As geography teachers, we all know that maps are the most important tools and the "second language of geography". Graphic teaching method is a teaching method to reveal the phenomenon or essential characteristics of geographical things through graphics or images, so as to stimulate students' leap-forward thinking and accelerate the teaching process. In teaching, using intuitive graphics, images or tables to teach geographical concepts or laws and reveal the internal relations between geographical things is conducive to improving students' memory and promoting the development of students' thinking ability. Everyone knows that it is difficult to have a good geography class without a map. In order to improve the efficiency of geography class, our geography teaching and research group has conducted in-depth discussions on graphics teaching. Therefore, we actively study the application of graphics teaching in geography classroom. Traditional map teaching mainly relies on teaching wall charts and models, and multimedia provides a broader space for geographical graphics teaching. Compared with the traditional wall chart teaching, multimedia has the advantages of large amount of information, prominent focus, hierarchical display, and animation is easier for students to understand. However, the more fancy the better, so this year we mainly studied the practicality of courseware, produced and revised many high-quality courseware, and won awards in units above the district level. The research topic of "Geographical Graphics Teaching Method" that we applied for has passed the district-level acceptance, and now we are studying municipal-level topics and have accumulated a lot of information in this field. In particular, we have compiled all junior high school geography courseware and lesson preparation reference, such as teaching design. In teaching, we make full use of the map presented in the courseware, teach students how to read and use the map, and pay special attention to guiding students to learn to draw and use the map as a tool. In teaching, we can always get them from maps. When solving geographical problems, we should first think of related maps. Only in this way can we learn geography well, increase knowledge, enlighten wisdom and help improve students' ability to learn geography.
In the continuous teaching practice, more and more geography teachers have realized the advantages brought by graphic teaching. For the convenience of everyone, we have realized resource sharing. All the courseware is put on the school ftp. In class, as long as you open the ftp of the school, you can download the relevant courseware to your own computer, which is very convenient for both class and lesson preparation, greatly improving the efficiency of lesson preparation and classroom. Every time I attend geography class, the students' interest is very high, because each class is equipped with exquisite courseware, and the students' enthusiasm for learning geography is very high. With interest, coupled with the teacher's careful explanation, classroom efficiency naturally improves. The reason why geography teaching in our school has been at the forefront of the city in recent years is inseparable from our active research on graphic teaching.
Second, creating an effective and efficient classroom teaching mode is the basic guarantee to improve the effectiveness of classroom teaching.
As the saying goes, there is no Fiona Fang without rules. In order to improve the effectiveness of classroom teaching and enable students to complete their learning tasks with high quality, an effective classroom teaching model is very important. With the implementation of learning plan teaching and life-oriented classroom teaching in our school, according to the requirements of "Guiding Opinions on Geography Classroom Teaching in Junior Middle Schools in Laicheng District", all teachers of our school's geography group actively explore the effective teaching mode of "target learning, subject learning and teaching according to their studies" under the conditions of autonomy, cooperation and inquiry. Its general procedures are: scene introduction, target identification-independent inquiry, cooperative learning-exchange and display, expanding goals-summary and promotion, and training up to standard.
1, scene import, target recognition
Interest in learning is the most realistic learning motivation for students. Students' interest in what they have learned mainly depends on the teacher's situational creation. Teachers can set interesting questions according to different teaching contents and guide the classroom well, which can take the lead, grasp students' thinking, attract students' attention and make students enter the best learning state. According to the teaching content, teachers present three-dimensional goals to students at the right time and in the right way, and make clear the learning tasks and requirements.
2. Independent inquiry and cooperative learning
Teachers are the key to guide students to explore independently. On the basis of studying textbooks and understanding students' reality, teachers should provide rich perceptual and rational materials, guide students to explore knowledge and generate problems independently, and let students study in groups with problems. Simple problems are completed by students independently, difficult problems are completed by group communication, and problems that cannot be solved are provided for class discussion.
3. Exchange, display and expand targets
Let students show their learning situation, on the one hand, solve the problems that students don't understand in self-study, on the other hand, prepare for the teacher's intensive lecture. Teachers should explain what students don't understand in time according to the students' display and communication. In the process of explanation, teachers should pay attention to guiding students to solve geographical phenomena and problems in production and life, so as to achieve the teaching goal of expanding knowledge, cultivating ability and sublimating emotion.
4, summarize the promotion and training standards.
After learning this lesson, according to the content of the textbook, students can summarize the content of this lesson, and teachers can also summarize the content of this lesson. After summing up, we should conduct in-class training tests to test the learning effect of students.
Autonomy, cooperation and inquiry learning are important learning methods for students under the new curriculum concept. Effective independent, cooperative and inquiry learning can awaken students' sleeping potential, activate sealed memories and open claustrophobic hearts. In the new curriculum environment, teachers must actively create an environment suitable for students to carry out cooperative learning, always grasp the main line of student development, make our classroom teaching glow with vitality, and let students be independent, cooperative and communicate in inquiry, and grow up happily in inquiry.
The above teaching mode is summed up through years of practice. This model has been recognized by teachers and students of our school and highly praised by the teaching and research section of our district. Practice has proved that through the teaching of the above links, students' autonomous learning, inquiry and cooperation abilities have been exercised and improved, and the efficiency of geography classroom has been greatly improved.
Thirdly, changing students' learning style-adopting group learning is the best measure to improve the effectiveness of geography classroom teaching.
The new curriculum emphasizes the change of students' learning style and advocates autonomy, cooperation and inquiry learning. So how to embody autonomy, cooperation and inquiry learning in the classroom? The best way is to set up a study group. Our school is studying the way of group cooperation, which is also a learning method actively advocated by curriculum standards. When we organize students' cooperative learning, there is always a clear division of labor, so that every student in each group can perform their duties. Be clear about your responsibilities. Every student is active. In teaching, we set up study groups in this way, usually with eight people as a group. Reasonable grouping is the premise of cooperative learning. Pay attention to the following aspects when grouping, such as students' academic performance, learning attitude, gender, family background and so on. , so that the team members complement each other and better complete the learning task.
In group learning, the cultivation of students' cooperative skills is the key to realize cooperative learning. Therefore, when implementing group learning, teachers should pay attention to cultivating students to learn to cooperate and guide students to form good cooperative habits. In teaching, teachers should pay attention to the norms of the group, not to develop at will, especially in group discussions, not to discuss everything, to discuss valuable and meaningful issues, and not to let individual students take the opportunity to speak. Therefore, it is very important to attach importance to group evaluation.
Fourthly, strengthening the reform of teaching and research is the basic premise to improve the effective teaching of geography classroom.
Teaching and scientific research is the lifeline of the teaching and research group. Only by strengthening the teaching reform can the teaching level of the whole teaching and research group be improved. According to the plan of the teaching and research group, regular teaching and research activities are held to prepare lessons collectively. Teaching and research activities are usually arranged on Wednesday afternoon and Thursday afternoon. In our geography group, we mainly focus on the hot issues in teaching practice and the key and difficult points in the next stage of curriculum reform teaching, and express our opinions through special discussion, class evaluation, case analysis and other ways. This kind of targeted and effective teaching and research activities meet the actual needs of teaching and give great help to the teachers in the group. On the basis of collective lesson preparation, everyone carefully designed lesson plans and demonstrated them in an open class for the whole group to exchange and discuss. Every time a geography teacher attends an open class, we must ask the teacher to write a good lecture record, including teaching records, random comments, teaching findings and teaching suggestions. Practice shows that this kind of "participation" activity in the form of "one class per week" has set off a series of "brainstorming" in geography groups, greatly improved teachers' enthusiasm for self-development, enhanced their awareness and ability of self-reflection, and wrote a large number of cases in reflection and learning. Thus, the routine teaching and research of geography group is realized, the practical problems in teaching are truly solved, and a large number of educational and teaching resources are accumulated and excavated.
Collective lesson preparation activities are generally arranged in the 1 section every Thursday, and we have certain procedures for collective lesson preparation (1). (2) Teachers prepare lessons individually and write collective lesson preparation drafts; (3) During the collective lesson preparation time, the teacher gives lectures, and other teachers supplement and modify them; (4) Teachers complete the details of individual lesson preparation according to the collective lesson preparation opinions. For the problem of * * * in teaching, we brainstorm in collective lesson preparation, and then try to apply the results of in-depth discussion in daily teaching, so that these flexible ways and means can change students' learning methods and stimulate students' interest in learning. Make the geography classroom truly become a big stage for students to show their elegance, and classroom teaching is full of real vitality.
I often think that maybe the quality of geography teachers in our school is not the highest, but through collective teaching and research, through such brainstorming, through mutual learning and training, we have gathered our collective wisdom, so any of our teachers will not only represent their own level, but also represent the level of our entire teaching and research group. Facts have proved that the efficiency of geography classroom has been greatly improved by strengthening the reform of teaching and research.