Geography model essay 1: an analysis of geography teaching in which students and peers help each other
The traditional classroom teaching mode has existed for quite a long time and has advantages. However, the times are developing and students are growing. If the teacher and his or her teaching methods remain the same, their disadvantages will be highlighted. In this context, curriculum reform is imperative, but where and how to change it, many pioneers have been practicing various classroom teaching models and produced various effects. It records the idea, practice and reflection in the process of curriculum reform in detail, which is of great reference value.
Keywords curriculum reform; Learning partners help each other; Geography teaching
In traditional classroom teaching, teachers' teaching and students' learning are often carried out through the following teaching modes: (1) The mode of teachers' speaking and students' listening is called "cramming" or "cramming" education, which is the most common teaching mode. (2) The mode in which teachers ask questions and students answer, which is a variant of "full-house irrigation mode". These teaching models have advantages, but they overemphasize the role of teachers, inhibit students' individuality and creativity, and ignore students' initiative and potential. In the conflict between tradition and emerging, the school has a high leadership position and new ideas, and it is proposed that our school should carry out classroom teaching reform. As a young teacher, I have the responsibility to carry out curriculum reform. In my geography class, I have determined the geography classroom teaching mode of problem-oriented learning-mutual assistance of learning partners.
First, the dominant idea of the teaching mode of mutual assistance between students and partners
Curriculum reform is first of all a change of ideas, which means changing traditional ideas and determining a student-oriented classroom. The place where students study used to be called a school, but now it is called a school. Students are the protagonists of learning. Classroom teaching should be based on learning, students as the main body and teachers as the leading factor. To do a good job of guidance, the orientation should be to serve students' study and always pay attention to students' dynamics. Randomly generated classrooms are real, wonderful and full of vitality. Emotional communication and information exchange between students are conducive to the collision of ideas and the generation of sparks of wisdom; It can strengthen students' subjective consciousness and stimulate their potential creativity, which is the advantage of cooperative learning, but it also has disadvantages. When a large group learns to perform, usually one person plays the leading role and others play the supporting role. Therefore, the peer-to-peer teaching mode in our school chooses two people as peer groups.
Second, the role orientation between learning partners.
In our school, the teaching mode of peer-to-peer cooperation is two-person group (or three-person group under special circumstances). These two people are equal. Those with outstanding advantages are called "seniors" and those with weak grades are called "schoolmates". They are friends and partners. Compared with "master" and "apprentice", students are much more comfortable psychologically. The combination of learning partners is not fixed and will be fine-tuned after one stage.
Third, problem-oriented learning.
(A) the preparation of guiding issues
1. The setting of leading questions is instructive. Junior high school students' ability to read texts independently is not very strong, and they need guidance. Leading questions are equivalent to the context of this class. They break down the big text into small questions, integrate pictures into the text, and guide students to analyze and think along the context, closely following the difficult points of knowledge.
2. The setting of leading questions should be effective. In the teaching process, we should follow students' cognitive rules and set specific questions closely related to real life. In teaching, teachers should closely focus on teaching objectives and design questions according to the actual situation of students and the key and difficult points of teaching materials. The questions should be clear in meaning and the language should be coherent and concise, which will help students understand concepts, analyze problems, correct mistakes and improve cognitive structure.
3. Guidance questions cannot be set without charts. The most striking feature of geography class is that there are many maps. Using maps in teaching is an important way to accomplish this teaching task, and it is also the unique style and characteristics of geography teaching. Therefore, in geography teaching, the topic of reading guidance can not be separated from the map, which plays a huge role. Complex and abstract geographical things and phenomena can often be displayed vividly, clearly and clearly with one or several maps, so that students can see at a glance and leave unforgettable memories.
4. The setting of guiding questions should reflect the learning method. It is necessary to cultivate students' autonomous learning ability formed imperceptibly, and cultivate students to "see new knowledge and associate old knowledge;" Applying the known, exploring the unknown ",students' learning ability can be developed, and they can actively think and explore when there is no guiding question set by us, thus achieving our goal." "Therefore, when setting study guidance questions, we should think more about how to guide students to explore effectively.
(B) the implementation of problem-oriented learning-learning partnership geography classroom teaching model.
In the classroom, I first show the teaching objectives, so that students can have a clear position on the study of this class, and then show the guiding questions, so that students can have a starting point when teaching materials by themselves. In the process of self-study, it is divided into two stages. The first stage is autonomous learning, and the second stage is the center of curriculum reform. Xueyou reports the self-study to the senior, and the senior guides Xueyou. What seniors can't communicate with seniors in other groups, teachers patrol and guide students in the process of self-study. At the end of self-study, students will be presented as a unit. General students will answer questions and seniors will evaluate them. Students can also decide who will answer according to the situation. Teachers who students can learn do not need to repeat, and teachers adjust the teaching content in time according to the patrol and students' statements. After the exchange of key knowledge between teachers and students, we must set aside time for in-class training to consolidate the learning results.
Fourth, classroom evaluation.
In the class where students help each other, seniors and sisters are a group of schoolmates. They study together, but the demonstration is mainly carried out by classmates. The good presentation of the younger brothers and sisters shows that the seniors have really helped a lot, and the scores of the two are equal. If the senior answers the statement alone, he will not get high marks, which is a great incentive for his younger brothers and sisters. In addition to paying attention to the performance of learning partners at the exhibition, it is actually more important to pay attention to the evaluation and encouragement of seniors and schoolmates in the learning process, and observe whether learning partners are harmonious and mutually supportive, otherwise adjustments should be made.
Fifth, the effect began to appear.
After a period of implementation, the advantages of the teaching mode of mutual assistance between students and partners are highlighted: students can change from being lectured by beautiful teachers to active learning, and from bystanders to pioneers; Students have more time to communicate and space to show themselves, and they have changed from an observer to a speaker. Students with unsatisfactory grades have the opportunity to show and express themselves in class, which was originally dominated by seniors; Senior three students changed from enthusiastic answers to small teachers. With qualitative changes, they can not only complete the learning content in class, but also get a higher level of exercise. Of course, there are still some problems in my classroom, which are still being explored and improved. But as a teacher, after experiencing the curriculum reform, I have strengthened my determination to go on this road of curriculum reform. Letting go is also a kind of love I am willing to be their paving stone and send them further, instead of just teaching them how to cope with the exam.
References:
[1]__ help. Our curriculum reform. Nanjing: Nanjing University Press, 2013,4.
[2] Fan Zhiguo. Evaluation of junior high school geography teaching. Changchun: Northeast Normal University Press, 2005,2.
[3] Zhang Zhiyong. Innovative education, the transformation of China's educational paradigm. Shandong Education Press, 2007,2.
Geography model article 2: research on local geography teaching in junior high school
The application of local geography in junior high school geography teaching can effectively help students understand geography knowledge, make abstract knowledge more vivid and concrete, be close to students' real life and narrow the distance between students and geography. This paper mainly analyzes the effective application of local geography in junior high school geography teaching, hoping to effectively improve students' geography learning ability.
Keywords: local geography; Junior high school; Geography teaching; use
Junior high school geography is mainly to let students understand the natural environment and some laws of human body and nature, and the content they learn is closely related to real life. However, due to the abstract content involved in geography learning, some students find it difficult to learn and cannot integrate into geography learning. In order to help students understand and improve their learning efficiency, some teachers have integrated the elements of local geography into junior high school geography teaching. The so-called local geography is to help students understand the learning content and make it easier for them to learn with geographical knowledge related to students' real life.
First, combined with local geography, to stimulate students' interest in learning
No learning motivation can compare with interest in learning content. In order to improve students' enthusiasm for learning geography, we should first make students interested in geography learning. In order to achieve this goal, teachers can make full use of local geography and let students learn with what they are familiar with. Because I am familiar with local geography, I will have stronger self-confidence in learning psychologically. In addition, local geography is something that students can really perceive, see and feel in real life, which will make students feel familiar. Therefore, when teaching geography, teachers must fully combine and make use of local geography, so that students can feel the closeness of learning, enrich the content of classroom teaching, stimulate students' curiosity and improve their enthusiasm for learning, thus effectively improving the efficiency of geography teaching. For example, when studying topography and geomorphology, teachers can combine local geography to carry out teaching and ask "what special places are there near their home that they liked to go when they were children". Some students may say: "On the hillside, because there are many Zhangjiakou mountains, the hills near home have become places for friends to play." Then, the teacher can ask "Why are there more mountains in Zhangjiakou?" Students may think of the hilly terrain related to geography, contact the actual situation in Zhangjiakou, and feel the influence of terrain on local people's lives. Broadly speaking, there are many other areas in China, and different topography will have different effects on the local people. This makes students interested in learning Chinese terrain and want to know what the terrain environment people in other areas live in, thus effectively improving students' learning enthusiasm.
Second, the use of local geography, quality education
When students learn geography knowledge, they feel that the content of learning is not very related to their real life. These geographical knowledge is far from their own lives, so their interest in learning is not very high. In view of this situation, teachers can explain the local geographical environment, so that students can have a clear understanding of the humanistic environment and geographical environment of their hometown, and when learning the content related to their own lives, they can let students feel the local customs of their hometown. Because every student will have special feelings for his hometown and pay special attention to the changes in his hometown, which can stimulate students' enthusiasm to some extent. In short, taking local geography as the carrier of learning, let students feel the magical charm of geography learning, and inspire students to love and build their hometown through some real cases. For example, when learning to "develop agriculture according to local conditions", teachers can combine teaching with local actual conditions: the environment and soil in northern rural areas are more suitable for the growth of cotton, pepper and other crops, so local people have developed the cultivation of these crops according to local conditions and achieved good results, especially in some areas, colored cotton cultivation has been introduced, so that agriculture can be planted in by going up one flight of stairs. This practical development makes students proud of their hometown, and at the same time, they will think and analyze according to the local actual situation, and develop some new agricultural crops for their hometown, thus promoting the local agricultural development and expressing their love for their hometown.
Third, carry out local practice and cultivate students' inquiry ability.
When learning geographical knowledge, in order to enhance students' practical inquiry ability, teachers can lead students out of the classroom to learn and feel geographical knowledge in real life, and at the same time conduct investigation and inquiry in combination with local actual conditions. When it comes to human geography knowledge, teachers can let students analyze and study the local geography, so that they can not only better understand the geographical knowledge in textbooks, but also have a clearer understanding of the local geographical environment. While exploring the local geographical environment, we can have a deeper understanding of the contents of the teaching materials, effectively stimulate students' learning enthusiasm and improve their inquiry ability. For example, when studying natural resources in China, including land resources and water resources, if you give a general explanation according to the textbook, students will understand it more abstractly. In order to help students understand, teachers can organize local practices and conduct actual analysis and investigation on local soil conditions and water resources, that is, divide students into several groups to conduct practical exploration activities, so that students can sample and investigate local soil and water resources and summarize local resources through practical study and analysis. Starting with the local resources, let students know the current situation of natural resources in China. Such practical activities have stimulated students' interest and enthusiasm in learning to some extent. In short, in junior high school geography teaching, it is a good choice to attract students' attention, improve their learning enthusiasm, integrate local geography knowledge and let students analyze and understand familiar things.
References:
[1] sheets. The application of local geography in junior high school geography teaching [J]. Journal of Dalian Institute of Education, 20 10(3).
[2] Zhang Dehai. Let Geography Come into Life —— Comprehension of combining local geography in junior middle school geography teaching [J]. Teachers, 20 13(3).
[3] Chen Xuemei. On the application of local geography in junior high school geography teaching [J]. Intelligence, 20 14( 17).
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