High school geography thesis
Discussion on the vitality of geography classroom in senior high school under the new curriculum reform
He Linlin from Du Qiao Middle School.
[Abstract]: This paper mainly expounds how to make geography classroom conform to the new curriculum concept, adapt to the wave of new curriculum reform, glow with new vitality, and truly become an effective carrier to cultivate students' quality and ability. It mainly involves the creation of democratic atmosphere, the creation of classroom situations, the excavation and application of geographical knowledge in life, and the change of evaluation methods. It is hoped that through the preliminary discussion of this paper, it will provide reference for the geography classroom form under the new curriculum reform and serve for the realization of the new curriculum goals.
[Keywords:]: new curriculum; Democratic cooperation; Rejuvenate; Autonomous learning
"New Curriculum Standard" points out that learning is a personalized action, and students should actively and personally study under the guidance of teachers. Students' active learning and development is the essential feature of subjective consciousness and the soul of quality education. Then for teachers, it is necessary to change teaching concepts and teaching methods, and create a "place" conducive to publicizing students' personality in the classroom teaching environment, so that students' personality can be released in a relaxed, natural and pleasant atmosphere, show the vitality of life, and let students truly become the masters of learning. Classroom teaching that can reflect students' subjectivity should be a multilateral activity in which teachers and students participate and communicate with each other. However, for a long time, our classroom has neglected the development of students' emotion, imagination, understanding and the existence of life. We overemphasize the memory and imitation of knowledge, restrict students' mouth, hands and brain, and suppress students' initiative and creativity, which eventually makes teaching mechanical and boring, lacking spirituality and vitality. So facing the challenge of the new curriculum reform, how to make our geography classroom glow with new vitality? The author thinks:
First, create a democratic atmosphere and let students become the masters of the classroom.
Mr. Tao Xingzhi said: "Only democracy can liberate the creativity of most people and make the creativity of most people reach its peak." Psychological research shows: "When people are happy, they are more observant, have good memory, rich imagination and quick thinking. When people are depressed, all this will be blocked. " Teachers are the direct creators of classroom teaching psychological environment, and classroom teaching environment is bound to be related to students' learning. Teachers' good mood and good mood are the beginning for students to form a good learning psychological state. A democratic, harmonious, relaxed and pleasant classroom learning atmosphere can stimulate students' enthusiasm for learning and their desire to actively participate in independent exploration of knowledge, thus giving students an unrestrained performance space, making them in a happy mood and making them dare to think, speak, ask and argue.
(1) Teachers and students are equal. Under the new curriculum of democratic cooperation, teachers should go out of the traditional old framework of "preaching and giving lessons to solve doubts" and become "consultants", "assistants", "servers" and "supporting roles" for students' learning, and build a new equal, democratic and cooperative teacher-student relationship. In class, teachers and students are equal communicators, and it is a kind of humanistic care for teachers to dare to squat down to see students. Squatting is not only physical, but also spiritual. It is fully integrated into students to cooperate and communicate with them, thus creating a classroom atmosphere conducive to personality development and enabling students to effectively acquire new knowledge and abilities. Only when teachers and students are equal can we arouse the enthusiasm of teacher-student cooperation, which is conducive to the communication between teachers and students and make the classroom truly a "salon" for communication.
(2) Learn to listen and appreciate students from multiple angles. The new curriculum attaches importance to the intersection, integration and infiltration of subject knowledge, which is indeed a challenge for subject-oriented teachers who have always been "interlaced like mountains". What do we do? This requires teachers to change from educators to learners, learn to listen sincerely, encourage students to question or even argue with teachers with independent roles and inquiry attitudes, and form a "relationship chain" to promote students' development and improve their comprehensive quality, so as to achieve the goal of learning from others. At the same time, the teacher is a successful admirer. He should pay attention to every student and every "little thing" and appreciate the positive performance of students in emotion, attitude and values. Only in this way can teachers and students respect each other and understand each other. Teachers don't have to impose their views on students, and students don't have to "ponder" the teacher's ideas carefully. Teachers will not only pay attention to imparting knowledge, but also pay more attention to the existence of students, so that students can learn in happiness and grow up in success. Moreover, teachers should also be the motivators of personality, so that every student can be respected in the constant encouragement of teachers, and then play their own wisdom and talents to effectively improve their innovative spirit and practical ability.
Second, create teaching situations to stimulate interest in learning geography.
Zankov, a famous educator, said: "Once the teaching method touches students' emotional and will fields and their spiritual needs, it can play a highly effective role. "This shows that if students can take the initiative to learn, they will have a strong interest in knowledge, high enthusiasm and very active thinking. Suhomlinski once said: "In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer. This demand is particularly strong in the spiritual world of teenagers. Therefore, in classroom teaching, teachers should strive to create a space for students to study independently and explore actively according to their psychological characteristics and teaching contents, provide students with sufficient time for discussion and discovery, turn boring cramming classroom teaching into vivid scenes, and stimulate students' strong desire for knowledge and interest in learning. Enable students to discover, explore and solve problems by themselves with a positive and healthy attitude, and complete their learning tasks enthusiastically, independently and creatively.
The new curriculum standard points out that students can truly understand and master basic geographical knowledge and skills, geographical thinking and emotions in the process of independent exploration and cooperation and exchange, and gain rich experience in geographical activities. Then teachers must pay attention to cultivating students' geographical thinking abilities such as induction, comparison, analysis, synthesis, abstraction and generalization, form a unique geographical language, and gradually master the correct geographical learning methods. Therefore, in teaching, teachers should pay attention to creating cooperative situations and opportunities, and create a learning atmosphere of inquiry, so that students can really participate in the learning process, from leading students to cross the river step by step to helping students cross the river by feeling the stones, and realize the fun and value of cooperation with others. In cooperative learning, students can fully express their opinions, express their views or revise others' views, which is the best opportunity for learners to learn from each other, learn from each other's strengths and make progress together. For example, in the teaching of the article "Industrial Location Factors and Industrial Regional Relations", I provided students with specific materials for bidding in the pharmaceutical and chemical industry in Linhai, so that students could bid in groups as representatives of various towns, put forward their own advantages in undertaking this project, clarify their own shortcomings and solutions, and objectively point out each other's shortcomings. For such a class, students are enthusiastic and actively participate in the discussion. Of course, I provided the students with the direction of thinking in advance, so as not to discuss too much and go too far from the subject. In this way, students can form the habit of thinking from different angles, so that they can actually feel and experience the production process of knowledge by collecting, analyzing and processing information themselves, and then understand the society, learn to learn, and cultivate the ability to analyze and solve problems, thus promoting the development of creative thinking. For example, communicating with people on difficult knowledge points and discriminating knowledge can make the essential characteristics of things clearer and distinguish the connections and differences between related concepts. In the form of mock trial, I let human beings become defendants, other creatures as plaintiffs, and students play these roles in group debate. These unique classroom forms let students' passion be released and their thinking constantly flash.
Third, live in the classroom and experience the fun of learning geography.
I have always advocated learning geography that is useful for life. Practice shows that looking for examples related to students' life, making geography come from life, refining geographical problems purposefully and returning geographical knowledge to life can not only make students feel the geography of life, look at the life around them with a "geographical" eye, enhance their geographical awareness in life, but also help to explore the potential of independent learning of each student, which is undoubtedly a source of vitality to improve students' enthusiasm for learning geography.
(1) Integrate life examples into geography, integrate examples around you into geography classroom, make teaching and learning jump out of textbooks and enter real life, and make geography classroom bigger. Tall buildings in the city, traffic lights at intersections, rivers in my hometown, vegetable fields for farmers, sunshine and rain, etc. , are so kind, within reach, have become the material of learning geography. Using geographical knowledge to solve practical problems in life, this kind of learning undoubtedly greatly stimulates students' inner motivation for knowledge and makes the geographical problems to be studied concrete and visualized.
(2) Geographical issues return to life. Geography comes from life and serves it. Therefore, it is necessary to create conditions and use geographical knowledge to give students opportunities for practical activities, so that students can deepen their consolidated understanding of new knowledge in practical activities. For example, in the teaching of "the influence of urbanization on geographical environment", we can ask "Does the city we live in have the same problem? Can you make some feasible suggestions? " Under the guidance and inspiration of the teacher, the students listed some reasonable actual situations in real life, and even some students wrote articles and submitted them to relevant departments. Another example is that in the teaching of "Exploitation and Protection of Wetland Resources", students are required to know the relevant situation of Linghu Wetland in Linhai one week in advance, and at the same time write a proposal for wetland protection, and put forward their own concerns in class. Under the guidance of the teacher, they refine the ideas in the textbook, and then modify their own proposals, including some good opinions and suggestions. Let students use geography knowledge to solve practical problems in life, which not only broadens the content of geography, but also stimulates students' learning enthusiasm and classroom vitality, and also achieves the ultimate goal of learning geography.
Fourthly, optimizing evaluation methods and promoting students' autonomous learning are powerful guarantees for classroom vitality.
Traditional evaluation methods tend to emphasize the results rather than the process, and the correctness of the results is the only criterion for evaluation. The new geography curriculum standard emphasizes: "The main purpose of evaluation is to fully understand students' geography learning process, stimulate students' learning and improve teachers' teaching;" "An evaluation system with diversified evaluation objectives and methods should be established. The evaluation of students' geography learning not only pays attention to the learning results, but also pays attention to their changes and development in the learning process; We should not only pay attention to students' learning level, but also pay attention to their emotions and attitudes in geographical practice. " In teaching, teachers' evaluation of students' learning depends not only on the mastery of knowledge in the classroom, but also on students' performance in the classroom learning process. Such as: whether you are active in thinking, whether you participate in group discussions, whether you can listen to other people's opinions, whether you are innovative, etc. Some students think positively in class and dare to break the rules. Some students have simple and unique solutions. Teachers should make a comprehensive evaluation according to these conditions. At the same time, it is necessary to break the single form of teacher evaluation, let students participate in teaching evaluation, combine self-evaluation, mutual evaluation, group evaluation with teacher evaluation, and make geographical evaluation an evaluation that promotes students' development. Only in this way can students make continuous progress in evaluation, protect their enthusiasm for learning, and truly make evaluation a "propeller" for students' development. For example, before the end of a class, teachers can ask students the following questions:
(1), what do you think you got in class today? What have you improved in class?
(2) Which part of the class are you most satisfied with and which part are you least satisfied with? Why? Such classroom questioning can not only help students understand and analyze their own advantages and disadvantages and reasons, but also review the learning process of a class, objectively evaluate the gains and losses of this class, and let students look at learning correctly.
Verb (abbreviation of verb) abstract
The geography class in senior high school used to be a closed training camp with concentrated knowledge, but it was mechanical, boring and lifeless. The geography classroom under the new curriculum reform must be a mirror that reflects the way and ability of "intelligent learning", allowing students to study independently and explore cooperatively in the classroom, thinking can fly, inspiration can be stimulated, making the classroom colorful, and at the same time allowing students to experience the sense of success, satisfaction and the beauty of geography in the classroom. Everyone has acquired the necessary geographical knowledge; Different people get different development in geography. Isn't this the charm of geography class that we have been pursuing?
References:
1, Modern Educational Thought, edited by Su Likang, Peking University Publishing House, 2001;
2. How to Cultivate Real People, Suhomlinski, Education Science Press;
3. Innovative education and teacher education innovation, Lan Zhongwu, a special-grade teacher in Hunan Province, 2005;
4. The Outline of Basic Education Curriculum Reform promulgated by the Ministry of Education.
Second, high school geography teaching papers: flexible use of real life to improve students' geographical thinking ability
Developing geographical thinking ability is the basic requirement of the new curriculum standard. For the ongoing new curriculum reform, paying attention to the inquiry process is to cultivate students' geographical thinking process. Because of the particularity of geography, many high school students find it difficult to adapt, and some students even have a fear of geography. Therefore, it is particularly important for students, especially senior three students, to strengthen the cultivation of geographical thinking ability. This paper attempts to discuss how to better cultivate students' geographical thinking ability from the perspective of analyzing the lack of geographical thinking ability of senior three students.
Keywords: lack of practical geographical thinking in life
1 Introduction
For many liberal arts students who have just entered the third year of high school, geography is very difficult. Even among some teachers, there is an understanding that "learning geography well means learning liberal arts well". Because of the difficulty of geography, many students will unanimously recommend the compulsory first volume of People's Education Edition, Geography and Regional Geographic Analysis. Why can't many students learn this part well? After three years of geography teaching in senior three, I think the crux of this phenomenon lies in the lack of good geographical thinking ability of students.
2. Students' lack of geographical thinking ability is a common manifestation.
In geography learning, many students tend to show some * * * same way of thinking, which leads to a * * * commonality of these students in geography learning, that is, geography is not good, which is mainly manifested in the following aspects:
2. 1 Insufficient understanding of geography.
The new curriculum standard of geography in senior high school expresses the characteristics of geography: first, it is comprehensive, and geography has the nature of natural science and social science; Second, the regional [1]. These two characteristics determine that the thinking of high school geography needs to be changed, and the understanding of geographical problems needs to be considered in all directions. However, for a long time, many students, especially liberal arts students, have confined geography to liberal arts, and the formation of junior high school geography knowledge is not comprehensive, which has caused students to rely on rote learning for a long time, relying on grasping geographical conclusions and ignoring the exploration of geographical principles, thus causing students to be helpless when encountering some new problems. For example, in the analysis of local time, the textbook only mentions that the East is earlier than the West, but it doesn't mention what time can be set in the East, so many students are limited to calculating time, and many of our teachers don't analyze how the time is set in detail when teaching, which has caused obstacles to students' thinking ability. It is not difficult to do some common problems, but they are beginning to be confused about more difficult ones.
2.2 The breadth and depth of thinking are not enough, and the comprehensive analysis and recognition ability is poor.
The comprehensive characteristics of geographical knowledge system require students to have a certain breadth and depth of thinking, so as to look at problems comprehensively and understand the essential characteristics of geographical problems in geographical learning. However, many students often show great limitations and often look at problems from a one-sided and isolated point of view, which leads to students easily confusing some basic concepts and principles in geography learning and unable to form a comprehensive understanding. For example, students' understanding of light and heat thinks that the solar radiation in a place is strong and the heat in this place must be sufficient, but students are not clear about where the heat is mainly reflected. This has caused students to be unable to think normally when analyzing some special phenomena, such as the phenomenon of sufficient sunlight but insufficient heat in Qinghai-Tibet area. For example, when analyzing why the Appalachian Mountains are relatively flat, many students can only be in a daze. The reason is that the breadth and depth of students' thinking are not enough.
2.3 The logic of thinking is not strong, and it is easy to be bound by the mindset.
In geography learning, it often happens that some students have the knowledge to solve a certain problem, but because the thinking process is not clear, they violate some logical rules and come to the wrong conclusion. For example, for the thermal cycle, some students are not completely clear about the order of each link caused by the uneven cold and hot, which leads to the unknown reason of the high and low air pressure, thus drawing the wrong conclusion that the vertical movement of the atmosphere is from low pressure to high pressure. For example, on a map with a latitude and longitude net (as shown on the right), due to the influence of thinking set, students can't correctly understand the direction of the earth's rotation and judge the exact latitude and longitude of a place.
3. Use real life to improve geographical thinking ability.
In view of students' geographical thinking defects, especially senior three students, many college entrance examination questions are brand-new because they face the college entrance examination directly. Without good geographical thinking, it is sometimes difficult to solve these problems correctly. After a long-term attempt, I think geography teaching can be carried out from the following angles, especially by using real life, which is more helpful for students to form a correct geographical thinking.
3. 1 Strengthen inspiration and induction to mobilize students' geographical thinking.
Teachers play a decisive role in forming students' correct geographical thinking. In geography teaching, we must strengthen inspiration and guidance, mobilize all available knowledge in students' minds, and dig deeper step by step from the perspective of students' cognitive ability, which is conducive to students' thinking. For example, when analyzing landforms, students often have some fragmentary knowledge about the formation of global landforms. For example, they know that there is a continental drift theory, but the specific basis of this theory is not clear. At this time, the teacher should dig deeper and ask questions. Why does the mainland drift and how to solve several problems? Students will analyze it step by step, and there will be two questions. One is where the driving force of continental horizontal drift comes from and why it has been moving in one direction for a long time. The other is why the mainland is so heavy. Then the students will put forward a series of assumptions, and finally come down to a relatively mature plate tectonic theory, and can fully understand the difference between the growth boundary and the extinction boundary.
3.2 Improve students' knowledge structure and lay the foundation for forming correct geographical thinking.
It is difficult for students to think correctly in geography without certain knowledge accumulation when they enter the third year of senior high school for review. Therefore, in the geography teaching of senior three, we should pay enough attention to some contents with divergent thinking and reverse thinking, and teachers should fully think about such contents, even with the help of the whole teaching and research group, and then implement teaching. If we analyze why the Appalachian mountains are relatively flat, we will combine the internal and external forces of senior one geography. If you encounter some related disciplines, you should consult more teachers in related disciplines to make students' geographical thinking more comprehensive. For example, the satellite quantity analysis of GPS is how many satellites are needed to locate an object, and it needs to be matched with relevant knowledge in physics. Let the students fully understand. At the same time, in order to improve the structure of geography knowledge, geography teachers can try to make students remember the titles and bold characters in textbooks in the final stage of senior three, because the arrangement of textbooks is often carried out according to certain geographical thinking.
3.3 Use real life to improve geographical thinking ability.
Life is geography, and a lot of geographical knowledge is closely combined with life. In fact, the process of acquiring geographical knowledge is to understand a phenomenon in geography first, then analyze its causes step by step, and finally verify and popularize it to the general process. Therefore, in geography teaching, we must not ignore some geographical phenomena and the application of geographical knowledge in life, and we must not ignore students' existing geographical knowledge. For example, in geography teaching in senior three, because students have a complete idea and concept of time calculation, they don't need to spend too much energy in this place, nor do they need to do a lot of problems. I think the key is to let students think about the definition of time, such as local time, and let them try to analyze its source, defects and remedial measures, and finally form a complete thinking thread of local time-time-international international date line. For example, when analyzing why agriculture in the Huang-Huai-Hai Plain is low-yield, students can first analyze the reasons for low-yield grain, what are the geographical reasons, what are the reasons that conform to the region, how these reasons are formed, how to solve them, and so on. Therefore, students can use it to analyze a series of geographical reasons.
4 conclusion