Summary and reflection on the work of geography teachers in 2022 1
In a blink of an eye, this semester's teaching work is over again. This year, I have gained a lot. Now I will summarize my teaching work this semester as follows:
First of all, prepare lessons carefully
Not only students, but also textbooks and teaching methods should be prepared. According to the content of the textbook and the students' reality, design the course types, formulate the teaching methods to be adopted, and carefully compile the teaching plans. Every class should be previewed. I pay attention to the cultivation of students' ability in teaching, combine the transmission and acceptance of knowledge and skills with the development of intellectual ability, inject the factors of ideological and emotional education into the knowledge level, and give play to students' innovative consciousness and ability. Let students' various qualities be effectively developed and cultivated.
Second, enhance classroom skills and improve teaching quality.
Make the clue clear, definite, concise and simple. Pay special attention to arouse students' enthusiasm, strengthen the communication between teachers and students, fully reflect the main role of students, and let students study easily, easily and happily.
Third, actively and seriously participate in collective lesson preparation activities.
Participate in collective lesson preparation regularly every week, study and discuss the teaching methods and learning methods of the course, and consult other teachers humbly. In teaching, if you have doubts, you should ask questions, overcome your own shortcomings and improve your work.
Fourthly, good results have been achieved.
This semester, I worked as a geography teacher in Grade One of Senior High School. In the mid-term exam, I got good grades in the average passing rate and excellent rate of my classes. Students are full of confidence in learning geography well.
The main experience and lessons of verb (abbreviation of verb)
1. Teaching methods that focus on imparting geographical concepts and laws are the core content of geographical knowledge. Cultivate students to pay attention to geographical phenomena, and guide students to form geographical concepts and learn geographical laws from the observation and analysis of phenomena. Therefore, we should be interested in the present process of laws, avoid learning geography by mechanical memory, and pay attention to cultivating students' ability of analysis and generalization in teaching, so that students can learn key concepts and laws better and give full play to their role in developing intelligence and cultivating ability. However, the understanding of knowledge and the cultivation of ability need a process, and we can't ask too much and be too hasty.
2. In teaching, we should pay attention to the actual connection with students' lives and help students understand the geographical knowledge they have learned through familiar phenomena. For example, the distribution of temperature in winter and summer, the distribution of precipitation, weather forecast and so on. Let students understand the wide application of geographical knowledge in life production and scientific experiments, and enhance their interest and confidence in learning geography.
3 to cultivate students' ability to solve simple problems by applying geographical knowledge, we should look at pictures, practice students and discuss in class. In the discussion, teachers should give necessary explanations and exercises, and ask students to find out geographical facts, think independently about their own methods to solve problems, and analyze and judge the results.
4. The assessment should not only look at the results, but also form various evaluations of students.
Six, the existing problems and improvement measures
Of course, there are also some shortcomings in teaching, such as the transformation of students with learning difficulties. After a class, I always feel that I can still know what I know, and I can't know what I can't know. In addition, not all geographical knowledge is a creative professor, and sometimes the content is dull and unattractive, which leads to students' boredom. In the future teaching, efforts should be made to:
1, taking students as the main body, paying attention to the teaching of basic knowledge and stimulating students' interest in learning.
2. Attach importance to the teaching methods of geographical concepts and laws.
3. Pay attention to the application of geographical knowledge.
In the process of teaching activities, I pay attention to psychological education for students. In short, the school gave me the opportunity to display my talents and gave me confidence and honor. I will go all out, work hard and devote myself to my work with full enthusiasm.
Summary and reflection on the work of geography teachers in 2022 II
This semester, I am a geography teacher in Class 1 1 and 12 in Grade Three. I can study the teaching materials carefully, study the actual situation of each student, determine the appropriate teaching methods, prepare lessons carefully, correct my homework carefully, and successfully complete the teaching task.
First, strengthen study, improve ideological understanding and establish new ideas.
Pay attention to the organic combination of learning new curriculum standards and building new ideas. By studying the new curriculum standards, I realize that the new curriculum reform is both a challenge and an opportunity. Combine theory with practical teaching, renew ideas, enrich knowledge, improve ability, and accept the "baptism" of the new curriculum reform wave with brand-new ideas. Take the development of students as the starting point and destination of teaching activities. It pays attention to the cultivation and development of students' independence and autonomy, and has received good results.
Second, the teaching work
In the past semester, while insisting on learning and applying the new curriculum concept, I actively explored the laws of education and teaching, made full use of the existing education and teaching resources of the school, boldly reformed classroom teaching and increased the use of new teaching methods, and achieved remarkable results, as follows:
1. Recognize the situation, grasp the dynamics and optimize the review teaching.
Faced with the change of college entrance examination mode, the reduction of review time and the poor overall foundation of geography students in our school, we should seriously understand the learning situation, grasp the trend of college entrance examination, actively participate in the training meetings organized by provinces and cities, study the geography syllabus, examination instructions and national college entrance examination questions in recent three years, clarify the review objectives, directions, difficulties and methods of geography, carefully arrange the review plan, optimize the review teaching, and effectively improve the review classroom teaching effect.
Specifically, first of all, we should combine the knowledge points and ability points in the exam description with the teaching materials, combine the exam content with the exam requirements, and determine the main content and required time of each unit review; Secondly, make clear the examination requirements of each knowledge point, accurately grasp the boundaries of memorization, understanding, comprehension, application and synthesis, and resolutely do not exceed the requirements in the college entrance examination and the non-main knowledge deleted in the new textbook. For key contents, we should ensure time and key investment, broaden and deepen them as necessary, and combine them with reality. Third, adhere to the review teaching idea of "laying a solid foundation, grasping the ability step by step, improving the quality to make up the difference, and improving the enrollment rate in an all-round way", so as to achieve a low starting point, strict requirements, flexible methods, practical and strong ability.
2. Consolidate the "three basics", check and fill gaps, and optimize classroom teaching.
Optimizing classroom teaching is the fundamental guarantee to improve the quality of review teaching, and checking and filling gaps and consolidating the "three basics" are the keys to improving students' ability and promoting their all-round development. Help students organize knowledge, form a network, make book knowledge systematic and structured, so as to deepen their understanding of knowledge and grasp the internal relations between knowledge. (2) Help students to further consolidate and master the basic knowledge, basic skills and basic thinking methods stipulated in the syllabus through comprehensive and systematic review, leak detection and comprehensive application. (3) Help students reveal laws and summarize methods, and further improve their ability to analyze and solve problems with knowledge. The exercises are focused, concise, and the topics are basic, inspiring, representative and comprehensive, so as to achieve "less but more, more and more, and more and more moderately". Generally speaking, intermediate topics are the main topics, which can broaden students' thinking and make students have new gains, new experiences and new improvements every time they do a topic.
3. Teach methods, give directions and improve review efficiency.
Guiding students to master geography review methods can not only improve review efficiency, but also enhance students' learning ability and interest. When reviewing, we can adopt the following methods: map memory, comprehension memory, comparison memory, list memory, abbreviation memory, network memory of weaving knowledge frame structure, image memory, memory of giving special meaning to some geographical contents, memory of composing rhymes, and memory of grasping characteristics.
4, classification, highlighting the key points, a good paper evaluation.
(1) method is the most important, and thinking is the most important. Cultivating thinking ability runs through the evaluation process of test papers, which develops students' thinking ability, improves their understanding of analyzing and solving problems, and strengthens their awareness of problem reduction.
(2) Classification and centralized evaluation. Grading examination papers adopts the method of classified and centralized grading. Focusing on topics involving the same knowledge points can strengthen students' classification awareness and make them understand these knowledge points more deeply and have a stronger impression. It is necessary to guide students to think about the same topic from different angles and in all directions. It is necessary to guide students to compare the similarities and differences of isomorphic and homogeneous topics and prevent the transfer of thinking patterns.
(3) take care of the general and highlight the key points. Marking only needs to "touch the point" and "carefully dissect" some problems. Pay special attention to those questions that involve heavy and difficult points and require high ability; For the test questions with high student error rate, it is necessary to "prescribe the right medicine". Before marking the examination paper, make a detailed statistical analysis of each question, accurately analyze the causes of errors, and carefully design the marking ideas for each question.
(4) Reflection after evaluation and appropriate broadening. After each exam, students are required to sort out the "wrong problem set" in time to guide them to make further reflection and exploration.
In a word, I have done some work and made some achievements since the beginning of school, but the achievements can only represent the past. There are also some shortcomings in my work, such as serious polarization in students' study and irregular behavior habits. In my future work, I will definitely carry forward my advantages, correct my shortcomings, foster strengths and avoid weaknesses, and strive for greater achievements.
Summary and reflection on the work of geography teachers in 2022 3 pages
Two years passed quickly, and the geography graduation exam of senior two was over. Time flies, so we can't help feeling.
As a young teacher, I need to sum up the methods and improve the deficiencies. Only in this way can I make continuous progress. Through the examples of teacher Wu Xiuju and teacher Xing, I learned many ways to review my hair. Now I summarize these methods as follows:
1. First, let students master learning methods.
Can't learn mechanically, improve learning efficiency, master skills, and learn easily.
2. Have a purpose and a plan.
The review content arranged for students on the same day must be completed, and it cannot be put off until tomorrow. What has been reviewed must be able to see the effect.
3. Every review class is very serious, which can be said to be the crystallization of review.
Time is limited, but what can be said in class is also the most important knowledge point summarized by the teacher, so we should highlight the key points and difficulties.
Doing more exercises is a shortcut to test your knowledge.
After reviewing, find suitable exercises to do, don't read books, set a good time as a quiz, and then lead the students to compare the answers after finishing, and then combine the content to consolidate the explanation and make up for the gap.
Before the exam, students should be warned to guard against arrogance and rashness.
At the end of the day, make a final effort, instead of blindly turning over the books, find the key points and unskilled knowledge to consolidate, remember not to be impetuous, calm down and take it seriously. I can't be proud. I always thought I had mastered it. I don't review, but I relax in advance.
7. Ask students to be careful when examining questions.
Sometimes you will encounter similar problems you have seen. Don't get too excited and can't do it seriously. Even if you met them, it wouldn't be the same. Perhaps the method and content are different, which requires more careful examination, rather than directly answering the questions after a rough sweep. However, if it is difficult to see the test paper during the exam, don't panic, calmly analyze and think, and follow suit. You can't delay a problem for a long time. If it really doesn't work, then continue to do it every other day and come back to do this problem after finishing the last one. Don't be too self-righteous when you have finished, check it again to prevent mistakes in the process of answering questions.
The above is the review strategy I summarized, but I found that there are still some problems that need to be improved in time.
1, I feel that the speed of geography review is relatively fast some time ago. I didn't do much to catch up with the progress, and I didn't take several tests. Some students in the middle and lower reaches can't keep up. Coping measures: In the future, whether learning a new lesson or the general review stage, we should be slow and steady, step by step, such as asking questions or writing in dictation a few minutes before the start of each class task, so that students can correct their mistakes for so long, and there will be fewer and fewer typos and more solid knowledge points. Don't be afraid to waste this writing time. On the premise of ensuring speed, quality is more important.
2. Then there is the general review method. I have some defects. In the system review stage, some knowledge and methods need to be explained in detail by the teacher. Children should be taught the rules of review first. After the students are led on the road, except for the necessary difficulties, everything else can be taught by the teacher as before, memorizing one or half papers and then memorizing them. When it's time to review America, Brazil and Australia, do it again.
Summary and reflection on the work of geography teachers in 2022 4 pages
First, the implementation of the new curriculum
1, summarize and reflect on the implementation of the new geography curriculum in junior high school.
At the summary meeting of the implementation of the new geography curriculum in junior high school organized by People's Education Society and Guangzhou Teaching and Research Office, the summary of the implementation of the new geography curriculum in junior high school submitted by our city, Learning in Practice and Improving in Reflection, was exchanged at the meeting and published in Zengcheng Education (20 _ _ _). Teacher Luo Demin of Zhengguo Middle School wrote a paper on students' self-evaluation in geography class; Science Group of Xintang No.2 Middle School wrote a paper on China's geography open examination and grade evaluation; Teacher Gong Weichan of Middle School and Paitan No.3 Middle School wrote a paper on learning evaluation; Teacher Zhu Luying of Licheng No.1 Middle School, Chen of Licheng No.2 Middle School; Opinions on the contents of teaching materials by Guo and Chen Qiaoguang of Hong Kong Overseas Chinese Middle School; and Li Cheng No.1 Middle School and Li Qiao. Jiang's Opinions on the Allocation of Teaching Resources in Xintang No.1 Middle School, Yao Jinzuan's Teaching Problems in Rural Areas in Lijing Middle School and Teaching Problems in Rural Areas in Sanjiang No.2 Middle School are all included in the new geography curriculum of junior middle schools in Guangzhou.
Zhu Luying from Licheng No.1 Middle School, Chen from Licheng No.2 Middle School and Luo Demin from Zhengguo Middle School are recommended to participate in the compilation of the Handbook of Geographical Evaluation for Junior High Schools organized by Guangzhou Teaching and Research Office.
The summary and reflection of a series of achievements and the emergence of a number of outstanding subject groups and teaching and research backbones have laid a good foundation for the second round of implementation of the new geography curriculum in junior high school.
2. Do a good job in guiding the implementation of the new geography curriculum in senior high school.
In view of the fact that there are many new geography teachers in Grade One and Grade Two, and the contents of different versions of textbooks are quite different, this semester we have strengthened the interpretation of curriculum standards and teaching material analysis's guidance, paid attention to teacher training, encouraged teachers to carry out a comparative study of "one standard with many books", and asked each teacher to undertake specific thematic teaching design or teaching experience, experience and summarize reflections, and hand them in as textbooks for teachers to exchange and discuss at the end of the semester, so as to improve teachers' understanding of the new curriculum standards and the contents of new textbooks.
The second is the research level of "developmental teaching evaluation"
This topic adheres to the principle of "promoting curriculum reform with topic research and improving quality with topic research", and guides teachers to carry out the topic declaration, project establishment, mid-term evaluation and topic conclusion of "developmental teaching evaluation" purposefully and planned around the implementation of the new curriculum. The focus of this semester is to make a good conclusion of the topic and achieved good results. Zengcheng Middle School Geographical Science Award, four achievements won the first prize, eight won the second prize, and 15 won the third prize. Among the awards of Zengcheng Education Bureau, 1 achievements won the first prize, 2 won the second prize and 4 won the third prize, and 2 research papers were included in the book Practice, Research and Development compiled by the Teaching and Research Section of Zengcheng Education Bureau. Among the awards of Guangzhou Education Bureau, 1 achievements won the first prize, 4 won the second prize, 12 won the third prize, and 1 research papers were included in the book Research Achievements of Developmental Teaching Evaluation compiled by the Geographical Science Department of Guangzhou Teaching and Research Office.
Third, review guidance for senior three.
This semester, the geography review guidance for senior three is done early, carefully and practically. Communicate with teachers regularly to understand the review situation of each school, put forward reasonable and feasible review suggestions according to the problems exposed by the survey of lectures and the unified examination of senior three, organize regular exchanges and discussions among senior three teachers, and provide relevant review materials. At present, the geography review in senior three is in good condition.
Fourth, the next stage of work ideas
1. Adhere to the combination of learning, doing and research. On the basis of summarizing and reflecting on the implementation of the new geography curriculum in junior high school, we should learn the curriculum standards and textbooks in depth, correctly handle the relationship between "one standard and many books", carefully integrate the contents of different versions of textbooks, improve students' geography learning ability and effectively improve the quality of geography teaching in middle school;
2. Ask teachers to try their best to improve the teaching environment according to the actual situation. Schools without wall charts, models, courseware and other teaching AIDS should find ways to supplement or draw on their own, strive to improve the supporting resources of teaching, and create favorable conditions for the effective implementation of the new geography curriculum;
3. Adhere to the combination of curriculum reform, teaching research and scientific research. Earnestly absorb the experience of "developmental teaching evaluation" research, actively carry out the teaching exploration of new courses, and take the curriculum reform as an opportunity to promote the geography teaching in middle schools in our city to a new level.
4. With the guiding ideology of "laying a solid foundation and improving by rolling", the review strategy of "low starting point, small slope, dense steps and breakthrough one by one" is adopted in the review of senior three units, aiming at comprehensively and systematically reviewing basic knowledge and forming basic skills. In the review process, we should pay attention to the learning status of students at different levels, bearing in mind that only by improving the average score can we easily get top students and produce more top students. The key to improve the average score is to implement it in the classroom and track the logistics in the classroom. Because most students who apply for geography rank lower in school, they need more care and encouragement from teachers. The careful care and guidance of teachers will make many students have a big leap. Experience has proved that the organic combination of intellectual factors and non-intellectual factors is more conducive to improving the effect of poverty alleviation.
Summary and reflection on the work of geography teachers in 2022 5 pages
According to the requirements and unified arrangement of the school for curriculum reform, the geography department of junior high school has carried out efficient classroom reform. Through the study, research and practice in the past two years, we feel that under the guiding ideology of "learn first, teach less, learn more, explore cooperatively, and be suspicious and thoughtful", geography classroom has become efficient, which can promote the professional development of teachers and the healthy growth of students, and is conducive to the implementation of quality education. Now briefly summarized as follows:
First, walk on two legs: study, research and practical exploration.
At the beginning of curriculum reform, our understanding of what is an efficient classroom is vague. How to change it? What's the goal? We can hardly get started. Therefore, it is our "preschool" responsibility to learn and understand the theoretical basis, reform trend and practical experience of efficient classrooms at home and abroad at that time. Just as writing begins with a stroke, our classroom practice also begins with the basic form of efficient classroom, which is somewhat helpless and embarrassing. However, under the pressure and requirements of "reform is the way out" and "no reform is impossible", we have been working hard and constantly exploring and practicing. Although Mokshin's demonstration class has many shortcomings in "Demonstration Class and Seminar Class for Efficient Classroom in Junior High School", it has taken a successful step in "How to arouse students' initiative in learning and make them the masters of learning", which provides us with a learning model.
Through more than half a year's efficient classroom reform, we have gradually formed such a classroom teaching principle: teaching must serve students, teaching by learning, evaluating teaching by learning, promoting teaching by learning, taking students as the main body in the classroom, teachers teaching less and students learning more.
Starting with demonstration classes and seminar classes, our department comprehensively promotes the normalization of "efficient classroom", cooperates with schools to carry out "push-door" spot checks, and checks teachers' implementation of classroom reform. The results of the inspection are satisfactory. It can be seen that everyone has completely changed the concept of classroom teaching, and the concept of "learning before teaching, teaching less and learning more" has been deeply rooted in the hearts of the people and implemented in classroom teaching.
By the end of this semester, we can see the "efficient classroom" in the seventh week of the open class "World Temperature and Precipitation" and the ninth week of "World Climate Types-Tropical Climate Types". The learning style of middle school students in the classroom has changed obviously, and group cooperative learning has also been highlighted, which has improved students' interest and ability in learning.
Second, the geographical "trade wind" zone: the construction mode under the normal teaching research and classroom teaching practice.
Trade winds are in the lower atmosphere on both sides of the equator, with northeast winds blowing in the northern hemisphere and southeast winds blowing in the southern hemisphere. The direction of these winds rarely changes, and they appear steadily year after year, which is why trade winds are translated into "trade winds" in Chinese. Here, with the help of this geographical proper name, we can express two normal behaviors of geosciences: the teaching research of "Northeast Trade Wind" and the classroom teaching practice of "Southeast Trade Wind".
Gao, the youngest member of the junior high school geography group, said this: "My teaching experience is only three short years. In the past three years, I have been like a sponge squeezing water, assiduously absorbing the methods and experiences of classroom reform. " "I mainly improve teaching methods and update teaching ideas in time through the following ways: First, through the Internet. I have collected several well-known educational websites, and I will read relevant educational articles as soon as I have time. I also pay attention to the theories of some famous educators, such as,, and, and what is popular now. Of course, there is still more time to pay attention to the theory and practice summary of efficient classroom and watch some open video lessons online. The second is to consult excellent teachers humbly. In addition to listening to the extracurricular activities of teachers in the geography preparation group, I often attend cross-grade and interdisciplinary lectures and actively participate in class evaluation seminars. The third is to actively practice and boldly innovate. "
And "old teachers" Chen and _IAN are also "old-fashioned, ambitious" and always stand in the front line of curriculum reform. Teacher Guan Yanjing showed her extraordinary vitality.
From "changed" to conscious behavior, from occasional to normal, teaching and research has become the working habit of every teacher in our department, teaching innovation is becoming a conscious behavior, and "efficient classroom" has become a normal "present continuous tense".
In the evaluation of provincial geography teaching papers in 20__, among the papers written by junior high school geography department of our college in combination with the teaching research and classroom practice of "efficient classroom", Teacher Chen's "Talking about junior high school geography teaching design from the perspective of Merrill's" first teaching principle "won the first prize, and teachers Ian, Guan and Gao also won the third prize.
Third, the geographical "compass": the gains and problems of curriculum reform coexist, and the goal is still ahead.
After nearly two years of teaching research and practice, our understanding of "efficient classroom" has gradually become clear, and our implementation has gradually become familiar. We realize that efficient classroom should be viewed from two different angles, both from the perspective of students and from the perspective of teachers.
From the students' point of view, the following two conditions should be met: first, students should achieve the three-dimensional teaching goal. Second, in the process of achieving this goal, students should actively participate and think positively. From this point of view, efficient classroom is a classroom for students to actively study and think, for students to learn independently, for teachers and students to interact, and for students to actively construct the meaning of what they have learned. From the teacher's point of view, the following three conditions should be met: First, teachers can scientifically and reasonably determine the three-dimensional teaching objectives of the classroom according to the requirements of curriculum standards and the actual situation of students. Because the presupposition of teaching objectives can not be completely consistent with the actual situation in the classroom, it requires teachers to adjust the teaching objectives in time in the teaching process, so as to face all students to the maximum extent and better reflect the adaptability of teaching objectives. Second, the teaching process must be a process in which students actively participate. This kind of active participation is mainly reflected in whether teachers can adopt flexible teaching strategies to arouse students' enthusiasm for learning, actively guide students to think positively, give students more time and opportunities to cooperate and show, and let the whole class share their learning achievements. Thirdly, follow, monitor, feedback and digest in time in teaching, consolidate students' learning achievements in various ways, and make the achievement of three-dimensional teaching goals higher.
At present, there is a prominent problem in our geography classroom practice, that is, we still pay insufficient attention to students. This semester, the school evaluated the "Top Ten Efficient Classrooms" among students, and the junior high school geography teacher didn't evaluate any of them. This may be the result of the geography teacher's embarrassment and our geography teacher's reflection. Although this is judged by students, students only judge according to their own preferences, their own interests, and the importance they attach to different subjects in their hearts or parents' hearts. Geography, as a subject of compulsory education, has its important and indispensable position, but the senior high school entrance examination and special senior high school entrance examination still marginalize geography. So it is not surprising that such a result has appeared.
For us, this situation is an existing reality. Where is the solution to the problem? After reflection, we have the following views: First, students' learning and happiness are the premise. In other words, it is necessary for us to think and explore a teaching method or classroom teaching mode that students like and are willing to learn. Because students are the main body of learning, interest is the premise of efficient classroom, and students' interest in learning can improve learning efficiency. Imagine a boring classroom for students, a subject that makes students have no expectations, how can we stimulate students' desire to learn? Although the curriculum standard itself is the reference of teaching and cannot be deviated or abandoned without authorization, the realization form of the curriculum standard can be "customized". Therefore, how to make geography class efficient and interesting is an important direction for us in the future. This requires us to explore the repackaging and packaging of geographical content in the form that students like, such as travel, games, stories, movies, "Monopoly" competitions and so on. Although geography, as a discipline, is scientific and rigorous, we can mainly adopt inquiry learning method for some contents of natural geography. Whether it is fun or inquiry, and what form to take in class need to be carried out according to different contents. Second, nature and humanity are the connotations of geography. Geography has different characteristics from other disciplines, including rigorous scientific content of physical geography and rich and colorful content of human geography. Knowledge, methods and abilities are important aspects of teaching objectives, and ideas are also indispensable. Efficiency is the method: Only efficient, effective and efficient classroom teaching can make students learn, feel and appreciate things. Without "high efficiency", all teaching is in vain, and all slogans are pale. Therefore, creating an efficient geography classroom should be a constant "compass" for geography teachers.
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