As an excellent teacher, we should have strong classroom teaching ability. Writing teaching reflection can sum up many teaching skills in the teaching process, so how to write teaching reflection is appropriate? The following are my thoughts on geography education and teaching in senior high schools. Welcome to read the collection.
Reflection on geography teaching in senior high school 1 Confucius said, "Learning without thinking is useless, thinking without learning is dangerous". In fact, this sentence has profound reference significance in our daily teaching work. The great educator Suhomlinski once suggested that every teacher should keep educational diaries, essays and records. These records are the source of thinking and creation, priceless treasures, and rich materials and practical basis for your teaching and scientific research.
In my opinion, the reflection of geography teaching under the new curriculum concept is not only a general review or repetition of geography teaching activities, but also a future-oriented teaching activity, which is for teachers to immerse themselves in the overall situation of geography teaching from a broader social, ethical and educational level and arouse their self-awareness. In order to reflect on geography teaching under the new curriculum concept, I will mainly talk about the reflection on teaching design:
In the practice of geography teaching, it is sometimes found that the effect or purpose of geography teaching is quite different from the expected design. The concrete analysis after class is because the practical reflection on teaching design is neglected in teaching design, and it is difficult to make teaching design play the expected role in practical application. Therefore, teachers should actively reflect on the appropriateness of teaching design and teaching practice, see the mistakes in practice in time, constantly explore the problems existing in teaching objectives, teaching tools and teaching methods, and actively improve them, so as to optimize teaching and effectively promote students' learning.
In the new geography textbook for senior high school, atmospheric environment is a difficult point, and the contents about weather, climate and monsoon are even more difficult. How to transform these contents from abstract theories and images into students' easy-to-understand knowledge has put forward high requirements for geography teachers. So you can try to write such a case in teaching design and break through the difficulties through case teaching method. The case is as follows:
On the eve of Battle of Red Cliffs, Cao Cao was in Jiangbei and Soochow was in Jiangnan. Zhou Yu sent troops to attack Huang Gai and offered a series of tricks to prepare for Cao Cao's fire attack. Suddenly, he remembered that he had neglected an important thing and suddenly became ill. When Zhuge Liang visited the doctor, he pointed out that the root of Zhou Yu's illness was "owing the east wind" and allowed him to borrow the east wind to help himself. In fact, Zhuge Liang just predicted that the weather would be abnormal later, so he was mystifying.
Question:
(1) Which province is Chibi located in? Try to analyze the local climate conditions.
(2) Why did Zhou Yu suddenly get sick because of "owing the east wind"?
(3) What are the geographical factors that form the largest monsoon region in China?
(4) The eastern monsoon region of China is the most typical region of monsoon climate. Try to explain its climatic characteristics.
(5) Besides military affairs, what other aspects do you think the monsoon will affect?
In this way, the content to be learned is turned into a small problem through the case. Teachers only provide background information, find out the answer through students' own inquiry, master the knowledge of weather and climate, understand the geographical factors that form climate, and expand their geographical ability. Facts have proved that students are very interested in this way, and abstract principles are transformed into intuitive materials. The theory of multiple intelligences, which is better than blind indoctrination, tells us that every student has different combinations of intelligences and has his own weaknesses and abilities. Students have wide and narrow knowledge, high and low learning ability and strong and weak cognitive ability. Teachers must face up to this individual difference between students. For example, we can carefully conceive and design the presentation of content, written materials, image information, multimedia, etc. to take care of different students' learning interests and ability requirements.
Reflection on Geography Teaching in Senior Two As a geography teacher, I deeply feel that many teaching links in geography teaching this year are not in place, and there are many places worthy of reflection. Geography is a subject with strong comprehensiveness, great knowledge span and great emphasis on practical application. In order for students to learn it well, on the one hand, it is necessary to constantly emphasize the importance of geography to students, guide students to pay attention to geography, and ensure the necessary time investment; On the other hand, we should constantly improve teaching methods, cultivate students' geographical thinking ability, do everything possible to create a good geographical teaching atmosphere, and mobilize students' enthusiasm and initiative in learning geography.
This year, I teach senior two. It is particularly urgent and necessary to reflect on the shortcomings of previous teaching, improve teaching methods and think about how to improve teaching quality in the future. The following are some shortcomings in my teaching work and future countermeasures. I hope it can always remind itself not to take the same detour in the future teaching process, adjust and correct teaching methods and improve teaching quality.
First, although I have my own design and arrangement in the establishment of teaching objectives, the handling of teaching materials, teaching methods and the guidance of learning methods every time I prepare lessons, in the real teaching process, I use more spoon-feeding teaching methods in which teachers impart knowledge and students memorize knowledge; I'm afraid what I said is not enough. Sometimes after a class, the original teaching goal is difficult to be fully realized, and the teaching goal is impossible to talk about.
Countermeasures: the establishment of teaching objectives should focus on and enable students to master geographical knowledge closely related to their lives and the surrounding world, and stimulate students' interest in learning geography through students' association; In the implementation of teaching objectives, we should correctly handle the relationship between teachers and students, teaching and learning, make students devote themselves to learning activities, give students enough space for thinking, highlight their dominant position in teaching activities, and effectively realize the knowledge, ability and moral education objectives of teaching activities.
Secondly, the current geography textbooks are compiled under the guidance of new educational and teaching ideas, which are of the times and advanced, with special emphasis on life geography and practicality of learning, and meet the learning psychology and requirements of modern students. However, in my teaching process, it is still difficult to abandon the traditional thinking and methods, or even move the teaching materials completely. Therefore, students feel that the classroom is empty and boring, which, over time, suppresses their interest in geography learning and affects the mobilization of non-intellectual factors.
Countermeasures: Closely follow the characteristics of geography, fully tap the characteristics of geography, and optimize geography classroom teaching. Special attention should be paid to the establishment of teaching objectives, the handling of teaching contents and the selection of teaching methods to achieve optimization. For example, in the selection of teaching materials, we should pay full attention to the geography that is useful to life and the geography that is useful to students for life; Personalized teaching should be emphasized in teaching methods to satisfy students' desire for participation, expression, competition and achievement. By optimizing geography classroom teaching, we can cultivate students' interest in geography and overcome the learning difficulties caused by non-intellectual factors.
Third, how to teach students, I would say teaching students in accordance with their aptitude. But in actual teaching, I use the same standard to measure each student, ask each student what knowledge he should master, ask each student to complete the homework with the same difficulty, and so on. This greatly limits the improvement of students' geography performance.
Countermeasures: Every student's inner quality, learning attitude and learning ability are different. Students with residual learning ability should help them make progress at a higher level. When assigning homework at ordinary times, let the top students finish the exercises in the book, plus two or three difficult problems, so that students can think more and improve their thinking content. For students with learning difficulties, we should lower the learning requirements and strive to meet the basic requirements. When assigning homework, let the students with learning difficulties try to finish the exercises in the book, and do not add exercises after class.
No one is perfect. With the growth of my teaching time and the progress of the times, there will be more shortcomings. Only in their own teaching work, more reflection, correction of shortcomings and deficiencies in teaching, continuous progress and improvement, can become an excellent people's teacher.
Reflection on geography teaching in senior three Since I started to teach geography in senior two in July, I have been trying to explore and understand the current situation of geography learning of senior two students and their attitude towards geography learning, so as to be able to integrate into this new learning team as much as possible. Through these months of study and coexistence, I have roughly summarized the following points:
First, students' learning attitude towards geography is not correct enough.
As the saying goes, attitude determines everything. Although it is not perfect, it has played a decisive role in students' learning to some extent. Many students think that memorizing geography before the exam can be solved, and some students call geography a "minor course", which is especially obvious in science classes, but this attitude has already made a "big taboo" in learning. The "learning" of geography in senior high school is obviously different from the so-called toponymy, instead of simply remembering such common sense knowledge as "Beijing is in the north of China and Guangzhou is in the south of China". But more need to understand, and on the basis of understanding, remember, analyze and use textbook knowledge to solve practical problems, which is the focus of learning under the background of new curriculum standards.
Second, the basic knowledge is weak.
At present, due to the influence of various factors, our students' basic knowledge is weak and their knowledge forgetting rate is high. Usually we will encounter all kinds of knowledge problems in the process of system review and knowledge network construction.
Thirdly, the standardization of students' answers needs to be improved.
In our usual practice, most students can understand the knowledge points, but the language used in the answering process is not standardized, and we can't use "geographical language" to answer realistic geographical questions, which affects our test scores.
In view of the above problems, we have made a profound reflection and found out some concrete measures, hoping to play a certain guiding role in our teaching.
First, integrate theory with practice to improve interest in learning.
In daily teaching, teachers prove the close connection between geography and real life through concrete examples, use examples around them to improve students' interest in learning geography and fundamentally correct students' attitude towards geography; Secondly, explain the importance of proficiency test to students in peacetime, so that students have a certain sense of urgency and pressure in the learning process.
Second, combine learning with application and pay attention to practice.
In view of the current situation of students' weak basic knowledge, some knowledge points are explained appropriately, and some exercises are added to deepen students' understanding and application ability of knowledge. Through practice, students can improve the speed and accuracy of answering questions and lay a good foundation for our senior three students' comprehensive literature.
Third, comments are in place and concrete improvements are made.
Correct students' homework in time, give targeted explanations and comments, standardize the answer language for specific problems, be strict with them, and guide improvement from details.
Reflections on geography teaching in senior high schools. 1. Course arrangement
The teaching content of the second grade in the previous period should be adjusted to compulsory geography of China III, and the second grade should take five and world geography as elective courses. Moreover, the content of China geography is less than that of the world geography, so this arrangement can also alleviate the situation that the previous period is short and the next period is too loose. In the order arrangement, it is suggested to take regional geography first, and then take compulsory course 3 or elective course 5 to give full play to the role of regional geography as a "platform".
Second, reflection on regional geography teaching.
Regional geography plays a "platform" role in senior high school geography teaching, which requires students to be familiar with the regional characteristics of each region. In the teaching process, I have the following experience:
1. Establish the correct geographical orientation of regional geography.
When learning regional geography, we should first explain the importance of regional positioning to students, so that students can understand that if the region cannot be accurately positioned, then the analytical thinking will be biased and the answer will naturally be impossible to be accurate. Therefore, before learning, students should first understand that the learning orientation of regional geography is very important, not as simple as mechanical memory. Teachers can show some typical college entrance examination questions, so that students can realize the importance of regional positioning. I suggest that teachers should insert more reading or painting activities in the teaching process of regional geography.
2. Understand the research content and structure of regional geography, and build a knowledge system for learning regional geography;
(1) Geographical location: longitude and latitude network location, land and sea location, relative location and scope, etc.
(2) Differences in natural geographical environment: topography, climate characteristics and causes, rivers and lakes, resources, etc.
(3) Differences in human geographical environment: analysis of industrial production and location, analysis of the structure and advantages and disadvantages of agricultural production departments, transportation and cities, and current situation and pattern of economic development.
(4) Comprehensive exploration: Combining the differences in geographical location, natural environment and human environment with the actual situation and current affairs, comprehensively analyzing, exploring the development direction and potential of the region, and putting forward corresponding development measures.
It is suggested that teachers take the first region as an example to analyze and introduce the learning methods of regional geography, and other regions can adopt the learning plan guidance method, and students can explore and learn on their own.
3. Make full use of comparative method to learn regional geography.
Comparative method is to compare all kinds of knowledge, which can make students better understand and master the common attributes and individual characteristics of things. Under the guidance of students, teachers are advised to design some inquiry questions to guide students to compare regional characteristics. For example, when studying South America, they can guide students to compare the climate characteristics of South America and Africa, and also compare the topographical characteristics of South America and North America.
Third, the reflection on the teaching of Compulsory Three.
1. The position of "Compulsory 3" in the geography textbook system of senior high school
The two modules "Compulsory 1" and "Compulsory 2" mainly introduce the basic principles of the coordinated development between human beings and geographical environment. "Compulsory 3" is the practice of combining these basic geographical principles with regional sustainable development and applying them to the coordinated development of human beings and geographical environment in a certain region, which means that the teaching materials of "Compulsory 3" pay more attention to the applied research of geographical principles and laws and are comprehensive.
2. The characteristics of textbook content arrangement
This textbook consists of 5 chapters 10. Textbooks are organized by typical case analysis. Except the first chapter, all the other chapters have the subtitle "Taking XX area as a case". Both at home and abroad.
However, the content of each chapter of the textbook is not limited to the area defined by the subtitle, but is based on the analysis of the problem and extends to other fields on a certain theme. For example, the first section of the second chapter, "Prevention and control of desertification-taking northwest China as an example", extends the case to desertification in the Sahel region of West Africa; In the second section of the third chapter, "Comprehensive River Development-Taking Tennessee River Basin in the United States as an example", the case is extended to the development of Murray-Darling River Basin in Australia. The content of the textbook is so well designed that on the one hand, it reduces some limitations that may be brought by single case study, on the other hand, it provides a platform for knowledge and ability transfer.
3. Problems and Challenges in the Teaching of Compulsory Geography 3 in Senior High School
(1) The contradiction between the arrangement of teaching materials and students' practical basic knowledge reserve
No matter which version of the textbook, the content arrangement of Compulsory 3 is mainly based on the physical geography principle of Compulsory 1 and the human geography principle of Compulsory 2, combining with specific regions, and exploring and explaining the sustainable development of different regions in the form of cases. To analyze the sustainable development of these areas, students must have a clear understanding of the regional characteristics of these specific areas.
(2) There are contradictions between the compilation of cases in different versions of textbooks and teachers' teaching choices.
A major feature of the implementation of the new curriculum is that different teaching materials can appear under the condition of a curriculum standard. There are great differences in the arrangement and case selection of different versions of textbooks. Although this phenomenon has been encountered by teachers in the teaching of "compulsory 1" and "compulsory 2", it is relatively easy for teachers to handle teaching because these two modules are mainly about the study of basic principles and laws of geography. However, because the compilation of "Compulsory 3" textbooks is basically around different cases, there are also differences in the analysis angle and presentation form of cases in various textbooks. Faced with the differences in compiling ideas and case selection in different versions of textbooks, it is more difficult for teachers to choose and choose teaching content.
4. Explore the teaching strategies of geography compulsory course 3 in senior high school.
(1) lays a good foundation for case teaching.
Faced with the lack of students' basic knowledge of regional geography and the lack of relevant regional background knowledge in the geography "Compulsory 3" textbook, teachers must supplement and pave the way for regional geography knowledge in order to better meet the teaching requirements. Take geography compulsory course 3 of people's education edition as an example. Most of the textbooks are selected from different regions of China. Therefore, students' learning case is based on understanding the basic knowledge of China geography (including both natural and human aspects). Therefore, I just suggest that the second year of high school arrange the teaching content of China geography, and take the China geography test first, and then take the compulsory three.
(2) Case teaching should focus on cultivating students' geographical analysis methods and the ability to extract geographical principles.
Looking at all the standards in "Regional Sustainable Development", it is basically required to "draw inferences from others" and carry out example teaching. Faced with various versions of textbooks and different cases, it is not necessary and impossible for teachers to take out all the cases in various textbooks for teaching. Because mastering the knowledge of the case itself is not the ultimate goal of teaching. In case teaching, teachers should make use of selected demonstration cases in teaching materials to make students pay attention to the cultivation of methods and the ability to extract geographical principles when analyzing specific cases, that is, students master the regular knowledge and ability from individual to general, that is, "through the teaching of one or a group of examples, learners can learn the basic methods of learning the same or similar types of knowledge on the basis of mastering the basic content of this or a group of examples." Therefore, in case teaching, teachers should pay attention to teaching from the perspective of analyzing cases and refining geographical principles. For example, the People's Education Edition's "Cross-regional Allocation of Resources" takes China's "West-to-East Gas Transmission" as an example, and other versions appear or are related to "South-to-North Water Transfer" and "West-to-East Power Transmission" and so on. In teaching, teachers don't need to explain all the cases of this type, but only need to select a specific case to analyze, and guide students to analyze this case, so that students can finally rise to the height of learning how to summarize and analyze similar cases.
For example, through the analysis of the case of "West-East Gas Transmission", students can form the following basic analysis methods when analyzing resource allocation:
For the uneven distribution of resources and the difference of demand, students should be guided to analyze from the perspective of geological, natural and socio-economic development conditions in teaching; In order to achieve a win-win situation, students can also be guided to analyze the positive impact on the exporting and importing places from the aspects of economy and environment. Students have formed this method of analyzing problems, and can use the same method to analyze and solve similar cases such as "West-to-East Power Transmission" and "South-to-North Water Transfer".
(3) Cooperate with practice, with the emphasis on consolidating the mastery and application of principles.
The evaluation of students' learning "Compulsory 3" in geography should be different from the traditional evaluation methods. The focus of evaluation is not to reproduce textbook cases, but to examine whether students can use the basic principles of geography to solve new problems. Therefore, teachers generally need to introduce new cases when evaluating students. For example, after studying "Regional Agricultural Development-Taking Northeast China as an Example", we can examine students' learning situation through the following cases:
Read the following materials and answer the questions according to what you have learned:
Xinjiang Uygur Autonomous Region is located in the hinterland of Eurasia, far from the ocean, with three mountains and two basins, forming a unique water vapor movement zone in Xinjiang, which belongs to a temperate continental climate zone. Coupled with the huge Taklimakan Desert and Gurbantunggut Desert, Xinjiang's climate is characterized by large temperature difference between day and night, scarce precipitation and strong evaporation. For example, the daily maximum temperature in many places ranges from 20 degrees to 25 degrees; In Turpan, which has the characteristics of arid and desert climate, the annual average daily temperature difference is 14.8 degrees, and the highest daily temperature difference reaches 50 degrees.
1。 The primary factor restricting agricultural development in Xinjiang is.
2。 What do you think are the favorable factors for agricultural development in Xinjiang?
3。 According to the geographical characteristics of Xinjiang, what characteristic agricultural production do you think Xinjiang can develop? And explain why.
4。 What problems do you think should be paid attention to in agricultural development in Xinjiang?
5。 Please summarize the basic methods of analyzing the agricultural development in a certain area through the analysis of the agricultural development in this area.
The examination of this question does not involve any content of "Northeast" in the textbook. For students, this is a typical new region and new case. Although students didn't study the content of agricultural development in Xinjiang in senior high school, the case didn't examine the memory content of this area. The key for students to solve related problems is to extract the image information, apply the geographical principles learned in the first two modules, and solve the problems with the analytical methods mastered by studying Northeast Agriculture. This kind of examination helps teachers to know whether students can really meet the requirements of curriculum standards, and it is a good main form to evaluate students' learning situation in compulsory 3 teaching.
There are many activity columns in geography compulsory textbooks, some of which are actually the presentation of a new case. Teachers can organize activities carefully, so that students can use existing methods to solve new problems through discussion. Of course, teachers can also achieve this goal by presenting their own selected cases outside the teaching materials.
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