According to psychology, teachers can flexibly and effectively create concrete, vivid and vivid teaching situations according to teaching contents and teaching objectives, students' cognitive level and unconscious psychological characteristics. On the one hand, they can effectively stimulate, maintain and improve students' interest in learning, reduce students' study fatigue, and make students actively participate in teaching activities and processes. On the other hand, they can shorten the distance between teachers and teaching contents and students' practical experience and acceptance ability. Reducing the difficulty of teaching is of great positive significance for students to accurately and quickly perceive, understand and use the teaching content, improve the efficiency of classroom teaching and cultivate students' innovative spirit and practical ability. So, how to create a teaching situation in geography classroom teaching?
First, create imaginary situations, visualize abstract content, and let laughter go with education.
Imagination situation is a situation in which students recombine their images on the basis of experience through imagination activities. Students' emotions often soar in imagination, and their imagination also develops. There are often some important but abstract contents in textbooks. If teachers properly introduce some interesting materials that are closely related to the teaching materials, which students love and enjoy, on the one hand, they can stimulate students' interest in learning geography, on the other hand, they can deepen their knowledge.
For example, when learning the contents of seven continents, we can use life experience and homophonic to introduce the food "eight-treasure porridge" into the teaching of seven continents. When the teacher comes into the classroom, he can put a can of "eight-treasure porridge" on the platform and ask: Do students know this kind of food? What is this? Health: "I know! Babao porridge! " The students shouted in unison. Teacher: If you have eaten, please raise your hand. The students all raised their hands. I think you are all familiar with the taste of "eight-treasure porridge", but do you know that eight-treasure porridge has many brothers? (The student is startled: Is there? ) The teacher said mysteriously: Why is "eight-treasure porridge" ranked in "Old Eight"? Because there is "seven porridge (continent)" in front of "eight-treasure porridge", that is, there are seven brothers. (The teacher writes on the blackboard while introducing. ) The eldest brother is called Asia, the second brother is called Africa, and the seventh brother is called Oceania. The students all smiled with relief: it can be explained like this! Linking two unrelated things has formed an unexpected special effect: it not only stimulates students' interest, but also produces a strong desire for knowledge. )
The teacher took advantage of the trend and asked the following questions: These seven "brothers" live in different places on the earth. Please open the "World Topographic Map" and find out and complete the following contents:
1 Observation: Please observe their geographical location and area.
Imagine: Which two brothers have the most similar names to twins? (North America and South America) Which brothers have a good relationship and like to be together? Which brother (Asia, Europe, Africa) is least afraid of the cold and least welcome guests to visit? (Antarctica)
Exercise: "One stroke of the world" exercise, draw the outline and fill in the names of the continents.
4 induction: according to the size of the area, make up the jingle of "Asia, Africa, North and South America, Antarctica, Europe, Ocean" for students to remember in class.
Feedback: "When laughter and education go hand in hand, everything is possible", and children can learn better if they have fun. After class, students should not only remember the names of the seven continents and their positions on the earth, but also say "Asia, Africa, North and South America, Antarctica and Europe-eight-treasure porridge!" This has become a unique way for some students to say hello to their geography teachers.
Second, creating the problem situations needed for activation can stimulate students' curiosity and thirst for knowledge.
Creating problem situations is a process of highlighting the contrast or disharmony between teaching content and students' physical and mental reality, attracting students' attention, and then introducing students into problem-related situations. Students are often confused by reality and can't clearly understand this contrast or disharmony, which requires teachers to consciously and skillfully point out and create a suspense in students' psychology, so that students' attention, memory and thinking can be condensed together to achieve the best state of intellectual activities. The problem situation created by teachers according to students' situation and textbook content can arouse students' curiosity and thirst for knowledge and ignite the spark of thinking.
In the first geography class of Grade One, in view of the fact that most rural students are weak in learning and understanding geography knowledge in primary school, we can create some interesting problem situations that are closely related to daily life and students seldom think about, so that teachers can ask questions appropriately and exchange with students the geographical phenomena and knowledge they know now and will learn in the future.
Exodus 1: Do you know whether it is day or night? Why during the day? Why is there day and night? Students are used to day and night, but few students think about it. Suddenly, they came across this simple question, which was both strange and curious. This can easily arouse students' curiosity and thirst for knowledge. )
Exodus: Do you know the shape of the earth? Where is the earth in the sky? Do we live in the sky or on the earth? Let students feel that we are proud of living on the earth and flying in the sky. )
Example 3: Look at the clothes you are wearing. Are they sleeveless, short-sleeved or long-sleeved Why are you dressed like this? Do you wear this all year round? From the students' clothes and the temperature changes all year round, it shows that weather and climate knowledge belongs to the category of geography curriculum. )
Example 4: What color is everyone's skin color? Does anyone know what are the main races on the earth? Which race should we belong to? Why are there these different races on earth? Through the different characteristics of foreigners' noses and hair, simply communicate the differences between different races and stimulate students' interest.
Example 5: According to the characteristics of the sun rising in the east and setting in the west, we can observe the movement track of the sun and judge the east, west, south and north directions of the classroom. Then judge which direction the gate of our school faces. The more freshmen know about the new classroom and school, the easier it is to have feelings for them.
Feedback: When creating questions, we should adhere to the principle of interest first. Students can't actively put their energy and emotion into problems that they are not interested in, so it is difficult to achieve the expected results. Novel and interesting questions can easily attract students' attention, arouse their emotions and make them interested in learning. After the easy interaction between teachers and students in the first class, the classroom atmosphere is active, at the same time, students' mentality is relaxed, and their psychological anxiety about new subject knowledge is alleviated, which produces a kind of "expectation psychology" for future geography classes.
Third, creating a cooperative situation between teachers and students can create an innovative atmosphere and an active classroom teaching atmosphere.
Innovative thinking can only be nurtured and born in a free and relaxed space, because without a relaxed environment, students will have no autonomy, and without autonomy, there will be no innovative behavior. Situational teaching places special emphasis on creating a relaxed learning situation, so that teachers, students and the environment can interact in the teaching situation, thus forming a good atmosphere conducive to and easy to innovate, and allowing students' thinking to gallop freely in a tolerant situation.
Example: After the students of "The Development of the Yangtze River" enjoyed the song "Song of the Yangtze River", I took out a small blackboard prepared in advance, on which only one trunk line of the Yangtze River was drawn and several important city symbols were marked. At the beginning, I first filled in the names of the source of the Yangtze River and the injected ocean, and then asked the students to find Yichang and Hukou in the textbook "Water System Map of the Yangtze River Basin" and mark them. In order to deepen my impression, like learning from the Yellow River, I asked a classmate to mark Yichang and Hukou on the blackboard, and mark the upper, middle and lower reaches on the blackboard.
I looked at the whole class and found that among the students who raised their hands, Hong Zongda, who loves thinking, raised his hand very high. I'm surprised: this question is not difficult. Why is he arguing? Why not leave the opportunity to others? But in order not to douse their enthusiasm, I still put up a finger: you come! As soon as Mr. Hong Zongda got permission, he immediately jumped on the platform, picked up white chalk, and took out a red chalk and a blue chalk from the colored chalk box. I was stunned: this question is customarily filled in with chalk on the map. What does he want with three pieces of chalk of different colors? In doubt, I saw that he first picked up red chalk and painted red on the road between Yichang and Hukou on the blackboard, and then picked up blue chalk and painted blue on the road between Hukou and the Yangtze River estuary. At this time, I have completely understood his intention, and I am very excited. Then he drew a small line segment with white, red and blue chalk at the lower right of the figure, and wrote up, middle and down correspondingly beside it. The whole answering process is intuitive and memorable.
Before he sat down, I clapped my hands first. The students clapped their hands when they saw my excitement. I said: "For so many years, no one has been able to solve this problem with this innovative idea, so I am particularly happy today. It is the positive transfer ability of applying geographical thinking and mathematical knowledge and the innovative ability of analyzing and solving problems that we have always advocated. I hope other students can be inspired and be good at innovation. Let's thank Hong Zongda for his performance! (Applause again)
Feedback: Everyone has thirst for knowledge and curiosity, especially young students. Driven by thirst for knowledge and curiosity, students are often not satisfied with the conclusions in books and ready-made answers to questions, but will actively think and explore, trying to find new problems and make new explanations.
It seems that a successful classroom teaching needs not only the careful design and active guidance of teachers, but also the active participation of students, giving full play to the thinking of seeking differences and creating an active classroom teaching atmosphere.
Fourth, create simulated real situations, enhance intuitive feelings, and facilitate students' understanding and digestion.
The simulated situation is generated on the basis of the similarity principle. According to the actual needs of teaching, it grasps the main characteristics of things and reproduces them by certain means, thus vividly reflecting the characteristics of things.
Clever creation of simulated scenes can often stimulate students' interest in learning and their intrinsic learning motivation. Example: Demonstrate the rotation and revolution of the earth. This part of knowledge is abstract and difficult for students to understand. But if two students perform under the guidance of the teacher, the effect will be different. The specific operation is as follows: let two students go to the podium. One of them stood still and used his head as the "sun". The other holds a globe as the "earth" and goes around the sun from west to east. At the same time, the other hand should gently stir the globe to rotate from west to east. While enjoying the performance, the students also understood and digested the geographical knowledge that "the earth rotates around the sun at the same time".
The examples, contents and background of events in textbooks are generally straightforward, lacking the flavor of life and relatively dull. If we boldly innovate, create situations and give students closely related life scenes and vivid examples, we can not only stimulate students' enthusiasm for participation and activate their thinking, but also better help students understand and master knowledge and make the teaching content targeted.