In the real study and work, everyone will come into contact with papers more or less, and we can cultivate our scientific research ability by writing papers. What kind of paper can be called an excellent paper? The following is a model essay on geography teaching in junior high school that I have compiled for you. Welcome to share.
This paper expounds the specific application of film and television resources in junior high school geography teaching, hoping to play a positive role in the optimization and reform of geography teaching.
Keywords: film and television resources; Junior high school geography; Autonomous learning
1, preface
Using film and television resources in junior high school geography teaching is an innovative move, which is conducive to mobilizing students' interest in learning geography knowledge and cultivating students' innovative ability and imagination.
In the process of using film and television resources in junior high school geography teaching, geography teachers should give full consideration to students' understanding and acceptance ability, make use of classroom introduction, classroom teaching and after-class exercises to play the role of film and television resources, stimulate students' enthusiasm for active inquiry and promote their all-round development.
2. The application of film and television resources in the classroom.
Classroom lead-in is an important link in junior high school geography teaching. A good beginning can lay a solid foundation for subsequent classroom teaching. The application of film and television resources in classroom lead-in requires geography teachers to choose suitable materials, so as to make the film and television materials reasonable and interesting, attract students' attention and stimulate their interest and enthusiasm in learning geography knowledge. At the same time, the film and television resources selected by teachers should be based on teaching tasks, not only focusing on improving students' interest, but also considering the objectives and requirements of junior high school geography teaching. Of course, the selected film and television resources also need to fit students' real life, so that students can appreciate the charm of life-oriented geographical knowledge.
In the introduction of geography teaching in junior high school, teachers can guide students to choose appropriate film and television resources. Students are the main body of learning, have formed their own unique thinking habits, and have their own ways of understanding when they know and perceive things. Therefore, the teacher's right to choose film and television resources for students is undoubtedly the embodiment of respecting students' dominant position. Junior high school students can make use of what they have learned and choose film and television resources related to textbook knowledge, which can deepen their understanding of textbook knowledge and exercise their thinking and practical ability.
For example, when explaining "our neighboring countries and regions-Japan", teachers can first play a documentary about the earthquake disaster in Japan, so that students can observe the intuitive information of the earthquake in Japan and understand the degree of earthquake damage.
Teacher: Do you know which continent Japan is in and what the latitude and longitude are?
Student: Like China, Japan is in Asia, between 23.5 ~ 45 north latitude and 0/25 east longitude.
Teacher: What are the reasons why there are so many volcanoes and earthquakes in Japan?
Student: Japan is located at the junction of Asia-Europe plate and Pacific plate. Due to the compression and collision of plates, many volcanoes and earthquakes have appeared.
Teacher: How do you feel after watching the video? Next, let's learn more about this island country-Japan.
Through this form of classroom lead-in, students' enthusiasm for answering questions and actively exploring questions can be well mobilized, and a good teaching environment can be created. Students will gradually build confidence in a relatively pleasant teaching environment, increase learning motivation, and thus improve learning efficiency.
3. The application of film and television resources in classroom teaching.
Geographical knowledge is complex and abstract. If teachers simply explain according to the knowledge in junior high school geography teaching textbooks, they will not arouse students' interest in learning, nor will they fully understand and master the knowledge of this lesson. In order to improve the teaching efficiency of junior high school geography classroom, teachers need to abstract knowledge into concrete and turn complexity into images, and the use of film and television resources is solving the problems existing in geography teaching at this stage. The application of film and television resources in classroom teaching has changed the traditional way of geography classroom teaching, making it more humanized and diversified, which is conducive to the improvement of classroom teaching efficiency. Teachers should pay attention to cultivating students' autonomous learning ability when using video resources in classroom teaching, and guide students to find problems, question boldly and find answers to questions in their own way. At the same time, teachers need to reasonably control the proportion of "guidance" and "exploration", give students more opportunities and rights to explore, and let students improve their ability to solve problems in exploration. While giving students rights, teachers should reduce the proportion of their own guidance, and only provide students with due help when they encounter difficulties, so as not to let them let themselves go, let students freely imagine and practice, nor can they teach by hand and stifle students' subjective initiative.
For example, when explaining the Three Gorges of the Yangtze River, teachers can choose CCTV's large-scale documentary "The Story of the Yangtze River" and the documentary "The Scenery of the Three Gorges" which introduces the natural geography of the Three Gorges. In order to enhance the atmosphere, we can play a piece of music "Song of the Yangtze River" first, so that students can appreciate the elegance and feel the majestic momentum of the Yangtze River in the song "You Come from Snow Mountain". Then, the teacher extracts a passage from the documentary according to the teaching content, so that the film can lead the students to appreciate the scenery of the Three Gorges and have a panoramic view of the majestic beauty of the Three Gorges. At the end of geography teaching in junior high school, the teacher can also play the MV of the song "Red leaves are like rosy clouds over the mountains", so that students' feelings for the Three Gorges can be sublimated again, causing strong resonance, and at the same time, they can receive an education on environmental protection and patriotism.
Through video teaching, teachers can concretize abstract knowledge and deepen students' impression of geographical knowledge. This teaching form using film and television resources can cultivate students' cooperative inquiry ability and let them actively participate in scientific learning activities on the basis of interest.
4. Use film and television resources in after-class exercises.
After-class exercises are an important part of junior high school geography teaching. After-class exercises usually help to strengthen students' theoretical knowledge. Junior high school students are under pressure to enter senior high school. Assigning exercises or homework after class strengthens the theoretical knowledge of junior high school students, but increases the learning burden. How to reduce students' learning burden and improve learning efficiency is a problem that geography teachers need to think about at this stage. The application of film and television resources in junior high school students' after-school exercises can alleviate the learning pressure. Teachers can choose some movies and TV programs containing geographical knowledge, popularize geographical knowledge to students by using modern advanced educational technology, and instill the healthy concept of protecting the environment and caring for nature. For example, movies such as Tornado, Big Cracks, Rough Waves, The Day After Tomorrow, and Hoh Xil can enable students to master interesting geographical knowledge while satisfying their psychological needs, and see the terrible situation of human living environment deterioration after the environment is destroyed.
Teachers guide students to watch some TV programs related to geography, which can also enrich students' geographical knowledge, broaden their horizons, develop their thinking and make students more interested in geography. Exploration and Discovery is a historical record column that perfectly combines human history and natural geography. Explain the magical geographical stories with a rigorous attitude, explore the mysterious historical traces, fully display the development law and cultural connotation of natural geography and human landscape, and explore the profound cultural and natural heritage of China. Man and Nature focuses on eulogizing life, introducing man and the natural environment, and integrating knowledge and interest. For these film and television resources, teachers should closely combine the contents of junior high school geography teaching courses, consider students' psychological characteristics and actual knowledge level, and plan the time of screening and the duration of the film, not just as a seasoning for an active atmosphere. Teachers should make a good idea of the problem and guide students to combine film and television resources with what they have learned, so that students can expand their thinking and think deeply about the problem.
Teachers should try out the selected video resources in advance, and the content and plot should help students understand more about geography. Teachers should explain the incomprehensible content and video clips and watch them in a targeted way. After reading, there should be discussion and summary, and the learned knowledge should be summarized and strengthened again, so as to achieve good learning results. Of course, when teachers assign homework to students, they can also let students choose their own video resources and choose the appropriate video resources according to their own preferences. This can not only arouse junior high school students' interest in watching, but also make them feel the joy of being respected and improve teaching efficiency.
5. Conclusion
To sum up, integrating film and television resources into junior high school geography teaching is an innovation in geography teaching. Teachers can use film and television resources to present students with three-dimensional vivid knowledge, so that students can take learning geography knowledge as a pleasure rather than a burden, and make film and television resources teaching an efficient teaching method.
refer to
Qin Luo. On the application of film and television resources in junior high school geography teaching [J]. Curriculum Education Research, 2014 (24):163-164.
[2] Ge Ting. The application of film and television resources in junior high school geography teaching [J]. Science Public: Science Education, 20 15(2):42.
;