Geography is a subject about the relationship between people living on the earth and their geographical environment. Geography covers various environments of human life, namely natural environment and human environment.
Research topic: Research on the reading method of junior high school geography atlas.
The purpose and significance of learning: as the old saying goes, reading a hundred times means reading more articles and books, and the meaning will naturally be understood and mastered. The ancients had a unique and profound understanding of reading. Even modern primary and middle school students must have the basic skills of listening, speaking, reading and writing. Then, the reading of geographical atlas is different from ordinary literary books. It has a specific scope and significance. It is the best carrier of geographical information and the supplement and extension of geographical teaching materials. It can replace a large number of languages and characters, which is both intuitive and abstract. It is not only a tool for us to learn geography, but also an important content of geographical evaluation. Therefore, special training and guidance are needed. How to read the geographical atlas? How to combine pictures and texts more effectively to form systematic geographical knowledge? This will be the main content of our study.
Subject: Class 2 (1), Class 2 (1), Class 2.
Research implementation plan:
Summary stage: June 20XX. Analyze and summarize the research situation and evaluate the implementation effect of the project. Organize research materials, complete reports and papers, and apply for project conclusions.
Expected results and manifestations: 1. Expected effect: A series of countermeasures to improve the efficiency of geography classroom teaching have been initially formed. 2. Forms of achievements: papers, study plans, classroom records, multimedia courseware, research reports, etc.
Theme background:
In 20 ×××× years, the International Geographical Union published the Charter of International Geographical Education. In view of the great advantages of geography in solving the increasingly prominent global population, resources, environment and other issues, it is pointed out that geography education is necessary to cultivate active and responsible citizens in the world today and in the future. Geography can be a dynamic, useful and interesting subject in different levels of education, which is helpful to appreciate and understand the world for life. It is clearly pointed out that geography education is necessary for cultivating modern citizens. In junior high school, students learn basic knowledge such as the general situation of the earth, the natural, cultural and geographical features of continents and major countries, read and use maps, use geographical charts and other basic skills, collect and analyze geographical information, observe and observe geographical information, and initially form patriotic feelings and the concept of sustainable development, which is an important part of geographical literacy and is useful for students' life and lifelong development.
However, for a long time, geography has been regarded as a minor and minor subject in the school curriculum, and junior high school geography, as a non-senior high school entrance examination subject, has a low status. With the separation of junior high school and senior high school, many junior high schools are influenced by the baton of senior high school entrance examination. Using traditional teaching evaluation standards to measure teachers' teaching makes teachers wear new shoes and take the old road, and can't really implement the new curriculum reform. It also makes students' enthusiasm for learning geography is not high, and the learning effect is not ideal, which can't lay a certain foundation for high school geography learning or going to society. Starting from this year, junior high school geography will be guided by the newly promulgated examination system and may return to exam-oriented teaching.
Although the study of modern geography teaching is not a new topic at home and abroad, there are few studies on systematically studying geography in life, combining with the new evaluation mechanism and integrating historical geography textbooks, especially those based on junior high school geography teaching. Based on the above thinking, we put forward the topic of "practical research on life-oriented geography teaching in junior high school". Under the guidance of the new curriculum concept, this topic will respect students' interest and experience, take life-oriented teaching as a breakthrough, optimize and integrate junior high school geography textbooks, build an open and exploratory teaching environment, truly give geography teaching the meaning and value of life, realize the three-dimensional goal, and improve students' geographical literacy, thus generating the inherent need to further study senior high school geography and making students actively participate in geography learning.
"The theoretical basis of research:
John and Dewey's Pragmatic Education Theory
In the ideological system of pragmatism education, Dewey first discussed the relationship between education and life. Starting from criticizing traditional education, he clearly put forward the viewpoint that education is life and school is society. Dewey believes that although education has become a means to promote a better life, education itself should also be a better life. Because it is in this beautiful life process that life expands and enlightens students' experience and stimulates and enriches students' imagination. He stressed that the primary task of the school is to teach students to live in the world where he finds himself, to understand their common responsibilities in this world, and to give him a good start to adapt to society. Only when he succeeded in doing these things, did he have time or interest in practicing pure intellectual activities.
Experience is the cornerstone of Dewey's pragmatic empiricism. This concept has two meanings, one is the thing of experience; The second is the process of experience. Dewey believes that experience is always in flux, change and renewal, and existing experience is the basis for acquiring new experience. In Dewey's view, experience and life are inseparable, students' development is inseparable from concrete life, and the continuity of experience development is also manifested in the unity and integrity of students' personal life and social life. The learning process of students is actually the life process of students. Learning in life, living in learning, the essence of education is life.
Tao Xingzhi's Life Education Theory
The theory of life education was put forward by Tao Xingzhi in the process of promoting rural education. The view that life is education and society is school comes from Dewey's view that education is life and school is social transformation. Tao Xingzhi believes that Dewey's point of view is just to move things from social life to schools for ornament, just like putting one or two branches in a birdcage. Therefore, Tao Xingzhi emphasized: first, society should be a school, and then the school should be a society; We must first realize that life is education, then we can say that education is life.
Such a school is a school, and such an education is an education.
Life education theory is the core of Tao Xingzhi's educational thought and a complete theoretical system. The main contents of this system include three aspects: life is education, society is school, and teaching and learning are integrated. Tao Xingzhi's life education theory is very enlightening to our life-oriented middle school geography education. We can't let students trudge between mountains and rivers like Xu Xiake every day, nor can we let them be locked up in school every day, isolated from the life world like caged birds. We should closely combine life with education, school with society, and make middle school geography education face life everywhere.
Enlightenment of life-oriented theory in constructivist education theory
Piaget and Vygotsky are considered as direct pioneers of constructivism. According to Piaget, the individual's cognitive results are constantly developed to adapt to the new environment through assimilation and adaptation. Assimilation means that when an individual encounters a new stimulus, the new stimulus object is incorporated into his existing cognitive structure; Adaptation is to adjust the existing cognitive structure to adapt to the environment. The individual's cognitive structure is gradually constructed in the balance process of assimilation and adaptation. In Vygotsky's view, learning is a kind of social construction, which emphasizes the role of social, cultural and historical background in the cognitive process and attaches importance to the position of activities and social communication in the development of people's advanced psychological functions.
Therefore, the basic ideas of the gradually formed constructivism education theory are as follows: ① Pay attention to student-centered teaching. ② Pay attention to the actual situation teaching. ③ Attach importance to collaborative learning and advocate mentoring system. ④ Pay attention to providing sufficient resources for students to explore themselves. There are many similarities between the basic idea of constructivism and the idea of life-oriented education. In the life world of middle school students, it is one of the most important ways to teach geography to middle school students under the current teaching system to tap real life education resources as teaching scenarios and guide students to learn the subject knowledge of geography system.
Life-oriented education idea contained in Suhomlinski's educational thought
Soviet educator Suhomlinski is an advocate and representative of the educational thought of comprehensive and harmonious development of personality. In his view, people's all-round development is related to mastering profound knowledge, active social and labor activities and the possibility of choosing a career at will. Suhomlinski has repeatedly stressed that students cannot stay in school forever and accept the supervision of educators. Sooner or later, they will go to society and real life. Without the ability of self-education, they can't arrange their work, study and life in a planned way, and it is difficult to resist the erosion of bad tendencies, and their growth process will be greatly affected. He believes that the younger children are, the more they understand the reality of society, which will help them form eternal values. Therefore, we should make education close to life and promote students' real growth in life.
The significance of subject research
Conducive to reflect the value of geography.
Geography has many values, such as scientific value, cultural value, life value and social value. In particular, vigorously promote the construction of a harmonious society and emphasize the sense of social responsibility. Geography teaching should cultivate students' sense of responsibility to protect the geographical environment. Due to the disadvantages of traditional geography teaching, the geography that was originally very life-oriented alienated students, so that they wondered: What is the use of geography? Therefore, emphasizing the practical research of life-oriented geography teaching in junior high school can make students feel that geography is everywhere in life and that geography knowledge is around us, thus establishing a sense of demand for geography learning. I need geographical knowledge, and at the same time establish a sense of responsibility. It is a citizen's social responsibility to learn geographical knowledge well.
Conducive to enhancing life ability.
In view of students' lack of life skills, geography can be combined with real life, thus effectively helping students to cope with difficulties in life, solve problems in life, enhance their living ability, improve their adaptability to future life, and meet the needs of survival to a greater extent.
It is beneficial to stimulate students' psychology of learning geography.
Happy study means that students like to study geography. If students want to enjoy learning, they should cultivate their hobbies and stimulate their thirst for knowledge and innovation. The colorful life landscape and various social life phenomena and problems will arouse their curiosity and inquiry psychology, thus stimulating their interest in learning geography. As long as teachers often bring life-oriented materials into the classroom in geography teaching and use appropriate teaching skills, students' interest will be greatly improved. Moreover, geography teaching is vivid, real and natural, and memorable. A good geographical foundation and a strong interest in learning will play a good role in promoting geography learning and going to society in senior high schools.
The main content of the subject research
The basic content of this study is: (1) Analysis of life cases contained in junior high school geography curriculum. (2) Investigation and analysis of junior middle school students' existing life experience and points of interest in learning geography. (3) Investigation and analysis of geography learning difficulties of senior one students. (4) Analyze the content of life geography permeated in junior middle school history curriculum. (5) Optimize and integrate life geography in junior high school textbooks and off-campus curriculum resources, and construct life geography teaching. (6) According to the concept of new curriculum standards, construct an incentive evaluation mechanism of teacher-student interaction.
The focus of this study is: (1) to construct life-oriented geography teaching according to the new curriculum standards. (2) According to the concept of new curriculum standards, the incentive evaluation mechanism of teacher-student interaction is constructed.
The difficulty of this study lies in: exploring the construction of living geography teaching.
Main research methods:
Investigation methods. Before, during and after the study, questionnaires, conversations, competitions and other methods were used to investigate and provide scientific basis for the study.
;