The traditional geography teaching model has played a great role in the development of basic education in China, and has also trained many useful talents. However, the traditional geography teaching mode pays more attention to the teaching of geography knowledge, and in the teaching process, it is basically "the teacher talks and the students listen". This teaching concept ignores the development of students' innovative consciousness and personality health, which is not conducive to the formation of students' knowledge and skills and the establishment of good emotional attitudes and values. It can be said that it is incompatible with quality education. This also shows that the traditional education model is increasingly inconsistent with the social needs of personnel training standards, and the basic concept of the new curriculum is put forward under this background. I have been engaged in front-line post teaching in senior high school for 7 years, and briefly talk about my experience in the new curriculum.
First, heavy students, light teachers
In fact, in the early evaluation of teaching, there was often a classroom without students, which was to let the judges see the teacher's performance, and whoever performed well would have a good class. I have always hated it. In traditional geography teaching, the teacher is the center of the classroom, and the students are the supporting roles and the audience. The key to a good class is to see how much knowledge students understand and remember. However, we should remember that geography teaching is not only a process for students to accept knowledge, but also a process for students to discover, analyze, solve and form their abilities, and a process for students to improve their geographical literacy. Sometimes we should dare to let go and let students think for themselves. We should not rush to tell them knowledge, but encourage them to participate in teaching and let them find knowledge by themselves.
Second, the process, light conclusion
The traditional geography teaching model is the product of exam-oriented education, which is to teach students exam-oriented knowledge and cultivate exam-oriented skills, making geography, a vibrant and interesting subject, become boring and lifeless knowledge. The highest pursuit of traditional geography teaching mode is the standard answer. Whoever can write an answer closer to the standard answer in the exam is a good teacher and a successful teacher. But every teacher should know that knowledge is inexhaustible, and the process and method of acquiring knowledge are the most important. Therefore, in teaching, students should be taught how to acquire knowledge, instead of making them tools of mechanical memory.
Third, practice is emphasized, while theory is ignored.
Geography is a practical subject, and its knowledge is widely used in social production and life. But in many cases, students are not interested in geography. I think the main reason is that the classroom teaching is too theoretical. How to make students apply what they have learned and how to get them out of the classroom is very important. In fact, we all know that the ancients had many proverbs about agricultural production and weather and climate. These proverbs are actually the ancient people's practice of geographical knowledge. Perhaps many farmers don't know their geographical principles, but they know their geographical significance. What's the use for us students to learn geography? Of course, we should not only understand geographical phenomena and principles, but also understand the significance of geography.
Fourth, pay attention to innovation and ignore recitation.
In many teachers' classes, the most urgent problem is the knowledge points in books. Remember the knowledge points in the book and make good use of them in the exam. A good student is a good tool to solve problems, and a good teacher is a good tool to help students solve problems. The closer the solution is to the standard answer, the better the tool is. Why is there a standard answer? Why can't we have many answers? With the so-called standard answer, our students only know how to memorize and meet the standard answer. In fact, students should be asked to think about whether the "standard answer" is really standard. How many things in real life have standard answers? Let students think for themselves. You don't need to care too much about what students think, you don't even know anything. The more you do, the more successful our teaching will be.
Fifth, pay more attention to ideas than tools.
Nowadays, multimedia teaching is particularly popular. Of course, multimedia can solve the problems that teachers are difficult to express and students are difficult to understand in traditional teaching through animation simulation, process demonstration and other means, and it has a good effect in teaching. But I always believe that multimedia cannot be multimedia for multimedia's sake. Because now it seems that a good geography class must need multimedia, which is out of the original intention of multimedia use. In fact, it is just a tool to assist teaching. The key to a good geography class lies in what it conveys to students, whether it makes students feel something about this class, and whether they have their own views on one or some geographical phenomena. If all of them are displayed in multimedia and students understand "laugh it off", then this class is actually a failure.
In short, the new curriculum reform is a long-term, arduous and complicated work. The new curriculum reform is not only the change of teaching materials, but also the change of educational ideas of educators, especially front-line teachers. The above is my little experience. There is no fixed teaching method. As long as teachers constantly correct themselves for students, I believe such teachers are good teachers!