Source: "New Curriculum Education Network"
First, the theoretical basis
The main position of quality education lies in the classroom, and curriculum is an important carrier for the full implementation of quality education. The second-phase curriculum reform plan of primary and secondary schools in Shanghai puts forward the idea of setting up research-based courses in the whole primary and secondary school stage (the nine-year compulsory education stage is called inquiry-based courses), and defines it as: research-based courses refer to courses that allow students to actively explore and learn around certain topics or topics under the principle of independent choice, in accordance with the general methods and laws of scientific research, and with the guidance and help of teachers. Accordingly, inquiry learning came into being. The so-called inquiry learning means that students choose and determine research topics from their own life and social life (or from natural science and social science) under the guidance of teachers, and actively acquire knowledge and applied knowledge in the form of scientific research, so as to deepen or finally solve problems. It is a teaching mode based on the theory of "student-oriented development", which emphasizes the learning process.
Research-based learning is generally operated by students themselves, from selecting topics, designing schemes, developing and utilizing resources to exploring research conclusions, which fully embodies students' autonomy in learning and provides space for students to develop their innovative thinking and practical ability to the maximum extent. Teachers have changed from disseminators of knowledge to organizers, instructors, promoters and participants of students' learning.
This is a major reform of basic education, and it will also make an important breakthrough in implementing innovative consciousness and cultivating creative ability in classroom teaching. However, at present, an urgent problem before us is how to implement the research-oriented curriculum with mandatory requirements for all teaching staff in junior high school. My opinion is: based on the teaching materials, choosing the appropriate course content, choosing the topics that meet the development level of junior high school students' knowledge and ability, and properly grasping them, the research-based learning in junior high school is not only completely feasible but also will achieve good results.
Second, practical application.
Geography is a multidisciplinary, interdisciplinary and complex comprehensive discipline, 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. In teaching practice, I divided junior high school students into two age groups, namely, the age group of 67 students and the age group of 89 students, and made the following attempts respectively:
(1) For the students of grade 6 and 7, practical inquiry is carried out by means of geography experiments, group activities, making geography tabloids, group competitions, etc., so as to establish confidence in actively and independently carrying out inquiry practice, stimulate creative motivation, cultivate observation and hands-on ability, and initially master the methods of engaging in scientific research.
1. Activating classroom teaching with geography experiment and cultivating observation and practical ability. For example, in the section "Man and Natural Environment", let students observe the living conditions of small fish in clean water and sewage, and make observation records, thus explaining the direct harm of polluted environment 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. For the sixth and seventh grade students, you can choose some topics that are both informative and interesting. Students can collect relevant information by themselves and study in the form of geographical tabloids. For example, physical geography in grade six has little knowledge about the universe, but students are very interested in the mysterious universe. I organized students to collect knowledge and materials about the universe, including pictures, words and data, and invited four people to work together to compile a geography tabloid with the theme of "How much does the universe know", and selected some good works to post in the school publicity window, which greatly improved the students' enthusiasm for learning.
(2) For students of Grade 89, in the form of group cooperation, through topics or special studies, they have extensive contact with social reality, use their hands and brains, explore independently, solve problems by themselves, and exchange and learn through discussions, multimedia presentations, debates, small papers, etc., and initially develop a good scientific attitude and the ability to engage in scientific research.
Teaching practice shows that students' learning orientation is the realization of usefulness, interest and self-worth. According to the psychological development and cognitive characteristics of students of Grade 89, it is suitable to carry out some research-based learning with strong topics. Topics can be selected by students or determined by teachers, but it is best to choose some questions with strong practicability, rich data sources and students' interest as research objects, and the entrance should not be too big.
1. Combine social news and current affairs, choose appropriate topics, and carry out research study. When teaching "Geographical Division" of "Geography of China", I intend to make some changes in the arrangement of teaching materials to divide the whole country into two parts. 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 and used multimedia and network technology to explain the purpose and significance of the western development from the aspects of nature, economy, population, culture, transportation, environment and resources, and held a heated discussion on how to develop the western region, the problems that should be paid attention to in the western development and the advantages and disadvantages of the western development. Many students have also written papers with certain quality. This research group also participated in the "Large-scale Exhibition of Inquiry Learning in Yangpu District", and the subject research has also been compiled into the book "Exploring Research, Starting from Here".
2. Contact with the reality of life, use a variety of knowledge, choose appropriate debate topics, and conduct debate competitions. I combine the relevant teaching content to inspire students to draw up some debate topics and start a debate competition. 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.
3 combined with the community environment, combined with social activities, to carry out practical investigation and special research. During the holidays, I organized students to go to Wujiaochang Street near the school to investigate the population changes in this area 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. The school once asked students to collect waste batteries during the summer vacation. I seized the opportunity and arranged the task of research study during the holiday: to study the environmental pollution caused by waste batteries through visiting, investigating and studying materials. 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.
Third, thinking and understanding.
As an important part of the new curriculum, the nature and composition of inquiry learning, as well as the principles and strategies of organizational design, have aroused widespread concern. Through the study of some documents, I gradually got a preliminary understanding of inquiry learning, and made some attempts in teaching and gained some experience.
(A) the main objectives of junior high school research learning
1. Get the experience of personally participating in scientific inquiry. Research-based learning focuses on students' comprehensive application of knowledge to the practice of scientific inquiry, combining theory with practice, experiencing the process of applying knowledge, acquiring knowledge and solving problems, gaining deep experience and stimulating the desire of scientific inquiry. Emphasizing practice and experience is not only an important link to overcome the tendency of theory divorced from practice, but also an important link to cultivate innovative spirit and practical ability.
2. Improve the ability to find and solve problems. Inquiry learning requires students to ask valuable questions from life phenomena and thinking, design solutions to problems, collect relevant information through multiple channels, analyze and process information, draw conclusions, and exchange ideas or achievements. It focuses on students' activating existing knowledge storage in the process of independent exploration, learning and mastering some scientific research methods and skills, and forming the ability to acquire new knowledge and solve problems, which is also the basic ability necessary for innovation.
3. Learn to cooperate and share. Cooperation consciousness and ability are the basic qualities that modern people should have, and research-based learning provides students with a good space that is more conducive to interpersonal communication and cooperation. Through active communication and cooperation among group members, between groups and between students and teachers, it is undoubtedly very beneficial for students to learn to exchange and share information, creativity and achievements of research, cultivate cooperative team spirit and enhance interpersonal skills.
(2) Several problems that should be paid attention to in the implementation strategy of inquiry learning in junior high school geography teaching.
1. Inquiry learning is not a real scientific research activity, but a way of learning for students in essence. Students can choose topics or topics to carry out inquiry practice activities according to their own interests and concerns. Teachers should create an independent and relaxed learning environment for students, so that they can display their talents with interest, courage and confidence. However, research-based learning can not completely replace traditional and other learning methods, but can only be used as a supplement and expansion. Not all the teaching contents are suitable for inquiry learning, so we should grasp them properly in teaching.
2. The key to junior high school research learning is that teachers must guide students to a problem situation and urge students to discover, explore and solve problems independently, which is irreplaceable. At the same time, because junior high school students' interests are unstable and changing rapidly, it is often difficult to persist. Therefore, teachers should care, encourage, guide and urge them in time in the process of carrying out research-based learning.
3. Inquiry learning is generally conducted in the form of groups, and students are free to combine. However, in line with the principle of facing all students, everyone should participate and not exclude poor students, so teachers should give appropriate guidance and deployment.
Teachers should express some opinions on students' study. In the research study of geography, I think we should not only pay attention to the process of exploring practical learning, such as the degree of students' participation, the role they play, the cooperation ability they show, what they feel and experience, and whether they feel satisfied and confident through autonomous learning. , but also pay attention to the research results of disciplines or topics, that is, whether a certain knowledge point can be correctly understood and applied. Therefore, teachers should use various forms to track and evaluate students' research, so as to avoid out-of-control research process and biased research results.
Junior high school geography teaching thesis
Based on the present situation of geography new curriculum standard teaching, this paper puts forward some preliminary ideas and practices of geography classroom education and teaching reform under the new geography curriculum standard according to many years' teaching experience and teaching practice of implementing the new geography curriculum standard for more than one year. Keywords: attaching importance to the evaluation of emotional interaction teaching in basic teaching; Over the years, students' geography learning level has been at a low point under the double impact of the social ideological trend of quick success and instant benefit and the thought of exam-oriented education. In particular, the quality of geography teaching is not satisfactory. After years of geography classroom teaching, especially more than one year of teaching, a considerable number of students have not learned practical skills such as reading latitude and longitude, calculating field distance, judging orientation and climate type, and annual average temperature difference, and have no civic awareness of basic knowledge of China geography and world geography. At present, geography is still in the position of "pediatrics" and "dermatology" in junior high school teaching. Junior high school students are often unfamiliar with geography, and their enthusiasm is still relatively high. However, later, especially after entering the eighth grade, geography more fully highlights the true face of geography in students' minds, making students more and more purposeful in learning geography: "It is still very important to learn geography." Therefore, for junior high school students, geography is not the "main course" of junior high school, but a "minor course" that increases the "burden". Therefore, most students do not attach importance to geography. Years of geography teaching have made me realize that students with good geography scores once said in front of the teacher, "Geography is not the main course. You can't concentrate all your energy on geography class in class, as long as you get 60 points, you won't lose face to the teacher." Therefore, over the years, the passing rate of students in the city geography examination is relatively low. It can be said that junior high school geography teaching is the most broken weak link in geography teaching at present. Therefore, under the new situation, geography teachers should change their ideas, provide an ideal educational environment for geography education and teaching with advanced educational concepts and a loving atmosphere, unswervingly improve students' comprehensive geographical quality, put geography in a correct position, take the road of sustainable development and Scientific Outlook on Development, constantly improve students' strong interest in geography, and use computer-aided teaching and network environment in teaching. At the same time, it is necessary to have a complete geography teaching aid to provide the most fundamental guarantee for geography teaching, so as to continuously improve students' interest in learning geography and improve the quality of geography teaching. The key is to integrate and correct the learning attitude towards geography, and more importantly, to put geography in the same position, so as to continuously improve the quality of geography education and teaching, otherwise the geography teacher will still be a deputy. Under the guidance of the spirit of "Outline of National Basic Education Curriculum Reform" and the basic concept of new geography curriculum standards, geography education and teaching should be carried out with new curriculum standards, new environment and high requirements. In the classroom teaching of junior high school geography new curriculum standard, we should carry out classroom education and teaching reform from the following aspects: First, strengthen the renewal of teaching consciousness and the improvement of teaching skills of junior high school geography teachers in "emotional" education in geography teaching, which needs to be accelerated from both subjective and objective aspects. At present, in junior high school geography classroom teaching, geography teachers often pay too much attention to knowledge goals and ignore emotional goals. Non-professional geography teachers often stick to textbooks, emphasize geographical facts and memories, and lack geographical interest. Part-time teachers who are not specialized in geography are more bound by textbooks and lack interest in geography. However, geography teachers are often too strict in classroom teaching, emphasizing geographical thinking and lacking vividness. For junior high school students, learning motivation and learning purpose are not strong. Pleasure and interest are one of the driving forces for students to learn, and even a good impression on teachers will become the driving force for learning. If students don't like geography classes and geography teachers, how can they like "geography"? How can we learn geography well? Therefore, in junior high school geography education and teaching activities, teachers should strive to create a relaxed, harmonious and comfortable relationship between teachers and students, so that teachers and students can breathe freely with each other. Therefore, there should be laughter in geography classroom teaching, and geography teachers should pay more attention to enhancing their organizational ability and affinity. In the whole teaching activity, teachers' exquisite language, humor, astute teaching wisdom and amiable and respectable teaching attitude will make students have a strong interest in geography learning. Especially in junior high school, "happiness" is still one of the reasons why students are willing to study. Instead of "one class", we should carry forward "democracy". Second, the application of "interactive teaching" in geography teaching. Nowadays, with the progress of the times, the learning environment of students has changed, especially the channels of geographical knowledge dissemination have become more extensive, and geography lessons are no longer the only channel for students to acquire geographical knowledge and skills. Therefore, geography teachers should change the "teacher's role", change the habitual teaching method of teachers' one-way teaching in the past, and introduce the "interactive teaching" between teachers and students into geography classroom. The principle is "student activities are the mainstay, teachers' narration is the supplement, student activities are the first, and teachers' guidance and evaluation are the second". It also summarizes the meaning of "classroom" in geography classroom teaching, including the network "classroom" in the general sense. Because of their psychological characteristics, junior high school students are willing to participate in the teaching process. In junior high school geography classroom teaching, it is often necessary to set up teaching situations, and students can be organized to experience these processes, such as students' geography news release activities, geography news commentary activities, geography role-playing activities and so on. Attention should be paid to proper "teaching democracy". Taking junior high school geography classroom teaching as an example, when talking about the Yellow River, a river in China, the author puts forward: "How to deal with the severe situation of water shortage in the middle and lower reaches of the Yellow River in China?" Problems, students around the problem, making irresponsible remarks. When I was in Class 8 (1), I raised such a question. A boy raised his hand and made a speech, solemnly proposing to straighten the zigzag of the Yellow River and dig a canal from Lanzhou, Gansu to Luoyang, Henan, so as to make the water in the upper reaches of the Yellow River take fewer detours to the middle and lower reaches. In the observation class of junior high school geography classroom teaching, I have also heard such teaching scenes, and some students have put forward the same governance methods. However, the students' ideas are naive and beyond the teacher's expectation. But the teacher didn't blame, laugh at or avoid, but allowed the students to continue talking. While praising the students' bold ideas, the teacher changed the subject: If half the students in the class live in this zigzag area, do you agree with his suggestion and why? As a result, the whole class had a * * voice on this issue, and the class discussion was both active and in-depth, which benefited teachers and students a lot. Third, the new curriculum geography should have "situation" introduction. For a long time, many junior high school geography classes are taught by teachers from other disciplines, and the teaching methods of other disciplines are often used in teaching. There are generally two ways to introduce new courses. One is the "talk" method, that is, "students, today we talk about …" and "students, now teachers talk about …", which leads the geography teaching activity of teacher-student interaction to the one-way activity of "teachers talk about students listening". There is another method of "turning pages", that is, "Students, please turn your books to page ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Although it is "a word difference", it also represents the substantial progress of geography classroom. In the actual geography classroom teaching, there are many effective new methods of "introducing" new courses. For example, when I was studying Race in the World, I introduced the anecdote method: When President Mao Zedong was alive, one day he met an American friend Dale in his study, and Dale stared at the chairman without saying a word. After seeing it, the chairman said, why do you always stare at me? Then Dale said, You have an Zhang Dongfang face. After hearing this, the Chairman bluntly said, I represent the face of the people of China, and we can perform plays from other countries, including you Americans. You have a long nose. We can add a nose, but you can't play a China drama. You can't cut your nose. What does this story tell us? Wait, remind students that this is about the national characteristics of the world. Fourthly, in the process of geography teaching, it is necessary to draw "there is no geography without a map", so map teaching is the main way to cultivate students' "innovative consciousness and practical ability" in geography education, which means that maps can't be replaced by any other tools. In today's information society, the update speed of knowledge is very fast. Because of the basic characteristics of junior high school geography, students don't need to memorize geography knowledge by rote, but they can master relevant knowledge with the help of maps. Even the study of the basic principles of geography can be learned and mastered with the help of maps. Map is an important carrier of geographic information. For junior high school students, it is the basis to help them establish the concepts of space and region, and it is also the main means to cultivate their geographical thinking. Therefore, in a sense, maps are both teaching AIDS and learning tools. It is very important for students to learn maps well and use them well. At present, junior high school students' geography learning is still at the level of simple and mechanical memory, but the learning and application of maps are relatively weak. The key lies in the lack of good learning methods, and it is difficult to really understand an effective learning method of geographical knowledge. Moreover, learning and mastering map knowledge plays an irreplaceable role for students to learn other scientific knowledge and develop their intelligence. Everyone, whether living in cities or rural areas, needs the help of maps in their lives, which has become the knowledge of contemporary people. Besides, you need a map in your study. As we all know, one of the main objects of geography learning is maps, and other subjects also need the help of maps. For example, history is inseparable from map and geographical knowledge, and Chinese, physical education, fine arts, foreign languages, mathematics and other courses must have map knowledge to learn well. In fact, all disciplines are overlapping and cannot be completely separated. In a word, the survival and development of each of us can not be separated from the necessary tool of map. Therefore, various schematic diagrams, landscape diagrams and statistical diagrams involved in geography teaching are important means to cultivate students' comprehensive ability in geography. Teachers should guide students to strengthen their understanding of these images and master the interpretation methods in the usual reading process. Map teaching ability is also the main symbol of geography teachers' teaching ability. Map ability includes observation, memory, imagination, deduction, analysis, comparison, judgment and other comprehensive abilities, and it is also the most distinctive ability of geography. With the development of information technology, electronic maps will enter the classroom more and more, and there are new requirements for geography teachers' map ability. If a geography teacher lacks map ability and map teaching ability, it is difficult to be a good geography teacher, that is, a teacher who doesn't understand geography. Some geography teachers are unwilling or unable to use maps, which is essentially a manifestation of low teaching requirements or poor teaching ability. At present, the phenomenon of "rote memorization" in geography teaching is precisely related to the fact that geography teachers do not pay attention to improving map teaching ability. Therefore, geography teachers should study hard and use new geography teaching methods such as electronic maps to conform to the new concept of geography quality education under the new situation. Fifth, in the evaluation of geography teaching, we should attach importance to the ability-based geography classroom teaching reform and combine it with the reform of geography teaching evaluation methods, especially the reform of rote examination methods. Some geography teachers even put students' expectation of learning geography well on "exams". Practice has proved that this idea was, is and will not work. For example, in some places, the reform of learning evaluation of junior high school geography teaching has changed from the original closed book to the full open book; The scope of opening books was changed from maps and textbooks to only "opening" maps and not "opening" books; The content of students' learning evaluation focuses on the analytical ability of reading and using pictures. In recent years, this reform measure has also been adopted in the political subject of the senior high school entrance examination in Baise, which has been welcomed by schools, teachers and students. In this way, the political subjects of non-graduating classes in our school were carried out and welcomed by teachers and students. I have been teaching geography for many years, but I usually don't pay attention to it as the main subject. At the end of the term, I will take the municipal unified examination as an evaluation of "teaching" and "learning". In today's quality education, as far as junior high school geography is concerned, why not? In some areas of Guangxi, the geography entrance examination is unified, and students attach great importance to it and teachers are highly motivated. So I think geography should be like the politics of the senior high school entrance examination in other regions and Baise City. " "Open book" can not only reduce the breeding of students' cheating, but also provide an objective and fair environment, and it is much more convenient to operate than "closed book". This kind of examination can test students' true geographical level, arouse teachers' attention to map teaching, guide students to pay attention to improving their map reading ability at ordinary times, and really play the role of "reducing burdens and increasing efficiency" in geography teaching. Students feel that such an exam does not need to be "rote" and can develop their own geography learning level independently. The characteristics of geography learning evaluation questions should be: framework, that is, the necessary geographical facts for citizens, such as China's geographical location, China's geography and world geography; Maps, that is, all questions can be completed by looking at maps (including a large number of place names); Openness, such as traveling to Yunnan, Guilin and other places in summer, including the calculation of orientation, distance, driving speed and temperature. This way of learning evaluation can narrow the distance between teachers and students, and change students' fear and contrary psychology of geography. At the same time, it can also promote the renewal of teachers' teaching concepts and habits; It can guide both teachers and students to clarify the methods and objectives of geography learning, strengthen the role of maps in geography learning, and thus help to cultivate students' practical ability; The role of geography teaching in quality education has been strengthened, and students' lifelong learning ability has been cultivated. Of course, taking the reform of junior high school geography learning evaluation as a "bull's nose" is also conducive to promoting the "interaction" between geography teaching and learning and promoting the substantial improvement of geography classroom teaching level. Junior high school geography teachers have a heavy workload in education and teaching, and most of them can't become so-called "scholar-type" teachers, and most of them can't carry out in-depth exploration of geography teaching theory and teaching mode with geography teaching theory workers as the mainstay. However, geography teachers are the main force to undertake the tough battle to improve the teaching quality of junior high school geography education. Because geography teachers really face students, on the one hand, they should be very good at implementing "takenism" and using new geography teaching theories, models and means, on the other hand, they should pay more attention to using geography classroom teaching methods suitable for students, and pay attention to reforming and adjusting teaching methods according to their own characteristics, new students' characteristics, new curriculum characteristics, new teaching environment and new geographical science progress, so that their own geography teaching methods can be continuously taught and the classroom teaching level can be continuously improved. If every junior high school geography teacher can seriously carry out the reform of classroom teaching methods, junior high school geography curriculum can become a favorite course for students and an unforgettable teacher, and can also improve the overall level of geography teaching. In short, under the guidance of the new theory of geography curriculum standards, the Party's educational policy, and the basic concepts of "student-oriented development", "learning geography for life" and "learning geography for life", we should strengthen geography classroom teaching, adhere to the principle of "focusing on student activities, supplemented by teachers' lectures, with student activities ahead and teachers' evaluation behind", and keep in mind the "Theory of Three Represents". With Scientific Outlook on Development as the concept, in geography classroom teaching, through the close interaction between geography teaching and daily life, we can convey geographical ideas, cultivate students' interest and initial ability in learning geography, and finally make students move from "knowing geography" to "learning geography" and embark on a vast world of "learning geography", which will be a beautiful spring for geography classroom teaching.