5 model essays on geography teaching plans in senior high schools.

In reading, attending classes, studying and summarizing, high school learning has higher requirements than junior high school learning. Next is the geography lesson plan high school teaching model I compiled for you, I hope you like it!

Fan, a high school geography lesson plan teacher.

Large-scale seawater movement

First of all, talk about textbooks.

"Large-scale seawater movement" is the content of the second section of the third chapter, which belongs to the physical geography part and is the development of the earth's outer ring structure. This section is the focus of this chapter. On the basis of the first section "Water Cycle in Nature" and the study of barotropic wind belt, Large-scale Seawater Movement makes a more concrete and in-depth study on the movement of seawater, the most important water body on the earth. Seawater movement also laid the foundation for the study of Chapter 5, the harsh environment of physical geography and the study of human geography. Therefore, it has the function of connecting the preceding with the following.

Second, talk about learning.

Students at this stage have mastered the general methods of learning geography through the study of junior high school geography knowledge, and can analyze the geographical knowledge they have learned according to maps and materials. However, due to the limited comprehensive analysis ability of students, the spatial thinking ability needs to be improved, and it is impossible to independently summarize and find out the laws; In addition, students have limited knowledge, shallow life experience, and are unfamiliar with and do not understand important and difficult geographical knowledge. They need to learn geography knowledge under the guidance of teachers and improve their geographical thinking ability, practical ability and innovation ability.

Third, the teaching objectives

The requirement of this course standard is to "summarize the distribution law of ocean currents around the world with maps and explain the influence of ocean currents on geographical environment". Accordingly, I have determined the following teaching objectives:

Knowledge and skills: (1) Understand the global surface ocean current distribution law, understand the ocean current distribution pattern and its impact on the geographical environment.

(2) Improve the ability to look at pictures, draw pictures, observe, compare, summarize and analyze things on the pictures.

Process and method:

(1) Summarize the distribution law of the world ocean current by using the ocean current model map and the world surface ocean current distribution map;

(2) Case analysis is used to illustrate the influence of ocean current on geographical environment.

Emotional attitudes and values:

(1) Develop a cooperative inquiry learning concept and a rigorous and scientific learning attitude;

(2) Establish a correct ocean view and enhance modern ocean consciousness;

(3) Learn the causal relationship formed by ocean currents and cultivate students to explore the dialectical relationship between geographical things.

Four, the focus and difficulty of teaching

Key points: the distribution law of world surface ocean currents; Influence of ocean current on geographical environment.

Basis: Determine the requirements of curriculum standards.

Difficulty: Analyze the distribution law of global ocean current with "global wind belt and ocean current model map".

Foundation: This part of knowledge is difficult to understand and remember, and some students have knowledge defects.

Verb (abbreviation of verb) teaching method and learning method

Teaching methods:

According to the goal of teaching content, the characteristics of geoscience teaching and related teaching laws, that is, the cognitive law of students from perceptual knowledge to rational knowledge, the law of macro-mastery to micro-mastery, and the law of the unity of teachers' leading role and students' main work, the methods of drawing pictures, heuristic teaching, case analysis and discussion teaching are mainly adopted.

The new curriculum standard of geography advocates independent, exploratory and cooperative learning methods, fully respects students' dominant position and stimulates students' initiative and creativity. Therefore, teachers must be the guide of classroom teacher-student interaction, help students set appropriate learning goals, choose necessary learning strategies, create rich teaching scenarios, stimulate students' interest and motivation, guide students to question and seek reflection, and lay the foundation for students' lifelong learning and development. Therefore, students adopt the following learning methods: autonomous learning, picture analysis, discussion learning, graphic conversion and knowledge transfer.

Sixth, the teaching process.

(a) Creating situations and introducing new courses

Explain the story of the sea messenger: a ship sailing at sea was caught in a storm at sea. After the ship was destroyed, several sailors were blown to an island. They lost their big ship and couldn't leave the island. A clever sailor showed a way to write what he wanted to say on paper, put it in a bottle, cover it, seal it and throw it into the sea to let the flowing seawater float to the mainland with their letters, and inform people to rescue them. As a result, they successfully left the island.

Basis: Creating teaching situation with stories; Set suspense, stimulate students' interest, and let students learn with questions (making Flash animation)

Fan, high school geography teaching plan.

Coordinated development of tourism activities and geographical environment

Teaching objectives:

1. Knowledge objective:

(1) Understand the environmental problems in tourism activities and their causes.

(2) Grasp the evaluation content of tourism resources development conditions.

2. Ability objectives:

Through learning, cultivate students' ability to judge, reason and analyze problems.

3. Moral education objectives:

Through learning, we can cultivate students' civilized habits of using and protecting resources, public moral awareness and sustainable development concept.

Teaching focus:

Evaluation conditions of tourism resources development

Teaching difficulties:

1. Tourism value

2. Market distance

3. Carrying capacity of tourism environment

Teaching methods:

Case method, discussion and comparison method

Teaching methods:

Audio-visual education program

Class arrangement:

One class hour

Teaching process:

[Review and Import] Omit

[teaching new lessons]

[Blackboard ]4.5 Coordinated development of tourism activities and geographical environment

I. Environmental issues in tourism activities

[Click on the courseware] Show pictures: tourist vehicles, passengers throw rubbish casually.

Question: What problems does this picture reflect when traveling? What's the impact?

Answer, summarize: abbreviated

[blackboard writing] 1, environmental pollution

[Click Courseware] Show materials 1 and materials 2.

Question: What problems do the above two materials reflect in tourism activities? What are the consequences?

Answer, summarize: abbreviated

[blackboard writing] 2. Destruction of animal and plant resources

[Click Courseware] Display Materials

Q: What problems does this material reflect in tourism activities? What's the impact?

Answer, summarize: abbreviated

[blackboard writing] 3. Damage to the background environment

[Click Courseware] to display pictures

Question: What phenomena do the above pictures reflect in tourism activities? What are the negative effects?

Answer, summarize: abbreviated

[blackboard writing] 4. Destroy cultural relics and historical sites

In addition to the above problems, tourism activities will also have an impact on normal social order.

[blackboard writing] 5. Influence on normal social order

[Question] Who can say how tourism activities will impact the normal social order?

Answer, summarize: abbreviated

[Transition] Introduction

[Blackboard] Second, the development and evaluation of tourism resources

1, sightseeing value

[Question] From the perspective of tourism value, what conditions should be considered in the development of tourism resources?

Answer, summary: (1) Resource quality. Wan Li Great Wall, Qin Terracotta Warriors and Horses.

② Hangzhou West Lake and Suzhou Gardens

(2) Cluster status. Example ① Beijing Scenic Area

② Yangcun small world

(3) regional combination. Example ① Tianjin Water Park

② Beijing Lama Temple

The higher the resource value of a tourist destination, the higher its economic value? (not)

Explanation: Like other industries, tourism must also consider market factors.

[blackboard writing] 2. Market distance

[Click Courseware] Display Materials

Discussion: Why do Shanghai and Jiangsu have the most tourists to Hangzhou? Anhui and Beijing are rare?

Teacher's summary: ellipsis. Put forward the concept of economic distance.

[Click Courseware] Show the animation of "Economic Distance"

The longer the economic distance, the lower the demand for tourist destinations. It can be seen that the attraction radius of tourist destinations is limited.

[Click Courseware] Show the animation of "Attraction Radius"

For example: Beijing, Hangzhou, Xi and Luoyang.

[Blackboard] 3. Traffic location and accessibility.

[Click Courseware] Display Materials

Discussion: Which is the faster development speed of tourism resources in the two places? Why?

[blackboard writing] 4. Regional receiving capacity

[Click Courseware] Show materials and teach yourself.

[Blackboard] 5. Tourism environmental carrying capacity

[Question] Please read the concept of tourism environmental carrying capacity and tell us what it is measured by.

Teacher's explanation: the carrying capacity of tourism environment includes the adaptability of scenic resources, economic development and ecological environment to the number of tourists, which is large or small.

[Click Courseware] Display Materials

Discussion: What are the differences between the two places in terms of regional reception capacity and environmental carrying capacity of tourism?

Answer, summarize: abbreviated

[Blackboard] "Protecting the Tourism Environment"

(Let students teach themselves after class)

[course summary]

[Classroom feedback]

[Homework after class]

Fan Wensan, a geography lesson plan high school teacher.

The relationship between the sun, the moon and the earth

Teaching objectives

I. Knowledge objectives

1. Understand the source of solar energy and understand that the sun is the main energy source of the earth;

2. Understand the influence of solar activities (mainly sunspots and flares) on the earth;

3. Understand the law of moon phase change.

Second, the ability goal

1. We can analyze the change period of sunspots and the influence of sunspots on precipitation by reading the correlation diagram between sunspots and precipitation.

2. We can understand the reason why the short-wave radio communication on the earth will be disturbed and the magnetic storm will occur when the solar activity increases through the pictures displayed.

3. Can analyze the causes and laws of the moon phase through computer demonstration.

Third, the goal of moral education

Cultivate students to establish a correct view of man and land, a scientific world outlook and a spirit of loving science and being brave in exploration.

Teaching Suggestions on Solar Radiation

This part of solar radiation is a common sense introduction, focusing on letting students understand the importance of the sun to the earth. In addition to letting students look at the two pictures in the textbook to understand the concept of solar constant and the uneven distribution of solar radiation on the earth due to different latitude, topography and meteorological conditions, a small experiment is also introduced, which can make students understand solar radiation more vividly.

The experiment is like this: take two bottles, one painted white and the other painted black, and put a small balloon in each bottle mouth. The balloon is not inflated. Pay attention to good sealing. Put it in the sun and observe the results. It is easy to see that the balloon on the white bottle has not changed much, while the balloon on the black bottle has begun to expand. Through experiments, it is obvious that black bottles absorb solar radiation more easily. Let the students understand that the energy of solar radiation is huge and its influence on the earth is far-reaching.

Suggestions on the teaching of moon phase

Because this section mainly talks about the relationship between the sun, the earth and the moon, the new textbook takes the moon phase as the required content compared with the original textbook. There are three key points about the moon phase:

First, explain the cause of the moon phase.

The main reason for the formation of the moon phase is that the relative positions of the sun, the earth and the moon are changing. The earth goes around the sun and the moon goes around the earth. If the movements of the earth and the moon are considered at the same time, students are easily confused. In fact, because two points in space define a straight line, although the earth revolves around the sun, the earth and the sun can always be connected in a straight line. Therefore, we can completely keep the position of the earth and the sun still and only consider the revolution of the moon.

We can see that the earth, the sun and the moon are in a straight line (strictly speaking, most of the time they are not in a straight line, otherwise there will be an eclipse every month), the time for the moon to return to the relative position once around the earth and continue in a straight line is one month (29.53 days), and from the time point of view, the stars need one month (the real period of the moon's revolution is 27.32 days). An important reason for the change of the shape of the moon phase is that the moon does not emit light and can only reflect sunlight. The moon always has half a luminous ball and half a non-luminous ball. Moreover, the angle of the observer is different, and the shape of the light-emitting part is different for the observer.

Second, observe the time of different stages of the moon.

When should the moon phases at several important positions (new moon, first quarter moon, full moon and lower limit month) be observed? On this issue, the key is to master the laws of the earth's movement. For a certain moon phase, you can always see it only half a world away. Of course, only half the earth can see the sun. At the first new moon, the sun and the moon rise together in the east and set in the west. Every other day, the appearance of the moon moves eastward to the sun 12, so that the time of seeing the moon phase and the time of sunrise and sunset change every day during the whole moon cycle. It must be emphasized that for the observers on the earth, both the sun and the moon rise in the east and set in the west (because the earth rotates). It's not that there is no moon during the day, but that the sun is too strong to see the moon at all.

Third, about the orientation of the moon phase.

According to the textbook, observers observe different phases of the moon at different times and in different directions. Because the moon rises and sets with the sun at the new moon, as the moon moves eastward, the position where the moon phase appears in the sky gradually moves away from the position where the sun sets. Teachers can use multimedia software when introducing this part of the content. If conditions do not allow, try to use teaching AIDS (such as globes and tripods).

The relationship between the sun, the moon and the earth

Teaching emphasis ① understanding the influence of solar radiation on the earth; (2) Understand the influence of solar activity on the earth.

Multimedia database of teaching means

teaching process

Everything grows on the sun. What are the effects of the sun on the earth? (blackboard writing) 1. The influence of solar radiation on the earth

1. The concept of solar radiation

2. Sources of solar radiation energy

3. The influence of solar radiation on the earth

(Show multimedia materials and guide students to read the textbook P7 1. 5) What are the effects of solar radiation on the earth through materials, maps and students' daily life experience?

(Student activity: Read textbook P7, figure 1. 6) How many parts does the external atmospheric structure of the sun consist of?

(blackboard writing) 2. The influence of solar activity on the earth

1. External atmospheric structure of the sun: from inside to outside, photosphere-chromosphere-corona.

(Ask questions, guide students to find information, read the textbook P7-8, think and answer related pictures) What are the solar activities at all levels of the solar atmosphere? What is its manifestation? How long is its activity cycle? What effect do these solar activities have on the earth?

(blackboard writing) 2. Solar activity and main types

① Solar activity

② Main types

Sunspots-Occurring in the photosphere with a period of 1 1 year, indicating the intensity of solar activity.

Flare-occurred in chromosphere with a period of 1 1 year, which is the strongest display of solar activity.

3. Impact on the Earth: Interference with the ionosphere-interruption of short-wave radio communication; Influence on the earth's magnetic field-producing "magnetic storm"; Impact on the earth's climate

Third, the moon phase and its changes

1. Periodic law of moon phase change

(Guide students to think and discuss by using relevant images in multimedia databases and textbooks) Why does the moon phase change? How long is the period of the moon's phase change? What kind of moon phases should be observed in the sky at different times? How to interpret the two images of the textbook P9+0. 10 and P 10+0. 1 1? What is the significance of the moon phase change to the earth?

(Teacher's summary) The moon phase change is caused by the movement relationship among the earth, the sun and the moon. When reading the textbook P9 1. 10, you should notice that the observer is standing in the center of the image. Therefore, in the first quarter of the moon, the moon surface on the observer's right side is bright, and in the second quarter, the moon surface on the observer's left side is bright. When reading the textbook P 10/figure 1. 1 1, it should be noted that the observer is located in the northern hemisphere and the moon is in the southern sky. Observation time and orientation: the above picture shows the moon phases at different times and the orientation of the sky when the sun sets, and this picture shows the moon phases in the first half of the month; The following picture shows the moon phase in the second half of the month at different times when the sun rises and the position of the sky.

(blackboard writing) 2. The significance of moon phase change to the earth

This section of design thought teaching material is mainly composed of two key knowledge, one is solar radiation and its influence on the earth; The other is the type of solar activity and its influence on the earth. Regarding the influence of solar radiation on the earth, pay attention to students' real life. The difficult knowledge is the change of the moon phase. With the help of multimedia, create students' learning process and complete the transition from image thinking to abstract thinking.

blackboard-writing design

Section 2 Relationship between the Sun, the Moon and the Earth

First, the influence of solar radiation on the earth.

1. The concept of solar radiation

2. Sources of solar radiation energy

3. The influence of solar radiation on the earth

Second, the influence of solar activity on the earth.

1. The external atmospheric structure of the sun

From the inside out: Photosphere-chromosphere-Corona

2. Solar activity and its main types

The concept of solar activity

② Main types