Geography is a multi-disciplinary and interdisciplinary complex comprehensive subject, which is very suitable for research-based learning. However, due to the limited knowledge base, knowledge structure and cognitive level of junior high school students, the research-based learning in junior high school geography teaching should be based on the principle of cultivating students' practical ability and innovative spirit, and combine society, life, environment and current affairs to carry out some suitable practical exploration and learning.
1. Activating classroom teaching with geography experiment and cultivating observation and practical ability. Let the students observe the living conditions of small fish in clean water and sewage, and make observation records, so as to explain the direct harm of environmental pollution to organisms. Another example is to illustrate the role of forests in soil and water conservation. Two kinds of soil with vegetation and without vegetation are put into wooden troughs with equal volume, and the same amount of water is injected. The different situations of water storage and soil erosion are observed from the perspectives of water outlet time, water quantity and water color, so that students can receive intuitive and vivid environmental education.
2. Make use of group activities to carry out on-the-spot investigation and cultivate practical inquiry ability. Every year, the school organizes students to travel in the spring and autumn, which is actually a good opportunity to cultivate the ability to read pictures in combination with local geography teaching. Before leaving, let the students "preview" on the map, find the route, check the landscape and arrange some investigation tasks. After arriving in the field, complete the task in the form of group activities and hand in an investigation report when you come back. In this way, students can enjoy the beautiful scenery and feel the great achievements of modernization, at the same time, they can also cultivate their practical ability, educate them in "amusement" and cultivate their interest in learning.
3. Carry out the production and selection activities of geographical tabloids to cultivate students' ability to engage in research-based learning. You can choose some topics that are both informative and interesting, and students can collect relevant information by themselves and study in the form of geographical tabloids. Junior high school geography has little knowledge about the universe, but students are very interested in the mysterious universe. They organized students to collect knowledge and materials about the universe, including pictures, words and data, and invited four people to cooperate to compile a geography tabloid with the theme of "How much does the universe know", and selected some good works from it and posted them in the publicity window of the school, so that students could exchange and learn with each other, which greatly improved their learning enthusiasm and exercised their students.
4. Combine social news and current affairs, choose appropriate topics, and carry out research study. When teaching Geography of China, the whole country was divided into two parts: East and West. Combined with the western development, students are required to combine freely, with 6-8 students as a group. From the perspective of geography, they chose a specific aspect to further understand and understand the Western Regions with the theme of "Entering the Western Regions". The enthusiasm of the students is very high. They consulted all kinds of materials, used multimedia and network technology to explain the purpose and significance of developing the western region from the aspects of nature, economy, population, culture, transportation, environment and resources, and held a heated discussion on "how to develop the western region", "problems that should be paid attention to in developing the western region" and "advantages and disadvantages of developing the western region", asking students to write a paper with certain quality.
5. Contact with the reality of life, use a variety of knowledge, choose appropriate debate topics, and conduct debate competitions. Combined with the relevant teaching content, inspire students to draw up some debate questions and start a debate contest. They are free to form two teams, draw lots to decide the pros and cons, and choose four debaters each to establish arguments, collect arguments and organize arguments respectively. At the same time, students also discuss on their own and invite some teachers to be judges. For example, combined with the teaching of "Population Distribution in China", it is proposed that "Is the current population distribution in China favorable or harmful?" Combined with the teaching of "Water Resources in China", draw up "Is it a good thing to drink pure water" and organize students to debate. Through the preparation before the game and angry words on the field, the students have a deeper understanding of the problem, more rigorous thinking, and also exercised their speaking ability.
6 combined with the community environment, combined with social activities, to carry out practical investigation and special research. Organize students to visit the towns and streets near the school during the holidays, investigate the population changes in the region in recent years, understand the reasons for the population changes, and complete the investigation report; Students are also organized to inspect the producing areas of various fruits in the market and understand the relationship between the natural environment and agricultural production in combination with natural conditions such as climate and topography. In view of the fact that the school requires students to collect waste batteries during the summer vacation and arrange research study tasks during the holidays, we should study the environmental pollution caused by waste batteries through visits, surveys and information research. At the same time, through investigation and research, we have gained rich information, perceptual knowledge and profound education, and aroused the sense of responsibility and obligation for environmental protection.
As we all know, only by continuous study, practice and summary can we improve. Another school year is about to pass. I have carefully studied the geography curriculum standards and textbooks and reviewed this school year. I take students as the main body in classroom teaching and can actively create problem situations that conform to the teaching content. The organization of teaching content takes student activities as the main form, which inspires students to use geography knowledge flexibly in observation, analysis, thinking and discussion. However, how to give full play to students' main role in teaching and improve the quality of classroom teaching is a realistic and urgent problem before me. Faced with these situations, I have some experiences and thoughts:
First, give full play to the advantages of disciplines and arouse students' enthusiasm for learning.
In classroom teaching, only students have a strong interest in learning and take the initiative to learn can they learn well. Therefore, learning interest is an important condition to arouse students' learning enthusiasm, which is inseparable from giving full play to students' main role. From the perspective of geographical knowledge, interest is one of its major characteristics. It provides rich materials for students to gain direct interest. In teaching, we can make full use of the beauty of pictures, words, animation and language in multimedia teaching to give students the enjoyment of beauty, stimulate their desire for learning and stimulate their interest in learning. Using multimedia courseware to assist teaching can make the classroom move and live, and drive students' learning with interest.
In the process of geography teaching, I pay attention to give full play to the disciplinary advantages of interesting geography knowledge, make full use of the existing interesting knowledge to render, dig deep into the potential interesting knowledge and make reasonable processing, and strive to find the breakthrough point of interesting knowledge for purposeful introduction, so as to integrate it into classroom teaching, mobilize students' learning enthusiasm and receive better teaching results. For example, when talking about the continental drift hypothesis, let the students tell a short story first, which not only makes the students' attention focus on the class quickly, but also produces a strong interest in the learning of this class, thus generating the psychology of active learning and mobilizing their enthusiasm. This can make the classroom more vivid and arouse students' initiative in thinking and learning. When talking about the formation of monsoon climate, I first let the students look back at the changing law of wind direction around them, and then teach, which not only exercises the students' language expression ability, but also allows them to discuss geographical issues in connection with real life.
Second, fully tap the teaching materials and cultivate students' main role.
There are many geographical images in geography textbooks, including distribution maps, statistical maps, schematic maps, landscape maps, and some inspiring and thinking cartoons. Geographical images are an important part of geography textbooks, which are vivid, vivid and intuitive, and play an important role in students' understanding of the spatial distribution of geographical things and the internal relations among various elements. Therefore, in teaching, I pay attention to the role of image, guide students to "move" with image, and let students fully participate in teaching activities, which is conducive to giving full play to students' main role. For example, when studying the distribution characteristics of earthquakes and volcanoes in the world, first, guide students to read the schematic diagram of the six major plates and pay attention to the scope and boundaries of the six major plates, and then read the distribution map of the world earthquake zone and volcanoes to guide students to observe the positions of the earthquake zone and volcanoes. Then, according to the previous map, students can discuss with each other and come to the conclusion that volcanoes and earthquakes are mostly concentrated at the junction of two plates. Designing teaching by fully exploiting geographical images in textbooks can fully mobilize students' sensory organs and thinking organs such as eyes, ears, mouth, hands and brain, and at the same time cultivate students' ability to read and analyze pictures and acquire knowledge independently.
Make full use of the "activities" designed in textbooks, which involve the training of reading or drawing skills, the collection and processing of materials, the need for experiments, social surveys, cooperative discussions and so on, and cultivate students' ability from different angles. For example, in the teaching of Changing Weather, I use the weather map provided in the activity to let students broadcast the city weather like a weatherman, which not only consolidates the weather symbols learned in this lesson, but also exercises students' ability to read pictures, express language and apply.
Third, strengthen the guidance of learning law and teach students to learn.
To give full play to students' main role in learning, students should learn to seek knowledge and learn to develop themselves, so as to truly become the main body of teaching and the master of learning. In order to teach students how to learn geography, I make full use of the characteristics of geography teaching to cultivate students' thinking ability, so that students can learn to think about geographical environment problems, learn to solve problems and learn to innovate and develop themselves. According to the characteristics of geography, the commonly used methods in geography teaching are: (1) melody method: for example, this method can be used to remember the distribution of major mountain ranges in China: the east-west direction is three horizontal, the north is cloudy, and Kunming and Qin are in the middle. Hunan, Guangxi, Guangdong and Jiangxi Jiananling. There are three peaks in the northeast and southwest. Wu Xuefeng is in Taihang Mountain in Xing 'an, Changbai Wuyi Mountain in the middle and Taiwan Province Mountain in the east. Himalayan arc mountain, Mount Everest stands proudly in central Nepal, with the first peak of 8844. Geography songs are concise and easy to remember, and often play a multiplier role in geography learning. (2) Image method: Map is an important carrier of geographical knowledge, but many students are usually afraid of maps and their ability to apply them is weak. It is necessary to guide students to look at pictures, know pictures, draw pictures and use pictures, visualize geographical knowledge as much as possible, and combine text analysis with pictures and texts, especially the knowledge difficulties such as the revolution of the earth and chinese administrative division. (3) Observation: Pay attention to the geographical things in daily life, contact the geographical knowledge taught in textbooks, and analyze the causes and laws of geographical phenomena. In order to make students master the correct learning methods, it is necessary to guide students to "learn geography in life" in classroom teaching, and constantly "teach them to fish" to reduce their learning burden and let them learn geography. Actively encourage students to participate in teaching activities and strive to create a "democratic, harmonious and equal" classroom teaching atmosphere, which is an important guarantee for students to play their learning subjectivity. Only in a relaxed and happy classroom environment can we stimulate students' enthusiasm for learning geography and ignite the spark of thinking. Therefore, while teaching students geography knowledge and skills, I consciously give them emotional education, give them necessary care, encouragement, respect and understanding, cultivate students' confidence and enthusiasm for active participation, thus stimulating students' desire for knowledge and giving full play to the main role of learning.
Fourth, shortcomings.
(1) The combination of process and method needs to be improved. In group cooperative learning, the division of roles should be refined, especially the weak in the group should be really improved under the leadership of other students, the classroom should not always be dominated by top students, and the teaching should be truly student-oriented.
(2) Strengthen equal communication between teachers and students. When asking questions, we should stand on the students' point of view and proceed from their physical and mental characteristics and reality, instead of blindly leading students' ideas to their own designs. The design of the problem should not be too big, but should be analyzed from the cognitive point of view of students.
In short, in today's curriculum reform, higher requirements are put forward for teachers. Only by constantly learning and exploring in practice and using teaching methods that are in line with students' own development characteristics can teachers achieve better teaching effects and meet the requirements of today's education.