In daily study and work life, everyone will often come into contact with papers, which is of great significance to all educators and the improvement of human understanding as a whole. How to write a thoughtful and literary paper? The following is a paper on how to carry out situational teaching in junior high school geography classroom, which is for reference only and I hope it will help you.

Geography is very important for junior high school students, but its knowledge points are abstract and there are many things to remember. In order to improve the efficiency of classroom teaching, geography teachers should change the traditional education mode, reduce or even eliminate the use of indoctrination teaching methods, and use various new teaching modes to make students interested in this course, and then actively study, and finally achieve the purpose of improving the effect. Situational teaching mode is a good teaching method, which can make students feel, experience and master geographical knowledge on the spot. This paper mainly discusses the application of situational teaching mode in junior high school geography teaching.

Keywords: situational teaching method; Junior high school geography; New curriculum reform;

Under the background of new curriculum reform, all fields of society put forward higher requirements for students' comprehensive quality and ability. In order to make students' ability meet the requirements of society, teachers must abandon the traditional teaching model and constantly use new models to cultivate students' ability. In the process of applying situational teaching method to impart knowledge, teachers can combine the theoretical knowledge in textbooks with practical problems in real life, so that the knowledge points in the whole classroom teaching become more systematic and specific.

First, the advantages of situational teaching

Analyzing situational teaching from the perspective of definition is actually that in classroom teaching, teachers create some specific situations to let students know what they have learned. Situational teaching has high use value. When teachers use this method to teach related knowledge points, they need to understand all kinds of teaching resources included in situational teaching, such as teaching videos and multimedia, and effectively integrate into situational teaching mode, so that students can learn some boring and difficult knowledge points of junior high school geography well and understand what teachers teach more intuitively and deeply. This innovative teaching method can enable students to continuously improve their geographical knowledge. [ 1]

Second, the status quo of junior high school geography teaching

With the rapid development of science and technology, people began to enter the era of big data. Students can acquire more and more knowledge by using various softwares, such as QQ, WeChat and Weibo. If teachers can't integrate the content that interests students in classroom teaching, even if situational teaching mode is adopted, the original boring teaching content is still difficult to interest students. In a word, from the current situation, the teaching mode of junior high school geography situational teaching is single, which can not meet the students' demand for knowledge. For example, when explaining the relevant knowledge of topography, teachers usually only use some pictures in the textbook to help explain. This will make students lose interest in geography, produce visual fatigue, and ultimately the teaching effect is relatively poor. Even some teachers use the same PPT for several years, and the content on PPT is seriously out of touch with real life. Of course, in addition to the single situational model, there are still problems such as insufficient classroom experience in junior high school geography classroom.

Third, how to carry out situational teaching in junior high school geography classroom

(A) the rational use of multimedia for comprehensive teaching

With the rapid development of science and technology, various new technologies have been applied to various fields of society. In the field of education, teachers can also apply these new science and technology to turn the knowledge points in textbooks into another form, which is convenient for students to understand and learn. For example, the teaching goal of the chapter "The Movement of the Earth" in the People's Education Edition of the first semester of the first grade is mainly to let students observe and understand how the earth moves, master the basic laws of the earth's movement, let students know the reasons for the natural phenomenon of alternating day and night, and analyze and compare the situation that the sun shines on the sun from the bisector. In the course of class, teachers can use multimedia to let students see rich and colorful geographical knowledge and generate strong interest, so as to actively participate in learning activities instead of passively accepting knowledge, which can achieve better teaching results. [2]

(B) the use of activities to create situations

Creating a situation by activities is a situational teaching method that changes the traditional educational concept, that is, in the process of classroom teaching, students' enthusiasm and interest in learning geography knowledge are improved by carrying out various teaching activities. For example, when teaching the earth and globes, teachers can make simple globes with a variety of materials such as spheres or wires of moderate size, so that students can mark the equator, tropic of cancer and poles of the earth on the globe, and guide students to turn the globe to imitate the revolution and rotation of the earth. In this way, students can learn about the earth and the globe easily and happily.

(C) the use of questions to create a situation

In fact, junior high school students' thinking development is not very mature. Junior high school is the best stage to cultivate their thinking ability. All kinds of problems will appear in their minds. If teachers can solve these problems at this stage, then their thinking ability can be well cultivated. In situational teaching, teachers put forward specific questions for students to think about, which is helpful to improve the efficiency of cultivating students' thinking ability. After learning some geography knowledge, many junior high school students will think that they have mastered it completely. In this regard, teachers can create situations by asking questions, so that students can master more comprehensive knowledge points and develop their own thinking. [3]

Of course, in addition to using the above three methods to teach geographical situations, in specific teaching practice, teachers should take students as the main body of teaching, respect the main position of students in the classroom, let them give full play to their imagination and innovation, improve their comprehensive quality, and organically unify geographical knowledge with emotions, attitudes and values.

Four. Concluding remarks

In short, junior high school geography contains a lot of content and covers a wide range. Teachers must clearly understand the current situation of geography teaching in junior high schools, and on this basis, use scientific and reasonable methods to integrate situational teaching mode into classroom teaching, make knowledge live, turn abstract knowledge points into concrete methods to use problem situations, or create activity situations to improve students' academic accomplishment.

Verb (abbreviation of verb) reference

[1] field. Application of Situational Teaching Method in Middle School Geography Teaching [J]. Forest Teaching, 2003( 12):52-54.

[2] Yang Li. The application of situational teaching method in junior high school geography teaching [J].20 13( 18):37.

[3] Diao Qin Pei. Application of Situational Teaching Method in Middle School Geography Teaching [J]. Journal of Suzhou Institute of Education, 2006(4): 124- 125.

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