A summary of geography teaching and research activities in junior middle schools (1)
Improve the quality of education and teaching
There are 4 teachers in junior middle school geography group of Huangbai Middle School, including senior teachers 1, 2 intermediate teachers and new teachers 1. Our team is a united and uplifting team and a dynamic learning team. The whole group and Qixin make joint efforts to continuously improve our group's combat effectiveness from the aspects of the construction of teaching staff, the improvement of education and teaching quality, and the reform and innovation of classroom teaching, so as to adapt to the ever-changing social needs of geographical talents training.
First, want it? Collective lesson preparation? Take this as the core, combine scientific research with teaching, and pay close attention to teaching quality.
Collective lesson preparation is the most routine, important and core work of teaching and research group and lesson preparation group. First, make full use of the time of teaching and research activities every other week, and get corresponding protection in the time of preparing lessons; The second is to explore new ways of collective lesson preparation, and on the basis of ensuring the teaching quality, each lesson preparation group explores diversified lesson preparation methods; Three is? Fine teaching routine and deep focus in classroom teaching? The research of thematic teaching has enabled teachers to establish? The key is in class, and kung fu is before class? Consciousness; Fourth, the process of collective lesson preparation has been formed, that is, teachers read through the textbooks, study the curriculum standards, and form the whole syllabus? Division of teaching tasks in preparation group? Complete the unit teaching plan? Teaching and research discussion, further revision? Printed and distributed to every teacher? Teacher case design? Enter the teaching link and implement the teaching design? Teaching reflection? Revise the lesson plan again; The fifth is to carry out research on preparing lessons for different classes. Any problems encountered in teaching at ordinary times, we all meet in time to discuss, and groups often give lectures to each other, learn from each other's strengths, concentrate their wisdom and tackle key problems collectively. We have compiled a set of teaching geography handouts with school-based characteristics for junior high schools, which effectively promoted the improvement of teaching quality and enhanced teachers' initiative and consciousness in teaching research.
Second, organize healthy and interesting activities to promote the development of teachers and students.
In order to create a geographical environment, create a good English learning atmosphere, cultivate students' interest in learning geography and improve their ability to learn geography, we highlight the characteristics of geography teaching and organize the following geography teaching activities:
1, geographical specialty style display. Our activities are divided into three parts: geography knowledge contest, geography tabloid making contest and geography classroom contest. These activities have strongly stimulated students' interest in learning geography, students have developed in the activities, and our teachers have been trained and improved in the activities.
2. Play the role of Geography Day. Geography Day held every Monday is very popular with students. Geography Day has become a good helper for geography teachers and a paradise for students to learn geography. Although the corner is small, it has a great effect. We always have a teacher who is responsible for helping to set the theme of the week. We also make use of multimedia teaching resources to enrich our background knowledge and advanced education and teaching theory.
Third, work hard and achieve remarkable results.
Our teachers are excellent in quality, solid in business, independent in work and colorful in teaching style. Every member is dedicated to enthusiasm, passion and talent in this geographical world. Through the efforts of teachers, the classroom teaching reform has achieved remarkable results, and many people have won prizes in competition classes. In the process of teaching, our group of teachers have been summing up and writing many papers about geography teaching, or won prizes in provincial and municipal paper awards, or published in newspapers at all levels.
Fourth, reflection and exploration.
When preparing lessons collectively, the specific requirements of preparing lessons collectively are not clear, and some preparation operations are not practical, which fails to achieve the research purpose. What will we focus on in the future? Collective lesson preparation? Fully combine teaching, scientific research and research, seek improvement in practice and development in research.
Teaching and research group is an organization engaged in teaching and research collectively, and it is the collective strength of teachers. Our junior high school geography group will be more United and work harder in the future, make our contribution to the development of the school, further improve the teaching quality of the school and promote the development of basic education in the city.
A Summary of Junior High School Geography Teaching and Research Activities (2)
I. Work in the whole year
discipline
1. Adhere to regular lectures.
Go to primary schools to attend classes in a planned way, and then exchange views with the class teacher on the principle of equality and interaction. The content of exchanging opinions includes not only the problem of strict knowledge, but also the problem of optimizing teaching strategies; There are both problems of teaching and learning. Through lectures and after-class communication, not only help to improve the basic geography teachers, but also improve themselves as geography researchers.
2. Demonstration of subject teaching skills
This semester, a demonstration activity of subject teaching skills of junior high school geography teachers in the city was held in No.37 Middle School. More than 30 geography teachers from 7 districts and 9 counties participated in the demonstration of teaching skills. Through the platform of teaching skills display, the participating teachers have broadened their horizons and achieved the purpose of learning from each other, which is conducive to improving the overall teaching level of junior high school geography in our city.
3. Teachers going to the countryside and curriculum reform research activities
(1) In the first half of the year, together with all the comrades in the Ministry, we successively went to Longjiang County and Meris District to conduct research activities on sending teachers to the countryside and curriculum reform. And according to the arrangement of the Ministry, I wrote a summary of sending teachers to the countryside twice. In the activity of sending teachers to the countryside in the first half of the year, he gave a lecture entitled "Talking about School-based Teaching and Research" to grassroots teachers in Longjiang County and Meris District. In order to teach this lecture well, I consulted a lot of information on the Internet and read many books at home and abroad, trying to be popular, accurate and practical. At the same time, the lecture not only embodies the purpose of serving the grassroots, but also further internalizes the theory, which is conducive to the improvement of teaching and scientific research level in the future.
(2) In the second half of the year, my comrades and I went to Tiefeng District. See the efficiency of classroom teaching? According to the arrangement of the Ministry, I wrote a research plan and a research summary on the subject of curriculum reform research. At the invitation of Meris Teacher Training School, a special lecture entitled "Curriculum Reform and Effective Teaching" was held for all teachers who participated in the exhibition activities of Meris Base School.
4. Aesthetic Geography Classroom Teaching Seminar
In order to promote the research and experiment of "Aesthetic Geography Classroom Teaching in Middle School" (the key subject of Aesthetic Education Committee of China Education Association), a seminar on aesthetic geography classroom teaching in junior middle schools in jianhua district was held this semester. Nearly one hundred junior high school geography teachers from seven districts and nine counties attended the meeting. At the meeting, Mr. Yang from No.34 Middle School in Qiqihar gave a lecture entitled "Southeast Asia". Li Yanhong, a teacher from Ji Jie Middle School in Tailai County, Qiqihar City, gave a special lecture on aesthetic geography teaching entitled "Day"; Liu Huaxing, a teacher from Qiqihar No.3 Middle School, gave a lecture entitled "Australia". Teacher Bai of No.45 Middle School in Qiqihar gave a lecture on geography aesthetic teaching entitled Xishuangbanna. Teacher Shi, a geography researcher in Longjiang Normal School, introduced the experience of aesthetic geography teaching and research on behalf of Longjiang County. More than 20 teachers also gave lectures on teaching design of aesthetic geography and exchanged papers on classroom teaching of aesthetic geography. Han Jingwen, a junior high school geography researcher, gave a special lecture entitled "Aesthetic Geography Classroom Teaching". The meeting lasted one day and ended successfully. This seminar
This meeting is of great significance to improve the awareness of grassroots geography teachers on the importance and feasibility of aesthetic geography teaching.
5. Problem solving and geography teaching.
This semester, the project "Applied research and experiment of problem-solving methods in junior high school geography teaching" (a sub-project of the key project of the Ministry of Education) was carefully completed. After the expert acceptance evaluation of the research group of the Ministry of Education, the topic was successfully concluded. By collecting, analyzing, judging and sorting out the data in the process of preparing the conclusion, we have a clearer understanding of the gratifying achievements of this research and experiment.
(1) Project team members and experimental teachers have a basic understanding of the problem-solving teaching strategies of the new basic education curriculum. For example, the problem is the starting point of teaching activities; The problem is the main thread that runs through the whole teaching; The problem is the end of teaching activities. When learning the specific teaching content, the steps are: transforming the learning content into? Question? ; Do you understand? Question? ; Seeking answers? Question? Methods; Apply the found method to? Question? Solve the actual situation; ? Question? Solution. Problem-solving teaching needs to use inspiration and induction to stimulate students' thinking activities by setting situations, asking questions and taking problems as the starting point and motivation, so that students' thinking activities are always in a positive state, thus achieving the purpose of cultivating students' thinking ability. Using question teaching method, we can't just design questions and answers in advance, try our best to guide students to say these preset conclusions, and force students to always try their best to cater to teachers. Besides, when teachers ask questions, they should not only mention what they think in advance, but also find problems from the teaching in time according to the actual situation in the classroom and adjust the teaching content and methods so as not to deviate from the problem-solving teaching method? Original intention? . There are three basic forms of problem-solving teaching, namely, teaching dialogue, questioning and discussion and guiding inquiry.
(2) The problem-solving teaching strategy makes geography teachers update their teaching concepts, increase their knowledge stock and improve their teaching ability.
Because it requires teachers to update their teaching concepts, increase their knowledge stock and improve their teaching ability, otherwise problem-solving teaching cannot be carried out. Therefore, in order to meet the needs of experiments, experimental teachers must update their teaching concepts, increase their knowledge stock and improve their teaching ability. This naturally achieved the goal of improving teachers.
(3) The application of problem-solving teaching strategy has changed the geography classroom teaching in junior high school.
First, the classroom concept has changed. Problem-solving teaching has changed the traditional practice of cultivating cognitive ability, but has become prominent in cultivating students' problem consciousness and problem-solving ability at the same time. It focuses on cultivating creative talents needed for modernization. It makes classroom teaching a temple for students to explore knowledge and develop wisdom, and a happy place to reflect and enhance their personal potential.
Second, the teaching methods have changed. ? A word? 、? Full house irrigation? 、? Cramming at the last minute? Traditional teaching methods have been replaced by dialogue, questioning and discussion, guidance and exploration. In teaching design, teachers should design appropriate teaching situations according to curriculum standards, teaching materials and curriculum resources, and give full play to students' initiative and enthusiasm in learning. Let students learn, explore and think in middle school. Unify the presupposition and generation of teaching.
Third, the relationship between teachers and students has changed. Classroom teaching is no longer like traditional teaching, and teachers are on top? Teacher dignity? It became? Kiss his teacher and believe in his way? . In teaching, teachers are students' consultants, participants in exchange of opinions, friends in emotional exchange, and elders who guide and help students find problems. Teachers' help to students is more reflected in mutual influence, discussion and encouragement, understanding and encouragement, rather than showing their authority and playing a controlling role through orders, threats and punishments.
Fourth, students' interest and ability to learn geography have improved. Improve students' interest in learning geography through problem-solving teaching. Needless to say, because there is no geography subject in the total score of senior high school entrance examination in our city for a long time, the situation of geography classroom teaching in junior high school is: students are not interested in learning geography; The teacher teaches geography to cope and has no energy. This is an indisputable fact, there is no need to deny it. Through the problem-solving geography teaching experiment, students' interest in learning has been stimulated and their learning ability has been cultivated to a certain extent due to the guidance of problems and the ingenious teaching design of teachers.
6. Review Seminar for Geography Academic Examination
In order to cooperate with junior high school geography examination, a review seminar for junior high school geography examination was held in jianhua district Teachers' Training School this semester. Teachers from seven districts and nine counties attended the meeting. At the meeting, jianhua district
Teacher Liu in the second middle school gave a review lecture; Mr. Wei Jiupeng, the children's middle school of Angang West Chemical Plant, introduced the experience of reviewing geography academic exams. Teacher Shu of No.28 Middle School in Qiqihar gave a lecture on the teaching design of review class. Zhao Yang, the first middle school in Fulaerji District, and Jing Shu Xin, a geography researcher in Meris Normal University, introduced the proposition of junior high school geography examination in Qiqihar in 2006 in detail. Han Jingwen, a city researcher, made a summary at last, and put forward some suggestions for the review of junior high school geography academic exams.
7. Proposition work of geography academic examination.
The proposition work of geography academic examination conscientiously implements the spirit of curriculum reform and geography curriculum standards, and implements the requirements of "Geography Subject Examination Instructions", which not only fully embodies the evaluation and selection function of academic examination, but also combines the actual teaching of geography in our city, pays attention to orientation, life and humanity, constantly promotes the reform of geography curriculum, improves the quality of education and teaching and the development of students, and successfully completes the proposition work. This proposition mainly embodies the principle based on geography curriculum standards; The principle of meeting the requirements of curriculum reform; The principle of combining theory with students' life practice; Principles conducive to junior high school geography teaching; Principles conducive to students' all-round development; Follow the principle of basic requirements of propositions. The basis of the proposition is mainly "Geography Curriculum Standard for Full-time Compulsory Education", the experimental textbook of geography curriculum standard for compulsory education published by People's Education Publishing House, the basic concept of the new curriculum for basic education, the specific situation of the implementation of the new curriculum for junior high school geography in our city, and the students' learning practice in our city.
In the preparation stage of the proposition, we carefully study the curriculum standards, examination instructions and textbooks published by People's Education Press. Basic principles of refining propositions:
(1) According to the curriculum standard, the textbook version obeys the curriculum standard. That is, pay attention to the distribution position, spatial law and interconnection of geographical things; Pay attention to the development, change and formation process of geographical things; Pay attention to students' concepts of geography, environment and sustainable development; Make full use of map language to present the content of the test questions, so that the test questions can fully reflect the regional and comprehensive nature of geography.
(2) Reflect the concept of new geography curriculum. That is, the design of the test questions embodies the concept of the new geography curriculum and pays attention to openness; Reflect the examination of students' inquiry learning ability; Examinations that reflect students' learning process and methods; Reflect the examination of students' basic geographical concepts; The setting of test questions pays attention to humanity, life, interest and locality, and guides students to appreciate the value of geography learning.
(3) Contact with students' life practice. That is, the test materials should pay attention to reflect the present situation, characteristics and development trend of geographical environment and its elements; The materials provided by the test questions should be close to the students' real life; Paying attention to the selection of educational materials in test questions is conducive to the sublimation of students' geographical concept, viewpoint consciousness and sustainable development thought.
(4) It is beneficial to geography teaching in middle schools. That is, paying attention to the main knowledge of junior high school geography teaching content and students' ability to analyze and solve problems by using basic geography knowledge is conducive to the development of students' creativity. It pays attention to the comprehensive examination of knowledge and ability, process and method, emotional attitude and values, thus strengthening the guidance of junior high school geography teaching, which is beneficial to junior high school geography teaching. Pay attention to the scientificity, appropriateness and guidance of the test questions. From the PEP textbook? Activities? Some of them carry the requirements of curriculum standards, not consolidation exercises. The integration of this part of materials should be considered in the proposition, and teachers should be guided to deal with this part of knowledge seriously in teaching through the proposition.
(5) It is beneficial to students' development. That is, the examination questions pay attention to the internal connection of expressing geographical knowledge, properly reflect the integration of knowledge from other disciplines, and strive to meet the requirements of modern education reform and make students develop in an all-round way; Pay attention to guiding students to find and ask questions from the situation created by the test questions, and use the geographical knowledge they have learned to think about problems, so as to solve the problems in real life more smoothly, fully embody the humanity of the test questions, and enable students to achieve the teaching purpose of learning geographical knowledge for use; Pay attention to guide students to summarize geographical characteristics with examples, reveal geographical laws, explain geographical reasons, and put forward measures to solve geographical problems, so as to urge students to actively pursue geographical skills and practicality and further achieve the guiding role of propositions; Pay attention to the choice of teaching materials when making propositions; Pay attention to the appropriateness of test questions, put an end to off-topic and strange questions, minimize simple rote memorization and complex thinking test questions, and ensure the difficulty, validity, reliability and discrimination of test questions. Pay attention to the conciseness of narration and the moderate amount of questions, so that students can have enough thinking space when answering questions. Before the proposition, we determined the scientific, feasible and practical proposition ideas:
(1) Should it stand out? Double base? The examination of backbone knowledge and geographical comprehensive ability should have a high coverage.
(2) The life system test questions should be situational, and the situation should be authentic, life-oriented, humanistic, interesting and practical; The design of test questions should be vivid, open, innovative and life-oriented. The purpose is to implement the new educational concept put forward by the new curriculum standard and let students learn correctly. Useful geography in life? Is it right to study? Lifelong Development Useful Geography? Let students form a healthy and positive attitude towards life.
(3) Pay attention to the integration of real life, social hotspots and geographical knowledge.
(4) The examination paper is simple in structure and reasonable in questions. Give full play to the functions of different types of test questions and pay attention to the openness of test questions. Reasonably adjust the difficulty coefficient. The difficulty ratio is 7: 2: 1.
Due to careful preparation and strict operation of specific propositions, the proposition work of geography academic examination is progressing smoothly, and high-quality papers have been handed in for the city's geography academic examination.
8. Effective teaching strategy research project started.
National education science plan, the comprehensive quality training project of primary and secondary school teachers in ethnic poverty-stricken areas of the Ministry of Education? Ten times five? The sub-project "Research on Effective Teaching Strategies", the key project of "Effectively Promoting Regional Teachers' Professional Development" of the Ministry of Education, has been launched and achieved initial results. The presentation results of the junior high school geography team (team members: Li Guirong from No.7 Middle School in Fuqu, Zhao Yun from Fuqu Further Education School, Wei Yao from No.2 Middle School in Fuqu and Han Jingwen from the Municipal Education Institute) submitted by our city in the form of CD were presented at the seventh annual meeting of the Comprehensive Quality Training Project for Primary and Secondary School Teachers in Ethnic Poverty-stricken Areas of the Ministry of Education and the National Education Science Plan? Eleventh five-year plan? The key project of the Ministry of Education, Effectively Promoting the Professional Development of Regional Teachers, won the first prize at the experience exchange meeting.
9 geography teaching evaluation and design teaching materials collection and teachers' participation in provincial seminars in our city
In order to promote junior high school geography teachers in our city to learn and make good use of the national curriculum standards, master all kinds of teaching materials, reflect the methods and ways required by the curriculum standards, and effectively improve the ability of junior high school geography teachers to flexibly use evaluation methods to improve classroom teaching, our city organized a collection of geography teaching evaluation design materials according to the requirements of junior high schools of the Provincial Academy of Education, and collected 8 excellent evaluation design texts to participate in the provincial capital.
On July 9 1 1, our city organized eight excellent junior high school geography teachers to participate in the evaluation and design exhibition of junior high school geography curriculum standards held by the Provincial Academy of Education in Harbin, and achieved good results. Among the many contestants from all over the province, six people in our city entered the top 20, and three of them entered the top 10. Teacher Fan Yuli from Nehe No.5 Middle School won the fourth place, and the top three were all players from Harbin, the provincial capital.
By participating in this activity, many contestants in our city said: I had a vague understanding of evaluation design before, and I didn't know how to adapt. Through this meeting, I saw other people's achievements, clarified my understanding to some extent, and enhanced my confidence in further exploring and evaluating the design.
10. Application of network platform in teaching and scientific research
This semester, we make full use of the network of Qiqihar Education Research Institute and Qiqihar Education Information Network to carry out geography teaching and research activities. Transfer the collected articles to the junior high school geography space of the two websites, and the activity notice, activity report and activity summary can be consulted online in time. Good articles can meet teachers in time for them to learn and learn from. This kind of teaching and research using the network has narrowed the distance between teaching and research personnel and primary school teachers in their daily teaching and research work.
Due to time, online teaching and research is far from enough, so we need to continue our efforts to keep up with the modernization of teaching and research means and methods as soon as possible.
1 1. Implementation of the monthly teaching and research activity plan
This semester, according to the requirements of the Ministry on doing a good job in regular teaching and research, the monthly teaching and research work plan of the discipline was carefully formulated, and the monthly teaching and research work task of the discipline was earnestly completed, which enhanced the urgency and effectiveness of the teaching and research work of the geography discipline. In order to ensure the feasibility and effectiveness of the monthly teaching and research plan of this discipline, the planned activities are generally neither grand nor perfect, and the routine teaching and research of this discipline is always the main one.
12. Course design and course preparation for teachers' in-service training courses
According to the work requirements of the college, the on-the-job training course for junior high school geography teachers is carefully designed. And led the teachers to carefully prepare teaching notes and courseware. On July 1623, job training was conducted in the classroom of No.2 Middle School in No.2 Factory. The teaching staff consists of teaching and research staff at the municipal and district levels and outstanding primary school teachers.