Geography classroom teaching design case one teaching goal
Knowledge target
1. Understand the differences between rural areas and cities, the main forms of settlements, the formation and development of settlements.
2. Can give examples to illustrate the relationship between the location, form, architecture and natural environment of the settlement.
3. Understand the significance of protecting the world cultural heritage in settlements.
capability goal
Through students' hands-on collection of relevant pictures, the characteristics and differences between cities and villages are illustrated with pictures, so as to cultivate students' ability to connect with reality, discover, analyze and solve geographical problems and cultivate students' geographical thinking.
Emotions, attitudes, values and goals
By analyzing the advantages and disadvantages of the city, let students establish environmental awareness; Make students understand the significance of protecting the world cultural heritage, and establish the geographical environment view of coordinated development of man and land.
Emphasis and difficulty in teaching
1. Urban and rural landscape.
2. The relationship between residential area and environment.
3. The significance of world cultural heritage protection.
teaching tool
courseware
teaching process
[Introduction to New Lessons] Humans like to live in groups, so to speak? Advanced animals? In the process of human development, all kinds of interesting? Alive Scenery. Please look at the picture below. Where do they reflect the landscape? (Show and answer. The teacher emphasized that these pictures reflect the scenery of the city and the countryside respectively. )
Cities and rural areas are places where people live together, which is what we will learn in this class.
Speak a new lesson:
After students understand the concept of settlement, teachers can let students combine some examples with what they have seen and heard.
After reading so many examples, we can know that the scale of settlements is large and small, from small villages with only dozens of people to tens of millions of megacities; The main forms of settlement include urban and rural areas, each with different characteristics. So, what's the difference?
Ask students to show pictures of urban and rural scenery respectively: guide and inspire students to discuss the benefits of living in the city according to what they have seen and heard.
[Inspiration] Teachers can first inspire students to compare housing density, height, road construction, number of shops, hospitals, farmland, orchards, fish ponds, etc. To explain the difference between urban and rural landscapes.
[Discussion] Let the students discuss in groups. Teachers will, according to what they have seen and heard, appropriately prompt the educational conditions of schools, the speed of information circulation and the content of life and entertainment in cities to compare the differences between cities and rural areas. Students should make small courseware before class, go to the podium as a small teacher and exchange the discussion results with other students.
Teachers can further guide students to discuss the differences between urban and rural areas in population size and productive labor.
[Narrator]: Through the discussion of the students, it is not difficult to see that the countryside is a residential area with a small population. The smallest one is called a village, and the older one is called a town, but we also classify it as a rural settlement. Farmland is distributed around the countryside, and residents are mainly engaged in agricultural activities, so they have great living and activity space. A city is a settlement where the population reaches a certain scale and engages in non-agricultural industries. The city is densely populated and has gathered a lot of social and economic activities, which has greatly promoted the development of surrounding areas. Living in the city does have many advantages.
However, the city itself has many problems, and you and I are both among them. Based on our own life experience, which classmate tells us what problems you think this city has?
Teachers guide students to discuss traffic congestion, housing shortage, industrial pollution, air pollution, water pollution, living noise, living garbage, employment difficulties and so on.
[Summary] With the development of the city, people are transforming the natural environment more and more, and the natural ecological environment is damaged to varying degrees. Therefore, it is necessary to strengthen the greening, management and protection of the city. In urban construction, we should pay attention to the harmonious relationship between man and nature. Only in this way can we create a better living environment.
Before the transition, we learned about the forms of settlements, mainly including cities and villages. But the geographical things in nature are constantly developing and changing, and cities are developed on the basis of villages. With the continuous progress of society, more villages will develop into towns.
Settlements are unevenly distributed all over the world. From the previous knowledge of world population distribution, we can know that uneven population distribution also reflects the distribution of settlements.
The teacher further guided: What are the characteristics of our local residential buildings? (Student answers)
[Teacher's Summary]: There are different styles of folk houses around the world, which can not only adapt to the local natural geographical environment, but also closely link with social and economic life and reflect local cultural customs.
It is precisely because of the different architectural styles of settlements in different regions and periods that predecessors left many unique cultural heritages.
Tell? World cultural heritage protection?
[Show] pictures of various cultural heritages. The teacher introduces and guides the students to appreciate the pictures, and then asks the students to consider what the pictures reflect together.
[Students think and discuss] Teacher's summary: World cultural heritage is the precious wealth of mankind, which embodies the cultural spirit of a city, a nation and a country in different historical periods, and reflects the social system, folk customs, economic and technological development level and its relationship with the environment at that time.
[Teacher's question] Is someone writing under an ancient building? _ _ _ Traveling here? Is this right? (Wrong) Why? (Students discuss)
[Summary]: Cultural heritage is a precious wealth of human beings, with high historical, cultural, economic and scientific research value. The significance of protecting the world cultural heritage is that it is of great significance for us to study the cultural spirit, social system and national customs of human beings in various periods. In particular, it provides us with valuable information on how to coordinate the relationship between man and land and rationally transform nature!
[course summary]
Courseware shows the design of classroom blackboard writing and summarizes the main points of this lesson:
1. settlement: a place where people live in concentration, which is divided into two forms: urban and rural; The difference between the two;
2. The formation of settlement and its relationship with the environment.
3. Protect the world cultural heritage.
[classroom integration]
1. The correct statement of rural settlement types and their production activities is ()
A. Rural grazing B. Ranch logging C. Fishing in fishing villages D. Forest farm planting
2. About the description of the landscape differences between rural and urban settlements, the correct one is ()
A. the natural landscape of the city has not changed much, and the buildings are dense and tall. B. Rural roads crisscross and network lines are dense.
C. The urban population density is high, and there are many shops and schools. D. Rural people have a fast pace of work and rich cultural life.
3. The main factor affecting the formation and prosperity of settlements is ()
① topography ② resources ③ soil ④ water source ⑧ climate ⑧ vegetation ⑧ geology ⑧ traffic.
Geography classroom teaching design case 2 teaching objectives
Familiar with the method of identifying directions on the map.
Emphasis and difficulty in teaching
Master the method of identifying directions on the map with different types of pointers.
teaching process
Identify directions on the map by importing pointers.
What I want to talk about in this class is: Tell the direction on the map? . First of all, let's review the methods of identifying directions on general maps.
The active teaching point identifies the direction on the map.
(1) review: the method of identifying directions on a general map.
(2) Teaching:
1. How to identify the direction on the map with a pointer (demonstrated with a whiteboard) Description: Generally speaking, what is the direction pointed by the pointer arrow? North? .
Situation 1: When the pointer arrow on the map points directly above, we can identify the direction according to the general map identification method. Namely. Facing the map, up north, down south, left west, right east?
Case 2: When the pointer arrow on the map is not directly above, there are two ways to identify the direction (give an example while analyzing).
2. Example 1 (the electronic whiteboard demonstrates the plan of a school) and explains to the students how to determine the direction on the map with the pointing target:
(1) Determine the center position.
(2) Take the center position as the center, draw a cross coordinate corresponding to the pointing sign, and mark the east, west, north and south according to the direction of the pointing sign.
(3) Point out the directional relationship between each point and the center point.
Example 1. Through the demonstration of electronic whiteboard, this paper fully explains the methods of pointer identification on the map: translation pointer method and rotation map method.
Example 2: Strengthen the method of identifying directions on the map by giving directions to strangers.
(3) class summary:
1. If the beacon arrow points directly above, determine the direction according to the general plan.
2. Translate the pointer
3. Rotating map method (that is, converting beacon maps into ordinary maps)
Geography classroom teaching design case three teaching objectives
Knowledge objective: To understand the location, scope, administrative divisions and topographic rivers of Asia.
Ability goal: 1. Through the study of Asia, students can master the basic methods of understanding continents: for example, learn to read maps and describe the geographical characteristics of continents; Learn to use topographic maps and topographic profiles to describe the topographic changes and topographic distribution characteristics of a certain area; By using maps and related materials, the characteristics of topography, climate and rivers on various continents are summarized, and their relationships are analyzed.
2. Try to explain what Asia is from different aspects through maps and materials. The largest continent in the world? Develop divergent thinking.
3. Cultivate the awareness of inquiry and the ability to solve problems in cooperation with others through group cooperative learning.
Emotion, attitude and values: By learning the natural features of Asia and strengthening the atmosphere with songs, we can cultivate students' love for nature and pride in the continent where we live.
Teaching emphasis: through the study of Asia, master the basic methods of understanding continents.
Difficulties in teaching: learn to correctly describe the geographical location characteristics of continents, and describe the topographic changes and topographic distribution characteristics of a certain area with topographic maps and topographic profiles.
Teaching preparation: wall charts, topographic business cards.
teaching process
Introduce new courses:
Do you know which continent in the world?
Do you know which continent has the largest population in the world?
Do you know where the world is? What continent is it in?
Do you know where the lowest point of the world land is? What continent is it in?
Do you know which continent China is in?
Yes, all the above answers are in this continent where we live? Asia.
Starting from this lesson, the object of our study will change from the overall view of the world last semester to the geographical environment that is getting closer and closer to the surrounding world, from a continent to an administrative region, and then to a specific country.
Teach new lessons:
First, the largest continent in the world.
To understand a continent, we must first start from? Where is it? Start with, that is, clear positioning, clear scope and boundary.
So how should we describe Asia's position in the world?
[Activity ]: P3
1. Read Figure 6. 1 "Asia's position in the world" describes Asia's position in the eastern and western hemispheres and the northern and southern hemispheres. (mostly in the Eastern Hemisphere and the Northern Hemisphere)
2. Read Figure 6.2 "Scope of Asia" to find out the latitude position of Asia.
[used by teachers? Asian terrain? Flip chart for confirmation]
① northernmost: 8 1? n； Southmost: 1 1? 3? s；
② Eastmost: 169? 40? w； Zephyr: 26? 3? E
Reading the numbers 6.2 and 6.3, can you say that Asia is the largest continent in the world?
[Group discussion]
1. Calculation:
A. Cross-latitude number (about 92? Most of them are in the northern hemisphere, spanning cold, warm and hot areas)
B the latitude difference on the earth is 1 degree, and the distance is about1100km, so the distance between north and south in Asia is (10120km).
C. Crossover of longitude (about 164? , mostly in the old world)
D. compare the distance between east and west with other continents.
2. Read Figure 6.3: Area comparison of seven continents. What is the area of Asia, equivalent to the sum of several European and Antarctic areas? (The sum of the areas of three Europe and one Antarctica)
Draw a conclusion: Why is Asia the largest continent in the world?
1. Cross-latitude (across cold zone, warm zone and tropical zone)
2. East-west distance
3. Area (4,400km)
[activity]
1. Role-playing ── Neighbors in Asia (see Figure 6.2 "Scope of Asia").
A group of seven people. Take the central desk as Asia and determine the north of the classroom. Ask the students around the desk to explain which continent or ocean they should hit according to the map, and report their position, and adjust the distance from front to back and left to right according to the neighboring relationship with Asia.
2. Look at Figure 6.2 "The Scope of Asia". The students around you are still talking about the dividing line between the mainland and Asia.
Asia-Europe border: Urals-ural river-Caspian Sea-Great Caucasus Mountains-Black Sea-Turkish Strait.
Asian-African border: Suez Canal
Asia-North America Border: Bering Strait
Generally speaking, according to geographical location, Asia can be divided into six regions.
Read Figure 6.4 "Geographical Division of Asia" and answer the questions in combination with Figure 6.5 "Topography and Administrative Regions of Asia":
(1) Which geographical division of Asia do Singapore, Malaysia and Thailand belong to?
② The second most populous country in the world? Which geographical division of Asia does India belong to?
(3) Afghanistan belongs to which geographical division of Asia?
(4) Which country does North Asia belong to?
⑤ Which geographical division of Asia does Kazakhstan belong to?
6. Which geographical division of Asia does China belong to? What other countries are included in this geographical division?
The study of regional geographical characteristics is usually divided into two aspects: nature and humanity. Let's look at the most important natural features in Asia.
Second, topography and rivers.
[Play the song "Asian Hero" and ask questions] What do you hear about Asian nature from this familiar song? Do you feel the pride of Asia?
[Review the reading method of topographic map] What is the basis of layered coloring of topographic map? What height does each color represent? What are the five basic landforms?
[Activity ]P5
Combine the reading materials in Figure 6.5 and P.5, and divide the class into two groups for a trip to Asia:
Tell me which countries you will pass along the way. What terrain area? What is the approximate altitude? What kind of natural landscape is it possible to see? Or which terrain is the best in the world or the best in Asia?
1. Let one group of students March from north to south along 80 degrees east longitude, and the other group of students March from east to west along 30 degrees north latitude. A: Can students from front, back, left and right? Take a walk together Please record the country and terrain you passed through, the landform environment and terrain features (place name, altitude, landform, etc. ) What you saw along the way.
2. Each group of students refer to the wall chart in turn and describe the name, landform and altitude of the passing area. The whole class applauds the students who are fluent in description and language.
3.？ Modeling activities? ：
Teachers should prepare business cards for the above areas before class. Plains, plateaus and mountains use different colors, such as green, red and yellow. )
The students above stood in two rows, north and south, east and west, with cards in their hands and crossed. The teacher suggested? Modeling requirements? ：
We take the knee as the sea level, the waist is 2000 meters above sea level and the head is 4000 meters. Please put the terrain card in your hand in the most suitable position.
From the students' descriptions and demonstrations, can you draw any characteristics of Asian terrain trends? The terrain is complex and diverse, with high in the middle and low around. )
[Guide students to read topographic profile]
The terrain ups and downs demonstrated by the students, that is, the terrain conditions, are clear to everyone. If scientifically marked on the map according to the ordinate and abscissa, it becomes a topographic profile along 30 degrees north latitude and 80 degrees east longitude. (See Figure 6.7 on page 6)
[Question] There are many rivers in Asia. According to the above characteristics, where should most rivers in Asia originate and flow? (radial, flowing around from the center)
Summary:
1. Overall topographic trend: high in the middle and low around, with radial rivers.
2. Main topographic areas: West Siberia Plain, Northeast Plain, North China Plain, Ganges Plain, Indus Plain, Qinghai-Tibet Plateau, Pamir Plateau, Iran Plateau and Deccan Plateau.
3. Major rivers:
Pacific Ocean? Yangtze River, Yellow River and Mekong River
Indian Ocean? Indus, Ganges and Irrawaddy rivers
Arctic Ocean? Ob river, Yenisei River,
Blackboard design is the largest continent in the world.
1. Cross-latitude (across cold zone, warm zone and tropical zone)
2. East-west distance
3. Area (4,400km)
Second, topography and rivers.
1. Overall topographic trend: high in the middle and low around, with radial rivers.
Chapter VI Asia, the continent where we live.
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