First, clever teaching AIDS
In the traditional classroom, maps, globes and other teaching AIDS are not uncommon, which can also attract students' attention and assist teaching to a certain extent. However, students have long been tired of these familiar teaching AIDS, which is not enough to surprise students too much. You can try to change it and start from where you can reach it. For example, we can design such a training program: every student has a book in his hand. Where did this book come from and how did it get to you? It is required to design a detailed transportation plan and draw a corresponding transportation road map. Students are willing to do such exercises and are very motivated to complete them. Of course, this is just one of the commodities. We have many kinds of goods. Assuming that the first class is a book and the second class may be an apple, students will have expectations before the next class: what kind of goods will the teacher bring in the next class, and where will the goods and transportation network be shared with us next? Students will leave a deep impression on themselves every internship. Most importantly, when they get each item, they will get used to looking at the origin of the goods, and then think about how to transport the goods in their minds, thus gradually developing a professional thinking quality.
Second, make good use of network resources.
Contemporary society is a network world, and the appearance of the network has changed people's relatively static life in the past and brought great convenience to people's life. When freshmen begin to study logistics geography, we should introduce them to the advantages of network resources, rather than simply emphasizing that they must be fixed on printed atlases. For this course, students must be able to use some traffic-related search networks and websites, such as Baidu map, Google map, bus network and so on. The similarity of these search tools is dynamic, and the update speed is much faster than that of printed maps. Newly-built highways and high-speed rail lines in China can be displayed on dynamic maps. These websites provide rich resources, which can involve highways, railways, aviation and water transport, and the maps can be enlarged. Therefore, when setting up the training project, we can consider opening the network resources to students, so that students can involve more different ways of line inquiry, so as to better complete the training task.
Third, from life.
The training project is designed to enable students to better grasp the knowledge of logistics geography. Therefore, the setting of the project should be familiar to students and try to avoid involving some content that students have never touched at all. In order to make students interested and learn something, we should start with the common contents in life and complete the training one by one. When setting up training programs, we should pay attention to the following aspects:
1. Seasonal. As we all know, there are thousands of products in life, including countless seasonal commodities. Therefore, a series of seasonal projects can be formed when designing training projects, and the training teaching of characteristic products in spring, summer, autumn and winter has been completed successively. Specific practice: divide the training course of one semester into four seasons, draw lots to decide which student is responsible for the design of product transportation scheme in which season, and show the design process and scheme route. Because each student is responsible for different tasks, they have to collect information and complete tasks independently, and other students are also interested in their different tasks, so that they can learn more about logistics geography after listening to others' introductions.
2. Balance of goods in and out. China has a vast territory and abundant natural resources, but the distribution in different regions is uneven, which requires our materials to flow constantly to meet the needs of people in different places. Similarly, in the process of practical teaching, we should pay attention to the balance of commodity flow in and out of the region, not only to introduce the goods flowing into the region, but also to introduce the outflow of local products. Only by making clear the flow direction and route of goods in and out can students clearly understand the logistics situation closest to our living area, which is of great help to the distribution and control of goods flow in the future.
3. Integrate the characteristics of regional resources. According to the uneven distribution of resources in China, practical teaching is carried out in combination with the characteristics of resources in different regions. For example, we are now in Guangdong province, so most practical teaching should be based on the characteristics of Guangdong resources, which makes it easier to attract students and students feel that what is happening around them is close to life. The training plan can be set up like this: "300 lychees a day, I will not hesitate to be a Lingnan person." Everyone knows what this poem is about. As Lingnan people, we can easily taste the sweet litchi. But how can our relatives in Beijing, thousands of miles away, taste fresh litchi? Please design a plan to transport litchi from Guangzhou to Beijing.
In the above-mentioned training programs, litchi is a specialty of our south, and students are easy to understand, so they will be very interested and happy to do training exercises.
Fourth, comprehensive.
The purpose of practical teaching is to make students apply what they have learned, and when they encounter similar problems in their work, they can immediately design plans and solve problems. Because there are many factors considered in practical work, including vehicles, freight and time requirements. In the later stage of practical training, some practical applications and requirements of enterprises should be infiltrated into the project setting to improve students' comprehensive thinking ability and problem-solving ability. For example, the training plan can be set up as follows: at the request of Mr. Zhang of Guangzhou Fengfeng Group, a batch of goods will be consigned to Zhanjiang, and it is required to arrive within two days. The goods are as follows: LU ZHOU LAO JIAO CO.,LTD Co., Ltd. Qu Qu: packed in cartons with a volume of 50cm×30cm×40cm, gross weight of each box 10kg, 500 boxes * *; Computer mainframe: packed in cardboard boxes, with a volume of 40cm×20cm×50cm, a gross weight of 20kg per box and 20 boxes of * * *; Computer monitor: packed in cartons with a volume of 50cm×30cm×20cm, with a gross weight of 30kg per carton and 20 boxes of * * *; Keyboard: packed in a carton with a volume of 25cm×20cm×20cm and a gross weight of 4kg per carton, *** 10 carton. Suppose you are a salesman of XX Logistics Co., Ltd., and complete the transportation scheme design of goods according to the above business requirements.
Through the design of the above-mentioned training projects, students realize that in practical work, the design of transportation scheme should also take into account factors such as vehicles, time and cost, so as to successfully achieve the purpose of training teaching. "Logistics Geography" is a new discipline, and the integration of economics, geography and logistics is a challenge to teaching itself. Teachers are required to find the difference between "logistics geography" and junior high school geography, and then carry out different practical teaching. The above are some practices and experiences of the author in actual teaching, hoping to play a role in attracting jade.