First of all, we should understand the significance of students writing small papers on local geography.
As a new form of geography homework, students' writing geography composition has the functions of mobilizing learning enthusiasm, promoting knowledge transfer, exercising research ability and cultivating creativity. It has been recognized by many teachers. Reviewing small papers carefully and using them to carry out corresponding activities can further tap the potential of small papers, improve students' quality and promote their all-round development.
Second, the form of geographical works.
Middle school students' geographical works can generally be divided into three types. The first is a written report or a special essay or travel notes based on field trip activities, that is, what you have seen and heard in the field and consulted relevant materials are written into an investigation report, which is described in different categories as required. The second category is a special paper that puts forward opinions or plans in combination with representative issues in the region, such as environmental protection and resource development. The third category is the compilation of local geography. This award-winning work for guiding students belongs to the second category.
Third, how to guide students to write geography essays or other small works-matters needing attention in writing good works
1. Organize and analyze all kinds of information in time. The content of a geographical field trip is quite rich. After the trip, European teachers should guide students to sort out the collected data in time and make a serious analysis. Update, classify and make cards for geographical specimens, develop and enlarge three typical geological structures, plant appearance and landscape photos taken in the field, and match them with text notes, and carefully draw sketches and field maps. Finally, sort out the collected words and materials and write.
2. Take the initiative to bully and fully discuss. In order to make the works have their own opinions instead of copying the materials or what the teacher said, the teacher should actively inspire students to think, find problems and hold a good seminar. At the meeting, teachers should first ask questions for students to discuss, analyze and answer. Even if the students can't answer the questions themselves, the teacher should not be in a hurry to explain. Let them think about it. After improving the desire for knowledge, the teacher can say it again, or even make "throwing bricks to attract jade" or heuristic questions around a certain center for students to ask questions.
3. Draw up a good theme to explain and demonstrate. Before the re-examination activities, teachers should put forward some investigation topics according to the situation of the inspection area, so that students can focus on observation and analysis during the re-examination. Discuss the collection and reading of relevant materials, and lay a solid foundation for writing geographical works in the future. Before students start writing, teachers should give specific guidance and help groups to students' topics, writing outlines and contents one by one. Every content of the survey has been written, but each has its own emphasis. If you want to write a small geographical work, you can first come up with one or two good works and talk about the requirements, characteristics and advantages of the works. Pay attention to the fluency and clarity of the article.
4. When the manuscript is finished, the teacher should check and revise it. If there are big or many changes, let the students correct them themselves and repeat them many times before they can write a good article.
5. Finally, you can evaluate the small works written by students. Once they learn from each other and promote each other, qualified schools can hold geographical works speech contests, exhibitions and publish geographical wall newspapers or anthologies.