Geographic information teaching mainly refers to making full use of multimedia in the teaching process. This teaching mode can present beautiful words and vivid pictures to students in the form of words, images and animations, and can fully mobilize students' enthusiasm and rich imagination in class. Geographical information teaching has many advantages, but in the actual geographical information teaching, teachers will also encounter corresponding problems. Some teachers pay too much attention to geographic information teaching and ignore the essence of teaching content. Some teachers think that with the information-based teaching mode, we can abandon the previous teaching mode, and teachers will show the teaching content and teaching exercises on multimedia after the whole class, which is contrary to the goal of our geography information-based teaching. In addition, although some teachers use multimedia teaching method on the surface, they actually use traditional teaching mode, which is a bit different. These teachers have not changed the old teaching design methods, nor have they played a leading role in teaching practice, so it is difficult for students to cultivate their own abilities in this process. The use of multimedia teaching can make teachers reduce blackboard writing, but if teachers pay too much attention to the level of courseware making, it is also contrary to the actual goal of geography teaching. In addition, due to the large capacity of multimedia classroom, it is difficult for students to accept it, and the whole classroom has become a teacher's teaching, and students have not played their own initiative.
Second, the optimization of geographic information related measures
In geography classroom, the author thinks that teachers should strive to improve classroom efficiency from the following aspects.
First of all, in geography class, dynamic simulation is used to explain the key points and difficulties of the whole geography teaching. In the process of geography teaching, some geographical phenomena have a strong sense of space, so it is difficult for students to accept the traditional teaching methods to demonstrate. Using multimedia can effectively simulate the dynamic process, so that students can have a more intuitive understanding of the formation and occurrence of geographical phenomena. For example, when teaching the plate movement of the earth, the whole plate movement process of the earth is vividly presented to students by using multimedia, which is easier for students to understand. When making geography teaching courseware, geography teachers should make clear the difficulties and key points of teaching, which is conducive to students' targeted learning.
Second, in geography teaching, we should pay attention to the cultivation of teachers' quality. Teachers should have the spirit of continuous innovation and constantly improve their knowledge reserves on the premise of mastering modern educational technology. For geography teachers, in order to constantly update their teaching concepts, schools should give more training in computer application technology and courseware making technology. In addition, in the process of geography teaching, teachers should constantly communicate and cooperate, and put forward corresponding countermeasures and solutions to the related problems encountered in the actual teaching classroom. Third, in junior high school geography teaching, teachers should have a scientific and correct concept of multimedia teaching. Compared with traditional teaching methods, multimedia teaching has great advantages, but in practical classroom application, we should properly grasp and effectively combine various teaching methods, so as to improve the overall teaching efficiency.
Third, the conclusion
In middle school geography teaching, teachers should constantly improve their theoretical literacy and technical level of information teaching. On the premise of giving full play to the advantages of information-based teaching, we should also pay attention to classroom efficiency and timeliness, constantly improve teaching methods and improve students' ability to master geographical knowledge.
Narrative model essay on geography education in junior middle school II
Junior high school geography requires the renewal of teachers' educational concepts and the change of students' learning methods, which is the symbolic embodiment of this curriculum reform in the implementation process. Change the course implementation to emphasize learning, rote memorization and mechanical training too much, advocate students' active participation, willingness to explore and diligence, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate. The following are just some thoughts on geography teaching methods.
First, pay attention to communication between the two sides.
The new curriculum emphasizes that teaching is the exchange and interaction between teaching and learning, and both teachers and students communicate, communicate, inspire and supplement each other. In this process, teachers and students share ideas, experiences and knowledge with each other, exchange feelings, experiences and concepts, enrich teaching content and seek new discoveries, so as to achieve * * * knowledge, * * * enjoyment, * * progress and achieve mutual benefit in teaching.
In the geography classroom teaching, I changed the traditional teacher teaching and student learning, and constantly gave way to mutual teaching and learning between teachers and students, forming a real "learning style" with each other. Teachers are no longer just teaching, but being taught through dialogue. Students are taught at the same time. For teaching, communication means everyone's participation, equal dialogue and cooperative meaning construction. It is not only a process of cognitive activities, but also an equal spiritual exchange between people. For students, communication means the prominence of subjectivity, the expression of individuality and the liberation of creativity. For teachers, communication means that class is not just about imparting knowledge, but sharing understanding and promoting learning together; Taking classes is not only a one-way effort, but also a process of life activities, professional growth and self-realization. Teachers have changed from the protagonist of teaching to the "equal protagonist".
Second, pay attention to the use of textbook maps.
The new geography curriculum uses illustrated materials, vivid charts, lively and interesting reading materials and classroom activities close to students' lives to create a geography teaching situation full of the flavor of the times, and show students a lively thinking process with concrete and interesting maps, pictures and charts in life. In the face of such a textbook, how should you use it? How to attend class? How to play the role of teachers? In order to adapt to geography teaching under the new curriculum, it is necessary for geography teachers to reflect calmly and actively. Map is an indispensable part of geography textbooks, the second language of geography and a tool for learning geography. The geography exam can be described as "no picture, no problem". When studying geography, we must get into the habit of looking at pictures and using pictures. Through analysis and research, find out the key to solve the problem, and finally achieve the purpose of improving teaching efficiency.
Third, inspire students to "ask more questions"
Interest and desire in learning largely determine students' learning attitude and academic performance. Students have curiosity, which is the original motive force of pursuing knowledge and the bud of curiosity. In daily life, they are often particularly interested in something, from interest to love, and from love to the exploration and pursuit of truth. As a teacher, we should conform to students' psychology and correctly guide students to ask more questions. Teachers can give interesting explanations and organize students to carry out emotional exploration activities. Never ignore or even suppress students' questions because they don't meet the teacher's intention or the teacher can't answer them at the moment.
Fourth, guide students to "take the initiative"
The curriculum standard of nine-year compulsory education puts forward "changing examination-oriented education into quality education", in fact, it lies in students "doing" science, not letting students "listen" to science. One-sided pursuit of enrollment rate, pursuit of high scores, and taking students as containers of knowledge can only bind students' actions. Even if you get high marks, you can't be applied and developed in practice. How creative can such "talents" be? As a teacher, don't take initiative as a shortcoming, just liberate students from "static", enthusiastically encourage and patiently guide them to start work, and let them increase their knowledge and form their abilities through "initiative".
As a geography teacher, think about whether you are studying and improving your professional theory, whether you are studying the development of students' psychological dynamics, and whether you should explore and construct geography teaching methods and learning methods that adapt to the new curriculum.
Narrative model essay on geography education in junior high school III
Facing the new curriculum, teachers should not only renew their ideas, but also change their roles. Teachers should be the motivators, guides, organizers and collaborators of students' learning. Therefore, in classroom teaching, I attach great importance to creating a democratic, equal, free and harmonious teaching atmosphere, forming an unrestrained thinking space, and allowing students to be in a relaxed and happy psychological state, actively thinking and imagining. For example, at the beginning of each class, I always say to the students, "Students, let's study together and discuss related issues together." In class, students are appropriately allowed to raise their hands at any time to ask questions and express their thoughts; Classroom questions often ask, "What do you think?" "What do you think?" "What do you think?" "What do you think?" "Any different ideas?" "Think again?" Encourage students to express their views freely. The evaluation of students' answers is often "very good!" "Great!" "Very original!" "You really know how to use your brain!" Wait for praise and encouragement in time. In doing so, sometimes unexpected discoveries will be made.
I remember one day in class, a male classmate suddenly raised his hand and asked, "Teacher, you said that the higher the altitude, the lower the temperature, but I think the Himalayas are so high that they should be closer to the sun than other places." How can the temperature be low? " The student's questions show that he listens carefully and studies hard in class, and he can't find the answer in the book. I thought for a moment and answered this question in the simplest words, praising him for his love of brains and daring to ask questions in public.
Classmate anonymous, usually introverted, timid. She never raised her hand to speak. Whenever I look at her, she lowers her head. Once I tried to get her to answer a question, but she spoke so quietly that the neighbors couldn't hear her clearly. After class, I was thinking: how can such a child adapt to society in the future? One day in class, the students were drawing a histogram of precipitation. I walked over gently and it was nice to see her picture. I smiled and said, "Your precipitation histogram is really good!" Then she held up her photo for the class to see and praised her photos for their accuracy and beauty. Her eyes lit up with joy at once. A few days later, she raised her hand and spoke loudly, and I praised her again. I can give some examples to make me realize that teachers should not be stingy with their appearance. Students' hearts are pure, transparent and naive. They care about the teacher's praise, but feel sad about the teacher's criticism and accusation. Learn to appreciate students, appreciate students, and strive to be a catalyst for students' intelligence. "For the development of every student" is the core concept of the new curriculum. In order to realize this idea, teachers should learn to appreciate each student while respecting them: appreciate each student's unique personality, interests, hobbies and specialties; Appreciate every student's even small achievements; Pay special attention to those students with average intelligence, average grades and introverted timidity. There will be many surprises in doing so.
When talking about the section "We need clean air", I didn't confine myself to textbooks, but asked students to think about why we need clean air in combination with some phenomena around us. How is the air in the street now? How do you feel? Are there any good suggestions to change this situation? After heated discussion, a "brilliant idea" came out: everyone agreed that unleaded gasoline should be used more and cycling should be advocated; Use more clean energy; Some students said that if you can go out by bus, don't use a private car. The students' suggestions are quite creative, which makes me feel that the position of teachers as the only source of knowledge for students has been passively shaken. There is also a class activity in this class, which is like this: if someone wants to buy a new house, there are two places to choose from; A place with fresh air and beautiful environment, but the house price is slightly expensive; Although the other place is cheap, it is close to the factory and the air quality is poor. Which one should I choose? Needless to say, the original intention of the textbook is to buy a house with a slightly expensive price but a good environment. After studying and discussing the content of this lesson, everyone should understand this truth. Therefore, when asked, many students clamored to choose an expensive house with a good environment, and gave reasons one after another: although choosing a cheap house saved money for a while, the environment was bad, the pollution was great, and people's mood was also affected. I wonder how much it will cost to get sick in the future! That makes sense. At this time, a classmate stood up and said, "I choose a cheaper house." Some students in the class laughed at once. I didn't immediately deny his choice, but said, "What do you think?" This classmate said: "I chose a cheaper house because I can use the money I saved to buy some saplings and plant them around, so that trees can purify the air and transform the environment in this area." "What an environmentalist! How original and creative! I immediately gave a thumbs-up and said, "Great! What a noble idea this classmate has! "Which answer is the best? I'm really glad of their answers. I once again realize that while stimulating students' innovative consciousness and encouraging them to be confident and enterprising, we should also cultivate students' scientific concepts of environment, resources, population and sustainable development.
Narrative model essay on geography education in junior high school 4
With the deepening of education reform, China has continuously increased investment and support for education in rural areas, especially in remote areas, and rural education in China has developed vigorously. However, on the whole, due to historical reasons and economic environment conditions, there is still a big gap between the overall literacy of geography teachers in rural middle schools and urban middle schools in China. The teaching ability, knowledge structure and professional identity of geography teachers in rural middle schools need to be further improved. At the same time, objective factors such as insufficient continuing education ability, insufficient teaching and research activities, imperfect development environment and lack of necessary support conditions are also affecting the improvement of teachers' professional quality. Therefore, this paper puts forward the following ways to improve the professional quality of geography teachers in rural middle schools for discussion based on the reality of rural education development in China.
First, strengthen self-reflection.
Self-reflection refers to teachers' independent judgment and careful examination of various educational ideas, educational methods, educational activities, educational facts and educational phenomena in the process of education and teaching, especially in their own teaching practice, that is, teachers review, analyze and summarize their own situation, especially the teaching situation, and renew their ideas, improve their behavior and improve their level through reflection, thinking, exploration and solving problems, thus forming thinking and thinking about teaching phenomena and problems. Rural middle school geography teachers have fewer opportunities to go out to study and further their studies. Self-reflection is an important way to consciously improve their professional level. Only by constantly reflecting on one's own educational and teaching behavior can we find problems, accumulate experience, sum up teaching and improve one's own quality. In order to reflect effectively, geography teachers in rural middle schools should adopt diversified forms, starting from three aspects: teaching concept, teaching behavior and teaching effect. See the example of self-reflection method in table 1.
Second, attend a special salon.
Theme Salon is an activity with geography teaching as the theme, focusing on the hot spots, focal points and practical problems in junior high school geography teaching. Thinking is the main form, observation and communication are the basic ways, and teaching essays and comments after observation reflect the results of activities. Teachers' professional development not only needs teachers' personal study and practical reflection, but also needs to form a cooperative professional development culture and model among teachers. Geography teachers in rural middle schools are short of resources and the external development environment is poor. They should take the initiative to communicate with their peers in time, discuss with experts and learn from each other's strengths. Therefore, participating in the geography salon is an effective way to promote the professional development of geography teachers in rural middle schools. For example, Landscape Geography Salon, a non-governmental organization of geography teachers in Chongqing, often organizes urban and rural geography teachers to hold special seminars to achieve the purpose of mutual exchange and common growth through activities.
Third, promote inter-school cooperation.
Inter-school cooperation is a planned, purposeful, organized and thematic exchange and mutual learning between different schools in different regions, which promotes the overall coordinated development of geography teachers in different types of schools in different regions and different levels of economic development. Compared with urban schools, the teaching environment in rural schools is relatively poor, the teaching resources are not rich enough, and the gap between software and hardware facilities is obvious. Most geography courses in rural middle schools are taught by teachers who don't have professional knowledge of geography, so the quality of geography classroom teaching is worrying. Therefore, strengthening inter-school cooperation between urban and rural areas, enjoying high-quality educational resources and building a development platform are important ways to improve the professional quality of geography teachers in rural middle schools. To carry out inter-school cooperation, we should highlight the following aspects.
1. Enjoy resources * * *
The lack of high-quality educational resources is an important reason that hinders the improvement of the professional quality of geography teachers in rural middle schools. In order to co-ordinate the allocation of teaching resources, connect the campus networks of schools, and realize the sharing of educational and teaching resources and information, we should establish a cooperative relationship between urban schools and rural schools, and cooperate with schools in teaching design, stage detection, courseware making, activity practice and educational experience, so as to share resources without time and space constraints.
2. Teacher communication
Urban and rural cooperative schools should carry out "pairing assistance" activities, strengthen the regular exchange system of teachers, and let geography teachers from rural middle schools study in urban schools; At the same time, excellent middle school geography teachers are selected from urban schools in turn to teach in rural middle schools, giving full play to the leading role of demonstration, coordinating the allocation structure and layout of middle school geography teachers in urban and rural schools, and establishing a teacher management system that enables middle school geography teachers to fully flow between urban and rural areas and between schools, and the city effectively supports rural areas.
3. Joint teaching and research
Cooperative schools should build a school-based teaching and research platform integrating urban and rural areas, study and solve practical problems in education and teaching through regular meetings and online exchanges, and give full play to the radiation demonstration role of the geography teaching and research group of urban schools. Establish a joint teaching and research group, jointly hold 2 ~ 3 seminars each semester, listen to each other's lectures and exchange experiences. Focus on solving the problems and puzzles encountered by geography teachers in rural middle schools in classroom teaching.
Fourth, the use of online teaching and research.
Network teaching and research is a form of teaching research and discussion that breaks through the limitation of time and space by using the platform of network information technology. It is a new teaching and research model with the development of network application. The information in rural schools is blocked and the hardware facilities are poor, which hinders the professional development of teachers. The development of information technology provides a way for geography teachers in rural middle schools to solve this problem. Compared with the traditional teaching and research mode, online teaching and research can better meet the needs of rural junior high school geography teachers to discuss and solve teaching problems in time, and can have dialogues and exchanges across time, regions, people and angles, broaden their horizons and increase their knowledge. Rural middle school geography teachers can learn and discuss through the network with the help of the following platforms.
1. Teacher Blog
Teachers' blog is a platform for teachers to show themselves, discuss and communicate. Teachers upload and publish their daily life feelings, teaching experience, teaching plan design, classroom records, courseware, etc. , beyond the traditional time and space limitations such as classroom categories and teaching time, show your own experiences and feelings in teaching work and teaching and research exchanges, record the teaching and research footprints such as educational narrative, teaching reflection, teaching cases and problem discussion, and provide rich teaching and research resources and personal growth experiences for yourself and your peers. With the help of blogs, teachers can walk into the lectures and classes of excellent geography teachers and education experts without leaving home, and they can also have a zero-distance conversation with excellent geography teachers and education experts through their own blog websites to get expert guidance and peer advice, so as to get real professional guidance. It can be said that blog has built a broad platform and channel for geography teachers in rural middle schools with inconvenient transportation and lack of resources to obtain professional development.
2. Theme QQ group
With the continuous development of information technology, QQ group teaching and research is gradually emerging, which is a teaching and research method that uses QQ group chat function to exchange teaching experience online, which is flexible, convenient and interactive. QQ online chat supports real-time online communication of text, voice and video. With the help of this platform for discussion and interaction, we can realize zero-distance discussion in different places and get in touch with excellent geography teachers at zero distance. There are many QQ groups active among middle school geography teachers. Protected] [E-mail? Protected] [E-mail? Protected] Rural middle school geography teachers can find a broader teaching and research world through QQ group chat, broaden their horizons, enhance their interest, and also express their own confusion, thoughts, feelings and gains. It is more direct to communicate with you and enjoy it, and get more, better and more beneficial teaching suggestions in group chat.
3.BBS forum
Compared with teachers' blogs and QQ online chat, BBS forum can solve the problem that many teachers participate in teaching and research activities at different times and realize asynchronous communication. Geography teachers in rural middle schools may not be able to participate in online teaching and research activities in time because of time and space constraints, but they can also collect relevant information from many replies and feel the research results from others' comments, thus enriching and improving themselves. At the same time, everyone's opinions are kept online, and geography teachers in rural middle schools can conduct in-depth analysis and research on various opinions, and exchange their experience of continuing learning with other teachers through the network.
4. WeChat platform
In the era of internet plus, the function and application of WeChat in education and teaching attracted the attention of teachers. Wechat platform has become another important network tool for teaching and research after blogs, QQ groups and BBS forums, which is more convenient, faster and more private. By using WeChat, you can enjoy resources. Wechat "friends circle" has the function of reprinting and forwarding links, which is very convenient for information sharing and the generation of new resources, plus the media dissemination of text, pictures, videos and voice intercom messages. For geography teachers in rural middle schools, we can use the WeChat public platform to keep abreast of the relevant information of geography education and teaching, pay attention to the latest geography teaching consultation, integrate new ideas, new ideas and new achievements of geography teaching into our own classroom teaching, and strive to keep up with the pace of curriculum reform.