Geography teaching method
1, model law. Demonstration method is a teaching method that enables students to obtain perceptual knowledge through observation through physical display, intuitive teaching AIDS (such as models) and demonstration experiments. This method shows many objects, and with the modernization of teaching methods, the scope of display is getting bigger and bigger, and the effect is getting better and better.
2. Map method. Map method refers to the teaching method that teachers use various maps to enable students to acquire geographical knowledge, improve geographical skills and develop intelligence in geography teaching. Map is the second language of geography, and geography learning cannot be separated from it. Maps have become the most important part of geography.
3. Outline method. Contour method, also known as "mind map" method, is a kind of teaching method with intuitive teaching AIDS composed of letters, characters, numbers or other symbols. This method can show the knowledge you need to master concisely and clearly.
4. Inquiry method. Inquiry method is a teaching method that teachers guide students to explore, discover and master relevant principles or conclusions through reading, observation, thinking, discussion and induction.
5. Life teaching method. Life-oriented teaching method is to put teaching activities in the background of real life, stimulate students' strong desire to participate in activities as the main body of life, let them learn in life and live better in learning, so as to gain dynamic knowledge and better cultivate their sentiments.
Understanding and Views on Geography Teaching
First, strengthen the preview before class.
? In geography teaching, improving efficiency means that students need to fully understand what the teacher said in class, and it does not affect the teacher's continuing teaching in the next class. To do this, it is particularly important for students to preview before class. For example, when studying "Climate of the World", teachers can purposefully assign preview tasks to students: What are the climates with the same latitude and longitude but different in the northern and southern hemispheres? Why is this happening? What's the difference between this climate and other climates? What's the climate like in other parts of this latitude? What role does the ocean play in the formation of this climate and so on. Let the students preview themselves and look for information spontaneously. Students should leave their own questions in the preview process, discuss them with teachers and other students in class, and finally cooperate to solve them. Such preview activities can often significantly improve the actual teaching effect of geography classroom. Preview before class is an excellent learning method. Therefore, it is essential for students to preview before class in order to effectively improve the teaching efficiency of geography education.
? Second, strengthen the use of multimedia teaching
? The development of science and technology has brought a lot of convenience to teaching, and multimedia is one of them. Multimedia can directly display pictures, languages, words, sounds, graphics and so on. In addition, the interaction among teachers, multimedia and students can greatly improve the efficiency of classroom teaching. Therefore, in junior high school geography class, teachers can make students understand textbook knowledge more intuitively by applying multimedia. For example, the knowledge points in the section "Geomorphology" are abstract and complicated, and students can't fully imagine the evolution process of the earth only by the teacher's oral description. At this time, the role of multimedia is reflected. Teachers can use an animation to demonstrate the long evolution of the earth: the ocean has become a continent, and the trees have become a Gobi desert? This vivid teaching image deepens students' impression of relevant knowledge and enables them to better understand what they have learned in class. The teaching effect is good.
? Third, reasonable imagination.
? Middle school students have rich imagination, and reasonable imagination in the study of geographical knowledge can help students better understand geographical knowledge. For example, when learning "Map of China", ask students to imagine what a map of China looks like. Is the outline of Shaanxi province like a sitting terracotta warrior, like the one sitting in the pit of Qin Terracotta Warriors and Horses in An tourist attraction? Is the outline of Inner Mongolia like an eagle flying high on the Inner Mongolia prairie? Is the outline of Gansu Province like a dumbbell for exercise? As for the outline of the southeast provinces, it is not very clear. We can imagine together, for example, whether Hunan and Jiangxi provinces are like lovers kissing or not. Students think under the teacher's reminder, put forward their own different views and opinions, and the teacher corrects them, which is more profound than asking students to memorize. It is said that Chinese should be reasonably imagined, in fact, the knowledge of any subject should be reasonably imagined.
? Fourth, create problem situations.
? When students study historical knowledge, they will think that if they live in a certain dynasty, they can fully grasp the whole historical context of that dynasty. Similarly, when students learn geography knowledge, they think that if they live in that place, they can understand the influence of the local climate and local geographical environment on their living conditions. Because students have such demands, teachers should reasonably create teaching situations in classroom teaching to help students better understand what they have learned.
For example, when learning "Settlements in the World Residents' World", teachers can teach by the following methods: First, show students the relevant pictures of settlements they need to know, such as pictures of high-rise houses in Southeast Asia, so that students can understand what they have learned. Secondly, imagine what the living conditions of Southeast Asians are like. How do students live in hot and humid places? Finally, the teacher can tell a story related to the cause and process of settlement formation in Southeast Asia, so as to better show the content of this lesson. In a poem written by Du Mu in the Tang Dynasty, "Learning is not to explore its flowers, but to extricate itself from its roots. "This shows that learning can't just stare at the excitement on the surface, but also integrate knowledge into it. Situation should not only be colorful dynamic pictures or vivid and diverse operation activities, but also imply classroom knowledge that students must understand, which can stimulate students' thinking and help to consolidate what they have learned and develop their ability and intelligence.
Geography teaching is closely related to life. Teachers and students should not ignore the teaching of geography knowledge just because the role of geography in the senior high school entrance examination is not high. Junior high school is an important link between primary school and senior high school. The lack of any point in this link will have a great impact on students' future study and development. Therefore, teachers and students should fully realize the importance of learning geography knowledge, and make geography learning the cornerstone of students' better development in the future. Therefore, geography teachers should devote themselves to the advanced education and teaching ideas strongly advocated by the new curriculum reform, and combine with the actual teaching situation to apply them appropriately and flexibly. I believe that every geography teacher will study the teaching methods suitable for his students.