Draft geography handout for Grade 8 1 First, handout materials.
1, indicating position and function:
Xinjiang is an important frontier area of China's western development. It is the provincial administrative unit with the largest area in China and the largest number of neighboring countries, and is rich in natural resources. The natural environment in Xinjiang has great influence on population, urban distribution and agricultural development. Therefore, it is representative to choose Xinjiang as a case.
2, said the teaching objectives:
Knowledge and ability:
(1) Understand the characteristics of natural environment in Xinjiang, and be able to draw a sketch of "three mountains and two basins" in Xinjiang;
(2) Describe the distribution characteristics of population and cities in Xinjiang with maps, and analyze the restrictive factor-water.
Process and method:
Through the analysis of Xinjiang's topography and urban distribution map, Xinjiang's desert and surrounding environment and related materials, teachers and students jointly draw a sketch of "three mountains and two basins" in Xinjiang, so that students can understand Xinjiang's natural conditions and the restrictive factors of its economic development.
Emotions, attitudes and values:
Clarify the relationship between the development of the western region and environmental protection, and establish a sustainable development concept of coordination between man and land.
3, said the teaching emphasis and difficulty:
Focus: the relationship between the topographic features of the three mountains and two basins and other natural geographical elements.
Difficulties:
(1) Describe the characteristics of population, cities and traffic distribution in Xinjiang with maps and materials, analyze its influencing factors, and learn the method of dialectical analysis;
(2) Clarify the relationship between the development of western China and environmental protection, and gradually establish the concept of coordinated and sustainable development of Colombian people and land.
Second, oral teaching methods
1. This course adopts the methods of reading pictures, explaining, drawing and heuristic teaching.
2, teaching breakthrough:
(1) For the topographical features of "three mountains and two basins", use the blackboard drawing and use the word "Xinjiang" to make students deepen their impressions and memorize them skillfully.
Third, theoretical study.
Look at pictures, draw pictures, discuss in groups, etc.
Fourth, talk about the teaching process
1, said import: "mutton skewers" imported, straightforward.
2. Summary: Concise and concise, which plays the role of connecting the preceding with the following.
3, said the blackboard design: clear at a glance, focused.
Reflection on the Teaching of verb (abbreviation of verb)
My design idea: use your brains to design carefully, try to adopt heuristic teaching, so that students can learn from the past and reduce their burden; Try to break through the teaching difficulties and find more materials. Comparatively speaking, students are not fully prepared and have not completed the task of "previewing and finding information and learning with questions" assigned by the teacher. Therefore, students should take the initiative to find information and study in the future to cultivate their good study habits.
The classroom effect is good, the teaching objectives are successfully completed, and students master knowledge and improve their ability in a relatively relaxed and happy process. The fly in the ointment is that students are timid and don't answer questions as actively as usual.
Eighth grade geography lecture notes 2 teaching materials.
1 the position and function of teaching materials
This textbook is the first lesson in the first section of the chapter "Countries and Regions Around China", which belongs to the national geography in the world geography, and is the first country that students encounter when studying national geography. After studying Asia, students have the foundation to study regional geography, and then they will study Southeast Asia, India, Russia and other countries. This section plays a connecting role in the textbook. By studying Japan, students can initially master the general methods of learning national geography. The section "Japan" is a key country in both old and new textbooks, and it has a certain demonstration effect on the teaching of all countries in the future.
2 Analysis of teaching objectives
Knowledge and skills
A master the method of understanding the geographical characteristics of Japan, and draw inferences.
B understand the outstanding natural disasters in Japan: many volcanoes and earthquakes, and analyze the reasons.
Emotions and values:
Cultivate students' correct views on environment and resources and life skills, so that they know how to protect themselves in the earthquake.
Cultivate the consciousness and habit of cooperative learning.
On the Key Points and Difficulties in Teaching
Teaching focus
1 Geographical location and distribution of major cities in Japan.
Major natural disasters in Japan: volcanic earthquakes and their causes.
Teaching difficulties
1 Major natural disasters in Japan: volcanic earthquakes and their causes.
2. The method of analyzing the location and topography of a country.
Talk about learning.
The teaching object of this class is first-year students. After the observation in the first half of the semester, I feel that students have a good foundation, have certain ability of analyzing problems and logical reasoning, and it is entirely possible to carry out "autonomous learning and inquiry learning";
In addition, students have accumulated a certain ability to read and understand pictures and explore activities by studying the sixth chapter of this book, Asia, the continent where we live, so that students can read and understand pictures independently or cooperatively and analyze related problems, which is the need to cultivate students' ability.
Theory and teaching method
Guide learning by looking at pictures, explore activities, and compare teaching methods.
The choice of teaching methods should follow the principle that teaching is uncertain and learning is law, which is the embodiment of the "people-oriented" educational thought in the new curriculum. Mainly through reading pictures and comparative analysis, make full use of the activities and materials provided by textbooks to cultivate students' ability to comprehensively analyze geographical things. Ask the students to read the text by themselves and discuss in groups to explore the characteristics of Japan's natural environment and the causes of many volcanoes and earthquakes. Maps are indispensable tools for learning geography. Therefore, in the whole teaching process, through a series of interpretation and induction of geographical knowledge, students' ability to read maps is further cultivated. Interest is the best teacher. Using multimedia, a series of activities are carefully designed for students to explore, and in the process of exploration, students' spirit of unity and cooperation and interest in exploring problems are cultivated to achieve the purpose of actively acquiring knowledge.
Methods of speaking and learning
Activity exploration and cooperation and exchange
Under the guidance of teachers, we will constantly solve the problems explored in every activity, from "phenomenon" to "essence", and through induction and summary, we will constantly sublimate our cognition to achieve the purpose of solving problems, and adopt the method of cooperation and exchange to learn from each other and improve together. The main aspect of teaching contradiction is students' learning. Teaching is the means, learning is the center and learning is the purpose. Teachers must "teach fish" in teaching and cultivate students' ability to acquire knowledge independently in order to realize the lifelong learning goal of the new curriculum concept. Based on the above considerations, in this class, I mainly infiltrate learning methods from the following aspects: create various opportunities and conditions, let students participate, put forward their own methods to solve problems, give play to students' initiative in learning, and let students learn cooperative learning. In this way, students can master scientific learning methods such as comparison, analysis and synthesis, induction and summary in inquiry learning.
Eighth grade geography lecture notes III. Oral teaching materials
1, the position and function of this textbook
As the leading role of China's national economy, industry provides all kinds of raw materials, energy, production tools and technical equipment for all sectors of the national economy. This section is another textbook closely related to production practice and China's socialist modernization after agriculture. Therefore, it is not only an important task of geography teaching, but also the basic common sense that students should know. The textbook in this section is divided into three parts, which are interrelated and form a whole. A main thread running through it is the importance of developing industry, the distribution of industry in China and the future development direction of industry. The first part, "Industry and its Importance", vividly introduces the general process and types of industrial production and the relationship between various departments of industrial production, so that students can have a general understanding of industrial production. The second part, "Industrial Distribution in China", is presented from face to face. Firstly, the general trend of China's layout is introduced, and then the types and characteristics of industrial layout are analyzed with examples. This is the key and difficult point of this lesson. The third part is "the booming high-tech industry". By introducing the concept, characteristics and distribution, students realize that high-tech industry represents the future development direction of China's industry. Infiltrate ideological education.
2. Curriculum Standards Use data to describe the geographical distribution of industries in China. Illustrate the role of high-tech industry in industrial development with examples.
3. Teaching objectives Knowledge and skills objectives: Understand the general process of industrial production and the relationship between various departments of industrial production, and understand its position and role in the national economy. Grasp the distribution of industries and understand the development characteristics of high-tech industries. Read the map to analyze the industrial distribution characteristics of China, and analyze the formation and development conditions of industrial bases. Process and Method Purpose: To perceive all kinds of industrial products, industrial bases, industrial areas, landscape pictures and text descriptions around through various channels, make abstract generalization, and form industrial geographical concepts and industrial system knowledge. Emotional attitude and value goal: By studying the development and changes of China's industry, students realize that in order to realize the prosperity of the country, we must vigorously develop industrial production, fully realize the importance of developing industry, and cultivate students' patriotism.
4. Emphasis and difficulty of teaching: industrial distribution in China; The role of high-tech industry in industrial development Teaching difficulties: the formation and development conditions of industrial bases and industrial zones 5. Course Arrangement There are three classes in this section, the first is about "Industry and its Importance", the second is about "Distribution of China Industry" and the third is about "Flourishing High-tech Industry".
Second, oral teaching methods
What a successful teacher needs is not coercion, but stimulating students' interest in learning. Accordingly, the teaching method adopted in this course is: situational teaching method-knowledge problem, problem situation and process inquiry.
Third, students.
Students have learned the knowledge of transportation and agriculture, and have some learning experience in the knowledge that affects the national economic development. But for this kind of content, students generally feel boring and far away. The times need our teachers to establish the educational concept of "paying equal attention to learning and teaching and taking learning as the foundation". The learning methods of this course are: group cooperative learning, inquiry learning, drawing inferences from others, constructing the basic methods of learning knowledge; Ability to extract and integrate information from graphic materials.
Fourth, talk about the teaching process:
Because this class is three class hours, my lecture will show my design ideas in the framework of building block knowledge. The first article "Industry and its Importance" I use the following knowledge structure for teaching:
Processing of production process and industry concept: When it comes to industry, students generally feel boring, boring and distant. In order to make it easy for students to enter this course, I take the form of invisible introduction.
Show the learned questions in context: let students observe the textbook Figure 4.23 and slides, and let them summarize the concepts of automobile production process and industry. Industry classification processing: combined with Figure 4. 23. The second question on page 1 10 of the textbook is for students to summarize. Handling of "Industry is the leading factor of national economy": In this part, I adopted the form of role-playing. Turn boring preaching content into activities and let students teach through their own experiences. Let students actively discuss, cooperate and communicate in a happy atmosphere, and learn to find knowledge and methods by themselves.
The specific method is: according to the four roles on page 108- 109 of the textbook, ask students to choose any identity, and combine their own understanding of the industry to find the connection with industrial production from their respective industry perspectives. Experience the leading role of industry in the national economy through students' own participation in activities. For the treatment of "industry is closely related to life": I use the situational method to deal with life, so that students can recall what industrial products they have and "trace back to the source" in combination with the first question of the activity on page 109 of the textbook, and feel the close relationship between industrial products and our lives through the above channels.
Then, in a short video showing the grand opening ceremony of the China Olympic Games and the Guangzhou Asian Games, the students' enthusiasm was aroused. Finally, some facilities, equipment and special effects are displayed to let students feel the concept of rejuvenating the country through science and technology and industry. Stimulate students' strong interest in learning and thirst for knowledge. In the second part, I use the following knowledge structure to teach: How to deal with the general trend of China's industrial distribution; [Show the courseware to ask questions] Tell the general trend of China's industrial distribution against "the distribution of China's industries". Cultivate students' ability to read and analyze drawings. ) [Students rush to answer]-Beijing-Guangzhou, Beijing-Shanghai, Harbin-Dalian and other railways have formed many industrial bases with national significance; -The Yellow River Basin is an important industrial belt for energy development; -economically developed areas along the Yangtze River with Shanghai, Nanjing, Wuhan, Chongqing and other cities as the center have been formed; -Coastal areas are concentrated in the Yangtze River Delta, south-central Liaoning, Beijing-Tianjin-Tangshan and Pearl River Delta regions, as well as the most economically developed core areas such as special economic zones and coastal open cities.
Dealing with the influence of regional development conditions on industrial distribution: guide students to read Figure 4. 26' Central and South Liaoning', Figure 4. 27 "Shanghai-Nanjing-Hangzhou area", first know the location, then get familiar with the distribution of mineral resources, the composition of industrial departments and traffic routes in the map according to the legend, and finally according to the activity 1. Ask students to discuss, focusing on the influence of regional conditions on industrial distribution. Students don't have much contact with pie charts of industrial departments, so teachers should let students analyze the characteristics of industrial distribution on the basis of being fully familiar with legends; After students understand the general trend of industrial distribution in China, teachers should let students analyze the industrial distribution in this part of the region, so as to cultivate students' ability to analyze and solve geographical problems and master the scientific methods of geographical learning. )
[Teacher-student summary] (Learn knowledge induction. )
Policy, environment, labor and other influencing factors. (Combined with questions 3 and 4 on page 1 12 of the textbook, contact Hu Fen Development Zone and Wujiang Economic Development Zone to solve problems, experience progress and cultivate students' divergent thinking ability. ) Regarding the treatment of "rational industrial layout", I mainly use the activity topic 4 on page 1 12 of the textbook "Benefits of Developing Township Enterprises" (-industrial layout is closely integrated with agricultural production; Increase farmers' income, get rid of poverty and get rich; Narrow the gap between urban and rural areas; Can make the distribution industry more balanced; Promoting agricultural development is conducive to developing agriculture according to local conditions. ) Combined with Hu Fen Development Zone. The third chapter, The Flourishing High-tech Industry, adopts the following knowledge structure for teaching: Combining the courseware and textbook picture "Beijing High-tech Park", I introduce the earliest high-tech development experimental zone in China-Beijing Zhongguancun Science Park. What are the conditions for the development of high-tech industries? What is a high-tech industry? [Student's answer] High-tech industry is an emerging industry based on new science and technology, with electronic information industry as the "leading industry" and high-tech products as the main content. The product has the characteristics of "high, precise and sharp". By watching the video materials of Zhongguancun, what are the characteristics of high-tech industries compared with traditional industries?
The proportion of scientific and technical personnel, added value of products, output growth rate and R&D expenses invested in product upgrading cycle in traditional high-tech industries (deepen the understanding of the concept and characteristics of high-tech industries. Refer to Figure 4 of the textbook. Combined with local development zones, the distribution characteristics of high-tech development zones are described. Cultivate students' ability to look at pictures and analyze them. At present, China's high-tech industrial development zones are mostly attached to big cities, showing the characteristics of large dispersion and small concentration. High-tech development zones in China have different development priorities due to their different geographical locations. What are the differences in the emphasis of developing high-tech industries in coastal, border and inland areas? Students are required to answer after page 1 15 of the textbook-coastal areas rely on intellectual resources and technical strength to focus on developing high-tech industries in science and technology parks; -border areas develop export-oriented industries based on the national open policy and geographical advantages along the border; -With its superior resources and industrial base, the mainland will develop more industries closely related to the military industry. What role will high-tech industries play in economic development? Ask the students to read the three short passages in activity 1 15, and then answer the question (1)(2)(3) in activity 2.
Five, talk about personal characteristics:
Strive to embody the geography classroom with the purpose of "living". This "live" is reflected in three aspects. The first is the curriculum concept, which not only embodies the concept of "returning to life and paying attention to life". Secondly, in the construction of activities, we should change the original rigid and performance-oriented classroom link design with teachers as the absolute protagonist, change students' learning methods, highlight the construction of activities in the classroom, fully mobilize students' multiple senses, and use activity organizations to realize the transmission and generation of wisdom. Thirdly, in terms of classroom effect, "living" is full of energy, and students can be more excited than acting. Divergent, multidimensional and positive thinking allows students to show their individuality and be full of spirituality. Extend the space of geography study from classroom to extracurricular, stimulate students to explore the objective world actively, observe problems with the eyes of dynamic development, analyze problems and solve problems initially.
Eighth grade geography lecture notes 4 leaders and teachers:
Hello everyone!
Today, the content of the class is the first section of the second chapter of junior high school geography of People's Education Press. Before teaching the new lesson, I will briefly explain my handling of the teaching content, the choice of teaching methods and the establishment of key and difficult points.
First, teaching material analysis-said the textbook
1, the position and function of teaching materials
Topography is the content of the first section of the second chapter in the first volume of the eighth grade of junior high school geography textbook. Before this, students have learned about different regions and countries in the world and studied the topography of the regions and countries involved, which played an important role in paving the way for the transition to this section.
Generally speaking, when we study a region or a country, we will first understand the local natural environment, because the natural environment is the basis for the formation of the humanistic environment, and what kind of natural environment will have the corresponding humanistic environment. Chinese landform knowledge is not only an important part of China geography, but also the basis for understanding and learning other geographical knowledge of China.
It can be seen that the topography of China occupies an important position in the geography of China. At the same time, through the study of this part of the teaching content, students can have a deeper understanding of China's natural geographical environment, better guide students to learn other geographical knowledge, master the learning methods of geographical knowledge, and learn to use maps to understand the geographical environment. Lay a solid foundation for other subjects and geography study in senior high school.
2. Teaching content
This section is the first section of natural environment in China, which embodies the important position of topography as the foundation of natural environment. The important influence of topographical factors on climate, rivers and socio-economic development in China is preliminarily revealed.
The terrain is high in the west and low in the east, showing a three-stage distribution. It is an image metaphor, which is helpful for students to master the topographical features of China and further study the influence of this topographical feature on the climate, rivers and economic development of China.
3. My handling of teaching materials
After clarifying the position and function of teaching and the content system of teaching materials, I have dealt with the teaching materials as follows in combination with my professional quality, the actual situation of students and the characteristics of teaching environment:
1) Establish teaching objectives, key points and difficulties.
According to the analysis of teaching materials and curriculum standards, and considering students' existing knowledge structure, cognitive ability and psychological characteristics, I have formulated the following teaching objectives, key points and difficulties:
Teaching objectives
Knowledge and skills: through the map, grasp the characteristics of China's topography, which is high in the west and low in the east, and is distributed in three steps; I can talk about the influence of China's topography on climate, rivers, traffic and other natural and human environments in combination with my own cognition.
Process and methods: With the help of multimedia-assisted teaching, students' horizons are broadened, teaching capacity is increased, and students are helped to understand the characteristics of Chinese topography; Guide students to discuss and analyze the influence of topography on natural environment and human environment in China.
Emotion, attitude and values: Through the teaching of topography in China, we can stimulate students' interest in learning geography, make them understand the role and value of geographical knowledge, form a positive learning attitude, let them further understand the superior and complicated natural geographical environment in China, love the great rivers and mountains of the motherland, stimulate students' patriotic feelings, and establish a harmonious relationship between man and land.
Teaching emphases and difficulties
Emphasis: The landform and geomorphological features of China are the focus of this course.
Difficulties: the formation of the spatial concept of three-level terrain ladder distribution and the influence of terrain on natural environment and human activities are the difficulties of this teaching.
2) Determine the teaching method-oral teaching method.
After clarifying the requirements of curriculum standards for students' knowledge and ability, and combining the content of teaching materials and the operability of teaching methods, I decided to focus on teaching methods, and combine the methods and means of watching pictures, discussing and multimedia-assisted teaching, sketchpad and sketchpad to complete the requirements of curriculum standards, highlight key points, break through difficulties, and let students develop their abilities and increase their knowledge.
Second, the design of teaching methods:
1, with problem scenarios as the main line and rich student activities as the main body. This is to stimulate students' interest, guide students to actively participate and learn through exchanges and cooperation.
2. Make full use of multimedia to display more materials and make teaching more vivid and intuitive.
3. Pay attention to map teaching.
Three, study the guidance of the law:
Because of their young age, junior two students can't relate some daily life and the phenomena they have experienced with theoretical knowledge well. Therefore, it is necessary for teachers to guide these questions and let students sum them up by themselves. Students need to collect information before class, and have the opportunity to participate in the experiential learning process in class, such as hands-on, thinking, cooperation, competition, communication and sharing of results, which can improve students' enthusiasm and effectiveness in learning.
Fourth, the teaching process
1, situation import
First of all, in the tutorial, I used the transition method. Using the knowledge that students have (China has many nationalities and a large population), what kind of environment do so many people live in? In this sentence, China's study of human environment is introduced into the study of natural environment. What are the characteristics of China's topography? What impact will it have on people's production and life? So as to introduce new courses smoothly.
2. New course teaching
First, the terrain is stepped.
1. Using the topographic map of China, the altitude represented by different colors is analyzed, and the characteristics of China's topography are summarized.
2. With the help of the schematic diagram of the three-step ladder and the teacher's blackboard drawing, master the distribution of the three-step ladder in China and the dividing line between the steps.
3. With the help of topographic maps of China, tap students' own knowledge reserves and guide students to discuss the influence of China's topographic characteristics on climate, rivers, hydropower resources development and transportation.
blackboard-writing design
Section 1 topography and landforms
First, the terrain is stepped.
1, topographic features
2, the characteristics of the three steps and the dividing line between the steps
3. Impact: (1) Climate
(2) Rivers
(3) Transportation
3. Course summary
Summarize this teaching content, deepen students' memory of this teaching content, pave the way for the follow-up teaching content of China Climate, and make the teaching activities continue.
4, homework arrangement
Complete the activity questions on page 23 of the textbook.
Eighth grade geography lecture notes 5 i. Oral teaching materials
1 teaching material content:
Southeast Asia is the second section of Chapter 7 "Our Neighboring Countries and Regions" in Geography (Shandong Education Press). The contents of the textbook are: the location of the crossroads; Tropical climate and agricultural production; Mountains and rivers and urban distribution; Areas where overseas Chinese are concentrated.
2 Status of this lesson:
It is one of the five fields required for the senior high school entrance examination under the new curriculum, especially the analysis of tropical climate and agricultural production and the distribution of mountains and cities. Because it is adjacent to us, it is easy to integrate with the southwest of China for investigation, which increases its difficulty.
3 teaching objectives:
(1), can tell the location and scope of Southeast Asia.
(2) Be able to tell the significance and importance of the "crossroads" in Southeast Asia.
③ We can see the importance of the Straits of Malacca.
(4) Be able to tell the topographical features of Indo-China Peninsula in Southeast Asia and the distribution laws of mountains and rivers.
4 Teaching emphases and difficulties:
Focus: the position and importance of Southeast Asia; Topographic features of Indochina Peninsula. Climate in southeast asia and its influence on agriculture.
Difficulty: the importance of geographical location in Southeast Asia. The relationship between climate and agriculture; Distribution of crops.
Next, in order to clarify the important and difficult points and enable students to achieve the teaching objectives set in this class, I will talk about teaching methods and learning methods again.
Second, oral teaching methods
According to the general characteristics of geography teaching and the cognitive law of junior high school students, the following two teaching methods are mainly adopted:
Guidance of study plan: Sending out study plans in advance, allowing students to preview in advance, can realize the key and difficult points in advance, and is helpful to the cultivation of talented students.
Self-study discussion method: through the outline of self-study discussion put forward by teachers, guide students to read and look at pictures, find out the methods to solve problems, and urge students to think positively, acquire knowledge in active learning and change learning into learning.
Map-guided cartography; Through the training process of teachers guiding students to look at maps with their eyes, analyze maps with their brains, explain maps with their mouths and draw pictures with their hands, we can understand and consolidate geographical knowledge, cultivate the habit of using maps and develop geographical intelligence.
Teaching tools: multimedia courseware or using topographic maps of Southeast Asia and world maps.
Third, theoretical study.
1 read; Cultivate students' habit and ability to read geography texts and geographical illustrations, and correctly master the steps and methods of reading illustrations-graphic reading.
2 thinking: thinking, inspired by teachers' questions, students actively think and meet the learning requirements. Cultivate students' ability to think and solve problems independently, so as to draw inferences from others.
3 Discussion: that is, discussion, on the basis of preliminary knowledge, students discuss with each other around teachers' doubts and further understand the content of the text.