think and improve their learning methods, learn from each other's strong points and improve together, but also consolidate their knowledge, improve their observation ability, analytical ability and aesthetic ability in the evaluation process, so that students' comprehensive thinking ability can be obviously improved.