First, the role of geography blackboard writing
1. can attract students' attention.
In the teaching process, students' attention shifts with the continuous presentation and updating of blackboard writing. Therefore, blackboard writing can attract students' attention tightly and make them concentrate on their studies.
2. A geography blackboard book that can make the teaching content concrete and "live" can summarize and concretize the teaching content in the form of outlines, charts and tables, and gradually present and update it with the teaching process, thus activating the teaching content and benefiting students' learning.
3. Write a reading outline for students to demonstrate.
The teacher's blackboard writing is an example for students to write a learning outline. By copying the blackboard, students can gradually learn how to write a reading outline, thus improving their ability to read geography textbooks.
Second, the principles that should be followed in the design of geography teaching blackboard
1. The design of blackboard writing should be scientific.
Geography is a subject that studies various natural and human phenomena and their relationships in the geographical environment of the earth's surface. It is a scientific subject, and the geographical knowledge that teachers impart to students should be objective and accurate. Therefore, high school geography teachers should also follow the basic principles of science when designing blackboard writing, so that blackboard writing can provide students with accurate scientific knowledge and information. In addition, blackboard writing is one of the channels for students to obtain learning content. Therefore, teachers should ensure that the information such as words and symbols in the blackboard is accurate, so as not to bring obstacles and difficulties to students' learning.
2. The blackboard design should be enlightening.
Writing on the blackboard plays a guiding role for students. Therefore, when designing blackboard books, teachers should give some inspiration on the basis of science, which will help to stimulate students' thinking, enable them to fully analyze and compare what they have learned, make judgments and inferences, thus gaining more knowledge and information and making their geographical knowledge tree more prosperous. To reflect the inspiration of blackboard writing, we need our senior high school geography teachers to study the teaching materials carefully, find out the basic context, and carefully design an inspiring blackboard writing that can reflect the internal relationship between knowledge and prompt the laws of geographical things.
3. Blackboard design should be holistic.
When teachers design teaching, the content of each class should be one or several key issues, which determines that the teaching content of each class is a relatively complete whole, which requires that the blackboard writing also has integrity and cannot be a simple list of unrelated plates. High school geography teachers should fully reflect the connection between knowledge and give consideration to the overall layout when writing blackboard books. The center of gravity of the blackboard should coincide with the center of the blackboard as far as possible, and leave an appropriate width. At the same time, we should pay attention to the layout of the blackboard, so as not to destroy the integrity of the layout.
4. Blackboard design should reflect artistry.
Excellent blackboard writing is not only focused, reasonable in layout, intuitive and clear, but also gives students visual enjoyment. Students will not have a good impression on scribbled blackboard writing, let alone get effective information from it. Therefore, in geography teaching in senior high school, teachers should reasonably use words, icons, tables and other forms to design blackboard writing, which reflects the beauty of calligraphy and structure and shows artistic effects. Only in this way can students be pleasing to the eye and deepen their impression of what they have learned.
Third, the problems that should be paid attention to in the design of geography blackboard writing
Through the above discussion, we know the role and importance of blackboard writing design in geography teaching, but if we want to design excellent blackboard writing, we should not only follow certain principles, but also pay attention to some specific problems, so that blackboard writing can play its due role.
1. Textbook content is the basis of blackboard writing design.
When designing blackboard writing, geography teachers should follow the principle that form serves content, and they should not distort teaching content or omit some knowledge points for the sake of formal beauty and color. Teachers should adopt appropriate blackboard writing forms according to the teaching content to keep the knowledge systematic and complete. Only in this way, the blackboard writing design has value and significance, which is helpful to improve the classroom teaching effect. If the design of blackboard writing only emphasizes the form and ignores the content, it will be self-defeating, making blackboard writing a disturbing factor in teaching and affecting teachers' explanation and students' knowledge acquisition.
2. Handle the relationship between blackboard writing and explanation.
At which stage in the teaching process, blackboard writing is also worth studying and thinking by teachers. Sometimes teachers can talk and write; Sometimes you can write it on the blackboard first and then analyze it with your teachers and classmates. Sometimes, the teacher analyzes and summarizes first, and then writes on the blackboard. The specific form needs teachers to decide according to the teaching needs. In addition, it is necessary to avoid the phenomenon that geography teachers forget writing on the blackboard in the teaching process, and then make up for it, or that too many writing on the blackboard affects the explanation time, and resolutely overcome the randomness and blindness of writing on the blackboard.
3. Handle the relationship between blackboard writing design and application.
The blackboard writing design is designed in advance according to the teaching needs on the basis of careful preparation of lessons, but the plan can't keep up with the changes, and some problems may appear in actual teaching, which will affect the smooth progress of teaching. For example, sometimes there is not enough writing on the board, and sometimes there is no time to write. In order to solve these problems, geography teachers should not only accumulate experience in practice, but also try to write before class. In addition, teachers can also make appropriate changes and adjustments according to the actual situation in teaching, but we must pay attention to the integrity of the blackboard. To sum up, as a geography teacher in senior high school, we should carefully study the content of teaching materials, design excellent blackboard writing with reasonable layout, prominent focus, novelty and beauty according to the needs of students, stimulate students' interest in learning and improve the quality of geography teaching in senior high school.
High School Geography Teaching Papers (2)
First, classroom teaching
If teaching is compared to building a tall building, then preparation before class is to prepare materials for construction, and classroom teaching is to integrate various materials and carry out real construction. In the specific classroom teaching, we should mainly pay attention to the following two aspects.
(A) the use of appropriate methods for classroom introduction
Everything is difficult at the beginning, and a good classroom introduction will undoubtedly make the whole classroom have a good start, and then achieve better teaching results. There are many ways to lead in class, and here are only three: interest lead-in, material lead-in and direct lead-in. The so-called interesting introduction is a way to stimulate students' interest in learning through some interesting means. For example, when we introduce the distribution of seven continents and four oceans, we can show students maps or globes and let them find them themselves. In the landform learning module, we can show students the wind erosion landform model and loess landform model. The material can be a short story, an article or even a sentence with geographical knowledge. Materials can be prepared by teachers or collected by students themselves. For example, we can use poetry materials such as "It rains at home in Huangmei season" and "Walking alone in Huang Meiyu" to introduce the knowledge of Meiyu that we are about to learn. Interest introduction and material introduction are vivid, which is easier to improve students' interest in learning and stimulate their enthusiasm for learning. Direct import is straight to the point, such as "what we are learning today". This kind of introduction without any foreshadowing is more direct and more suitable for senior high school students' understanding ability and way of thinking.
(2) Optimize teaching mode and improve teaching methods.
First, optimize teaching methods. In the process of geography teaching in senior high school, teachers should pay attention to using various teaching methods, such as playing videos and slides with the help of modern technology such as multimedia, or using geography teaching model to simulate teaching, so as to attract students and shift their attention to classroom teaching. Secondly, teachers should always regard students as the main body of teaching. According to the characteristics of teaching materials and students' reality, classroom teaching should comprehensively consider many factors such as teachers' personal teaching characteristics, each student's personality and learning situation, and each student's ability and level to accept new things. Teachers should interact with students in class, encourage students to ask more questions, dare to ask questions, and don't be afraid of making mistakes or being laughed at. At the same time, teachers should also increase the amount of information in class at an appropriate time, and impart different amounts of knowledge to different types of students with excellent learning ability and learning difficulties. Third, encourage students to carry out cooperative learning and form study groups. Cooperative learning is mainly carried out in the form of groups, with several people as a group to discuss the learning content independently. Teachers should encourage study groups to observe, practice, discuss and study some geographical phenomena (both in life and in study), so as to stimulate students' enthusiasm and thirst for knowledge, and let students help each other and improve together in cooperative learning. Finally, improve the assessment mechanism. Assessment is divided into two aspects, one is the assessment of teachers, and the other is the assessment of students. The assessment of teachers should not only consider the teaching achievements such as students' grades and enrollment rate, but also consider the teaching mode and teaching innovation. Under the new curriculum standard, geography teaching in senior high schools should abandon the traditional standard of judging students unilaterally by scores and pay more attention to students' all-round development. Traditionally, judging whether a student is excellent or not is limited to the test scores. Grading students according to their scores not only dampens their enthusiasm for learning, but also is not conducive to the healthy development of their psychology, let alone cultivating higher-level talents for the country. Therefore, when judging whether students are excellent or not, we should comprehensively consider various factors (such as their classroom performance and reaction, of course, academic performance is also a very important reference) to give students timely and appropriate encouragement and guidance.
Second, consolidate after class.
Confucius said, "Learning without thinking is useless, and thinking without learning is dangerous." While preparing well before class and teaching in class, we must not ignore the consolidation after class. After-class consolidation is mainly carried out through the assignment of homework by the teacher, so the effect of after-class consolidation mainly lies in the quality of homework. First, teachers can reasonably reduce the difficulty of homework, so that students can have enough self-confidence and sense of accomplishment in high school geography learning. Second, teachers should arrange the amount of homework reasonably, so as not to dampen students' enthusiasm for learning, and also to prevent students from doing homework for the sake of doing homework, making geography learning a very painful thing for students. Third, teachers should adjust measures to local conditions, and arrange more geography homework related to students' living environment, so as to closely integrate geography teaching with students' life and improve students' comprehensive application ability of geography knowledge. At the same time, students should also carry out various forms of after-school consolidation and knowledge expansion according to their actual learning situation and personal learning interests. For example, go to the library to borrow relevant geography books. Finally, teachers and students should always reflect, summarize and consolidate the knowledge taught in the classroom, so as to effectively improve the quality of geography classroom teaching in senior high schools. Education is both science and art. Under the background of new curriculum reform, geography teaching in senior high schools has taken on a brand-new look. However, there is still a long way to go. We should invest more manpower, material resources and financial resources and more humanistic care. On the basis of paying attention to the healthy development of students' inner world, starting from teachers and students, we should do a good job in geography teaching before, during and after class in senior high schools, so that geography teaching in senior high schools is getting better and better and full of vitality.
High School Geography Teaching Papers (3)
First, carry out some extracurricular activities to improve students' learning enthusiasm.
Classroom atmosphere is different from extracurricular atmosphere. Comparatively speaking, the extracurricular classroom atmosphere is stronger than the classroom atmosphere, and students will be more active in the extracurricular classroom than in the classroom. Therefore, teachers should provide more extracurricular activities to fully mobilize students' learning enthusiasm and urge them to study more actively. When teachers have explained some theoretical knowledge in books almost, they can carry out extracurricular cognitive activities to promote students to further understand these theoretical contents. When identifying the direction in the field, the teacher can lead the students to the field and identify the direction according to what has been said in the book. For example, we can tell the direction by the difference in the lush degree of leaves. The lush side is facing the sun, or the density of tree rings. The narrower the tree ring spacing, the denser the annual rings, while the annual rings facing north are generally denser than those facing south. In other words, the dense side of tree rings is the north, and the sparse side is the south.
Second, the combination of multimedia teaching
Teachers use multimedia to teach students, which can not only improve classroom interest, but also enrich teaching content. Interest can encourage students to study more actively, make students better accept what teachers teach and improve teaching effect. Therefore, teachers should take improving students' interest as the premise of class, which can make students listen more attentively and attentively, and also better grasp what the teacher says. In this way, the interaction between teachers and students has increased, classroom feedback has increased, teachers' teaching tasks have been completed, and the effectiveness of teaching has improved. For example, teachers can combine movies to learn the contents of books, and can show students movies about earthquakes, so that students can better understand the impact of earthquakes on our lives and what the earthquake is all about. In order to let students better understand how earthquakes are formed, teachers can play some popular science films. These popular science films make the process of earthquake formation by computer, so that students can better understand the process of earthquake formation. Teachers can also use the formation process of earthquakes to explain to students what factors affect earthquakes, so that the formation of earthquakes, influencing factors and their impact on our lives can be shown to students through multimedia. Combined with multimedia teaching, the teacher's explanation will become more specific, and students can better accept knowledge.
Thirdly, teaching should be combined with local geographical conditions.
The country has divided different regions according to different geographical conditions, and the geographical conditions of each region are different. Teachers can teach according to local geographical conditions. For example, most of our country is located in the subtropical zone and Africa is located in the tropical zone, so teachers can explain it according to the situation of our country when they talk about the subtropical zone and Africa when they talk about the tropical zone. If it is located in the plateau, then when teachers talk about the plateau, they can explain the contents of the book according to some local conditions, such as what the climate on the plateau is like and how thin the air is.
Fourth, explain some local special geographical phenomena in combination with the contents of the book.
If teachers want to motivate students to study geography in high school, they should tell them that learning geography is useful and helpful to real life. Teachers can use geographical knowledge to explain some common geographical phenomena and ask some questions according to the teaching content. For example, typhoons are often encountered in coastal areas, so how are typhoons formed? How big is the impact of the typhoon? What is the wind level often mentioned in the news? What is the eye of a typhoon? In this way, students will come to class with questions, and teachers will listen carefully when they talk about related content, which improves the effectiveness of teachers' teaching. Although geography is a bit boring, there is no denying its importance to our daily life. Geography in senior high school is one of the subjects with practical significance, and students should learn it well. Teachers should also pay attention to the efficiency of teaching, thus improving the effectiveness of teaching.