Time goes by and never stops. I believe everyone is full of expectations for the upcoming work and life! So how to write the geography lesson plan for the eighth grade next semester? The following is the geography teaching plan for the next semester of Grade 8. I hope you like it!
Geography teaching plan for the eighth grade next semester (selected text 1) 1. Guiding ideology
Based on the geography curriculum standards, every student can have a deeper understanding of geography knowledge and think more about the future learning direction by studying geography. Be able to have more development in inquiry ability, learning ability and problem-solving ability; Can improve their sense of responsibility, spirit of cooperation and innovative consciousness. By studying geography knowledge closely related to students' life, we can convey geography thoughts, cultivate students' interest and initial ability in learning geography, and finally make students change from "learning geography" to "using geography".
Second, the basic situation of students
Through the study of the geography textbook in the first volume of Grade 8, students have a certain perceptual knowledge of China geography, and initially have the ability to read, analyze and judge. Have a certain understanding of the general situation of China. Most students are self-motivated, able to abide by discipline, love learning and strive for progress. However, there is a big gap in teaching performance between classes, and many students are playful, unfocused, have improper learning methods and have unsatisfactory academic performance. Faced with this situation, teachers should strengthen ideological education and teach students in accordance with their aptitude. In addition, geography is a non-senior high school entrance examination subject, which is generally ignored by students. In view of this situation, teachers should study textbooks and do well in every class.
Third, teaching material analysis
The content of this volume is divided into six chapters:
Chapter V: Geographical differences in China This chapter is not only a summary of the general part, but also a guide to the division part. Because its content column is close to regional geography, it is arranged at the beginning of the division part. We grasp the general situation of regional geography from a macro perspective, understand the geographical differences in various regions, and lay the foundation for learning regional geography well.
The sixth chapter, the textbook of northern region, begins with this chapter and introduces the northern region, southern region, northwest region and Qinghai-Tibet region chapter by chapter. The northern region is the first of the four geographical regions. The textbook comprehensively describes and analyzes the natural geographical characteristics of the northern region and the influence of the natural environment on production and life. The three northeastern provinces are typical comprehensive areas in the northern region, which not only have unique natural and geographical conditions, but also occupy an important position in the national agriculture and industry. Therefore, the textbook systematically tells the contents of physical geography, agricultural geography and industrial geography in the three northeastern provinces. The Loess Plateau is a special terrain area characterized by loess landforms, so the teaching materials are not comprehensive. But to highlight its particularity and uniqueness. Beijing is the capital of our great motherland and the political and cultural center of the whole country. The textbook tells about Beijing from three aspects: capital Beijing, ancient city Beijing and modern Beijing.
Chapter VII Southern Region This chapter is divided into three parts: first, it talks about natural characteristics and agriculture, and then it talks about the Yangtze River Delta, Hongkong, Macau and Taiwan Province Province respectively. The Yangtze River Delta, located in the middle and lower reaches of the Yangtze River, mainly includes Shanghai, southern Jiangsu and northern Zhejiang. This part focuses on the content of human geography in the Yangtze River Delta. "Oriental Pearl"-Hong Kong and Macao, as our territory, have finally returned to the embrace of the motherland after a hundred years of vicissitudes. Hong Kong and Macao are special administrative regions with special social systems. Taiwan Province Province is a sacred territory and an inalienable part of the motherland. It is the common aspiration of the people on both sides of the Taiwan Strait to realize the reunification of Taiwan Province Province with the motherland as soon as possible.
Chapter VIII Northwest The first section of this chapter tells the characteristics of the natural environment in northwest China and its influence on production and life. The second section is the arid treasure land-Tarim Basin, which first describes the natural environment characteristics of the basin, highlights the drought, and then highlights the development of energy resources in the basin, highlighting that the Tarim Basin is a "treasure land".
Chapter IX Qinghai-Tibet Region The first section of this chapter, like the previous three chapters, still gives an overview of the Qinghai-Tibet region first, mainly describing the characteristics of the natural environment in the Qinghai-Tibet region and its influence on production and life. Section 2 Plateau Wetland-Three Rivers Source Area. Sanjiangyuan is the source catchment area of the Yangtze River, the Yellow River and the Lancang River, and it is a unique geographical area in China and even in the world.
Chapter 10 China in the World This chapter summarizes the national conditions of China, which is conducive to understanding the motherland from a geographical perspective and enhancing students' sense of national pride and hardship.
Fourth, specific measures.
1, do a good job in regular geography classroom teaching. Prepare lessons carefully and try to teach every lesson well; Make sure to practice every class and change all batches.
2. Seriously study the 20__ version of the new curriculum standard theory, grasp the essence of the new curriculum standard, and use scientific theory to guide teaching practice.
3. Make full use of network resources, collect and sort out lesson preparation materials, and prepare sufficient materials for the production of geography courseware.
4. Strengthen the consolidation of basic knowledge, attach importance to the combination of knowledge points and current affairs geography, and conduct all-round open test training.
5. The teaching objectives are clear, and each class should closely focus on the objectives.
6. We should teach students basic concepts and viewpoints correctly.
7, to distinguish between primary and secondary, highlight the key points, disperse the difficulties, grasp the key points, detailed properly, moderate speed.
8. Pay attention to the ideological education of students, and pay attention to the dialectical materialism and patriotism education of students.
Verb (abbreviation of verb) teaching plan
The first week, chapter 5
The second week to the fifth week, chapter 6.
Weeks 6-9 Chapter 7
Tenth round exam
1 1 week to week 12, chapter 8
Week 13 to week 14, chapter 9 and chapter 10.
Review from week 15 to week 16.
The eighth grade geography exam in week 17
The geography teaching plan for the next semester of Grade 8 (Selected II) 1. Analysis of learning situation
This year's students are not very interested in learning geography. Last semester, the average geographical score was about 45, and the overall score was not ideal. The reason is that many students don't like studying. So students with high scores are pulled down on average. We should try to improve students' grades this semester. I start with stimulating students' interest in learning, improve the psychology of students who have always regarded geography as a minor subject, and have not studied hard and taken it seriously, so that they can unconsciously concentrate on biology learning, and strive to cultivate a group of biology lovers who love biology research, and try their best to make use of scattered memories in their studies to avoid surprise before the exam. This is a way to improve the quality of teaching. When necessary, adopt the teaching mode of group study and discussion to improve students' learning enthusiasm, try not to let any student fall behind and complete the tasks of the exam.
Second, teaching material analysis
This semester's teaching content introduces the regional differences in China, the understanding of provinces and regions, the understanding of the inland areas of the province, and the understanding of inter-provincial and international China. ***5 chapters, the content is less than last semester, but it increases students' reading and broadens their knowledge.
Third, the teaching objectives
1, aiming at comprehensively improving students' scientific literacy and cultivating their innovative spirit and practical ability.
2. Through the study, students can have a clearer understanding of the regional differences, provincial differences, intra-provincial differences, inter-provincial differences in China and China going global.
3. Let students know how to live a healthy life through learning.
4. Educate students in materialism and patriotism.
Fourth, specific measures.
1. Carefully adopt advanced teaching methods and train new textbooks.
2. Carefully organize and plan the classroom teaching plan.
3. Explore new teaching methods to improve classroom quality and efficiency.
4. After-class tutoring, writing small papers and making small productions to improve students' interest.
5. Correcting homework carefully and solving students' problems.
6. Cultivate gifted students and transform underachievers.
Verb (abbreviation of verb) competitive consultation
It is necessary to thoroughly summarize and explore the ways to cultivate outstanding students and special students, build a curriculum system that adapts to the growth of outstanding students, and change the single training mode; Do a good job in the early discovery and training of outstanding students, strengthen the education of outstanding students, improve the incentive and guidance mechanism, improve the league system at all levels, promote training through competition, and encourage outstanding students to be top-notch and take the lead in setting an example.
Only in this way can we do a good job in eugenics, adapt to the requirements of quality education and make better use of the 20__ Biological League. We set up a biology league team to introduce the knowledge about biology league to students regularly, stimulate their interest in learning, and clarify the purpose and significance of this counseling.
During the counseling period, students are strictly required, especially in the new form, to have higher requirements and cultivate students' practical ability and analytical ability. At the same time, we should pay attention to methods and skills in teaching and cultivate their ability to draw inferences from others. Do timely, moderate and appropriate training, broaden your horizons and strengthen students' interest in learning. Explore new counseling and learning methods suitable for students and strive to develop students' thinking ability. At the same time, we should do a good job in preparing lessons and give guidance in a purposeful and planned way. We will also conduct appropriate tests, compile topics according to the related topics of each city, strengthen training, and focus on correcting.
Sixth, teaching methods.
1, classroom teaching and review should focus on three levels.
(1) What is it? Around the outline, implement the foundation, solve the key and difficult points, and take the degree of learning mastery as the evaluation standard.
(2) Why? Around the syllabus, let students know the main points of assessment and guide students to review after class.
(3) What should I do? Take the exam as an example to guide students to use knowledge to solve problems with exam-oriented consciousness.
2. Pay attention to students' main role in learning.
To firmly establish the concept of "student-oriented", the acquisition of ability comes from the internalization of knowledge by learners themselves, and the transformation from knowledge to ability must go through a bridge, which is students' autonomous learning activities. Summarizing after a lot of practice is very important, and it can't be replaced by simply publishing the answers. Otherwise, students will be deprived of their right to independent activities as the main body of review and examination. It is not conducive to the formation of students' ability. The classroom teaching of biology teachers should change from "how much I talked about in this class" to "how much students can improve in this class"
3. Choose exercises and implement effective training.
Teachers should optimize and choose exercises according to the school situation and learning situation. Do multiple-choice questions carefully, with moderate density, appropriate timing and timely feedback. Ensure that the middle-grade questions get high marks, drive the low-grade questions to get full marks, and hit the high-grade questions to get more points. We should evaluate methods, laws and abilities through comments.
4, strengthen the implementation, focusing on persistence.
In short, I insist on "teaching and educating people as the foundation, taking dedication as the joy and helping people to become talents as the ambition", and go all out to successfully complete the task of TEM-8, so as to strive for every student to get good grades.
The land and sea distribution of geography teaching plans for next semester
First, the teaching objectives:
1. Please understand that the earth is the cradle of human growth and the only home for human life.
2. Understand the basic situation of land and ocean distribution in the world and the proportional relationship between ocean and land area.
3. Ask students to master the names and distribution of seven continents and four oceans.
4. Cultivate students' ability to read and analyze pictures.
Second, the focus of teaching: the distribution and size of seven continents and four oceans; The concepts of continent, continent, island, peninsula and strait.
Teaching difficulties: the shapes and relative positions of seven continents and four oceans.
Fourth, prepare teaching AIDS: world administrative map and fill-in-the-blank map.
Fifth, teaching methods: look at pictures and compare.
Sixth, class schedule: 2 class hours.
Seven. teaching process
One, three parts land and seven parts sea.
1, land and sea area
Proportion of category area (100 million square kilometers)
Haiyang 3.6 17 1%
Land 1.4929%
The earth surface is 3.61+1.49 = 5.1100%.
2. Land and sea distribution
Northern Hemisphere and Southern Hemisphere Eastern Hemisphere and Western Hemisphere
Ocean southern hemisphere western hemisphere
Northern Hemisphere and Eastern Hemisphere Land
Second, seven continents.
1. Concept: continent, continent, island and peninsula.
2. Names and boundaries of continents
Asia, Africa, North America, South America, Antarctica, Europe, Oceania.
Some use natural boundaries, such as mountains, rivers, lakes and straits. Some use unnatural boundaries, such as canals.
Such as: Asia and Europe (natural border); Asia and Africa, North America-South America (unnatural boundary).
3. The size of the mainland
The largest is Asia and the smallest is Oceania. Mandarin: Asia, Africa, North and South America, Antarctica and Europe.
Three, four oceans
1. Concept: Strait
Step 2 distribute
Pacific Ocean: North and South America in the east, Asia and northern Oceania in the west, and the Arctic Ocean through the Bering Strait.
Atlantic Ocean: It is located between North and South America, Europe and Africa, bordering Antarctica in the south and the Arctic Ocean in the north, showing an "S" shape.
4. Size
Pacific Ocean, Atlantic Ocean, Indian Ocean and Arctic Ocean.
Geography teaching plan for the next semester of grade eight (selected three) I. Teaching objectives
Knowledge and skills
Can tell the main climate types and distribution areas on the world climate distribution map.
Process and method
Through the extraction of geographical information such as pictures, maps, charts, reading materials, collected proverbs and poems, students' ability to obtain information is improved and their comprehensive ability to analyze and solve new knowledge is cultivated.
Emotional attitudes and values
1. Guide students to start from real life experience, stimulate students' interest in geographical issues, understand the role and value of geographical knowledge, and form a positive learning attitude.
2. By listening to the local weather forecast, understand the weather and climate characteristics of hometown, care about the environment and development of hometown, and enhance the feelings of loving hometown and motherland.
Second, the difficulties in teaching
focus
Main climate types and distribution in the world.
difficulty
Main climate types and distribution in the world.
Third, the teaching process
Link 1: Introducing a new lesson
Multimedia Display Projection: Scenery Pictures of Four Seasons in Beijing. Du Yu in the suburbs of Beijing in spring, Badaling Great Wall in summer, Du Yu in the suburbs of Beijing in autumn and Badaling Great Wall in winter.
The teacher guides the students to look at the pictures and think: Why is there such a big difference in the same area? (Due to different seasons, the climate is different)
Multimedia display and projection: two sets of scenery pictures in different areas (north and south, east and west) in the same season: (February Hainan scenery, Daxinganling winter scenery, Inner Mongolia temperate grassland summer, China temperate desert summer)
(1) Let the students look at the pictures and make a comparative analysis. Answer: What is the factor (temperature) that affects the landscape difference between the north and the south of China? What is the influencing factor of landscape difference between east and west (precipitation)?
(2) What information can be obtained from the changes of the above landscape map?
Summary of teachers and students: The climate in China is very different, and the climate difference in the world will be even greater. This leads to the topic.
Link 2: New Curriculum Teaching
1, distribution of climate types in the world
Activity 1: contrast and paste-understand the distribution of climate types (the teacher draws the outline of the world on the blackboard in advance)
Activity requirements: Refer to the world climate distribution map, let students quickly put the cardboard marked with climate types in the appropriate position on the world map to see which group takes the shortest time, and please introduce the experience and what good methods can quickly find the corresponding position.
Teachers and students concluded that the low latitude area is a tropical climate type, and the high latitude area is a cold climate type, which mainly changes with the latitude change; Mid-latitude region is a subtropical and temperate climate type, which mainly changes with the change of land and sea position. We collage according to these rules.
2. Distribution law of climate types in the world.
Teacher PPT shows the distribution map of world climate types on page 65 of the book. Students read the map and think about the following questions.
(1) What are the main climate types in the world?
(2) What are the climate types in tropical areas? What's the difference between different climates? What about temperate and cold zones?
(3) What are the climatic types of the east coast, inland and west coast of Eurasia in temperate regions?
Teacher-student summary
(1) The main climate types in the world are tropical climate: rainforest climate, savanna climate, tropical monsoon climate, tropical desert climate, subtropical monsoon climate, Mediterranean climate, temperate maritime climate, Wendy monsoon climate, temperate continental climate and polar climate (tundra, ice sheet climate).
(2) Tropical: tropical rain forest climate, tropical grassland climate, tropical monsoon climate and tropical desert climate. Temperate zone: maritime climate, warm monsoon climate and temperate continental climate. Cold zone: polar climate (tundra, ice sheet climate).
(3) The east coast of Eurasia has monsoon climate, the inland has temperate continental climate, and the west has temperate maritime climate.
Link 3: Consolidate and improve
Teachers ask students to point out their latitude and land and sea position on the climate distribution map, and show the landscape pictures in various climate types with students' answers, so as to enhance students' perceptual understanding of the introduced climate types and distribution laws.
Teacher-student summary
The tropical rain forest climate is mainly distributed near the equator, where it is hot and rainy all year round, plants are evergreen all year round, and dense tropical rain forests are distributed in many places.
The savanna climate is mainly distributed in the north and south sides of the rainforest climate. It is hot all year round, with obvious dry season and rainy season. There are few trees and tall grass on the ground.
The temperate monsoon climate is mainly distributed in the temperate zone in the eastern part of Eurasia. There are four distinct seasons here. Summer is hot and rainy, and winter is cold and dry. Growth of deciduous broad-leaved forest.
The climate in the cold zone is mainly distributed in the polar circle, and the temperature in most areas is low and the ground is covered with ice and snow.
Step 4: Summarize the homework.
Summary: Let the students review and summarize the main points of this lesson.
Homework: Please show the characteristics and distribution of the world climate types in your favorite way.
Geography teaching plan for the eighth grade next semester (selected four) 1. Teaching objectives:
1. Grasp the distribution, causes and characteristics of global climate types;
2. Master the interpretation methods of global climate types.
Second, the schedule:
1 class hour.
Third, the class type:
New teaching.
Four, teaching difficulties:
1, teaching focus: master the distribution, causes and characteristics of global climate types;
2. Teaching difficulties: mastering the interpretation methods of global climate types.
Five, teaching methods:
Read pictures.
Sixth, the teaching process:
1. Import: Look at the picture and recognize the area: Look at the picture and judge its area according to the landscape of the picture, so as to determine its climate type. (Tropical rain forest, tropical desert, temperate zone, frigid zone)
2. Climate: The climate of a place is the average of the weather for many years.
Weather refers to the atmospheric conditions of a place in a short time, such as sunny, rainy, hot and cold.
Do the following sentences describe weather or climate?
Kunming has four seasons like spring; -Climate
But now I remember that night, that storm, and I want to know how many flowers were broken; -The weather
The wind will come tomorrow; -The weather
The whole class is divided into ten groups, and a climate type is selected by drawing lots to discuss the distribution law, formation reasons and climate characteristics of climate types.
Tropical rain forest climate: mainly distributed in the equator and its vicinity. The tropical rain forests in the world are distributed in the Amazon River basin, the Congo River basin in Africa and the islands in Southeast Asia. Controlled by the equatorial low-pressure belt all year round, it is hot and rainy all year round.
The polar regions are cold all year round; -Climate
It's sunny. -The weather
3. Read the world climate type map:
Tropical grassland climate: mainly distributed in the south and north of the tropical rain forest climate zone, one distributed in the African continent. Controlled alternately by equatorial low pressure area and trade wind area, the annual temperature is high. There are two seasons: dry season is hot and dry, and rainy season is hot and rainy.
Tropical monsoon climate: mainly distributed in Indian Peninsula in southern Asia and Indo-China Peninsula and Philippine Islands in Southeast Asia. Affected by the difference of thermal properties between land and sea and the seasonal movement of wind belt in pressure zone, the annual high temperature and annual precipitation are relatively large, which are obviously divided into dry season and rainy season.
Tropical desert climate: distributed in the western and central parts of the mainland near the Tropic of Cancer. The Sahara desert in Africa is a tropical desert in the world. Tropical deserts are also distributed in the Arabian Peninsula in Asia and central Australia. It is controlled by trade winds or subtropical high pressure belts all year round, and it is hot and dry all year round.
Geography teaching plan for the next semester of grade eight (selected five) I. Teaching objectives
1. Understand the distribution of population, nationalities and cities in Northeast China with charts.
2. Learn to use maps and other materials to summarize the distribution characteristics of a certain population and city.
3. Cultivate students' ability to acquire, process and comprehensively analyze graphic information.
4. Cultivate students' concept of harmony between man and land.
Second, the importance and difficulty of teaching
Key points:
1. Summarize the characteristics of population distribution in Northeast China with "Northeast Population Distribution Map" and "Northeast Area and Population Statistics Table".
2. Using the Map of Cities and Railways in Northeast China, the distribution characteristics of cities in Northeast China are summarized.
Difficulty: Mastering the general method of learning regional geography infiltrated in this textbook can be migrated and applied under new circumstances.
Third, the teaching process design
Reveal the topic and get to the point.
Put forward learning objectives
1. Use charts to understand the distribution of population, nationalities and cities in Northeast China. You can extract effective information from charts and have the ability of geographical calculation.
2. Learn to use maps and other materials to summarize the distribution characteristics of a certain population and city. Be able to apply what you have learned and solve problems with practice.
Point out the difficulties in learning.
Key points:
1. Summarize the characteristics of population distribution in Northeast China with "Northeast Population Distribution Map" and "Northeast Area and Population Statistics Table".
2. Using the Map of Cities and Railways in Northeast China, the distribution characteristics of cities in Northeast China are summarized.
Difficulty: Mastering the general method of learning regional geography infiltrated in this textbook can be migrated and applied under new circumstances.
population distribution
Teaching process:
Teach yourself to look at pictures and guide thinking (deskmate cooperation)
Complete the activity questions in the textbook P3 1 (about 5 minutes).
The first and second questions in the activity are calculated directly by the students. The third question guides students to look at the legend to make it clear that different colors represent different population densities, and then let students look at the population distribution map of Northeast China. First find out the densely populated areas and sparsely populated areas, and then further guide students to summarize the population distribution characteristics in Northeast China. After summarizing the characteristics of population distribution, please ask several students to answer the following questions:
1. By looking at the map, please tell me where the population density in Northeast China is greater than 100 people /km2.
The teacher emphasized that the central and southern plains are mainly Songnen Plain and Liaohe Plain.
2. Think about it. What are the main factors affecting population distribution?
Students answer, and finally the teacher summarizes. The main factors affecting the population of a region are geographical location (latitude, land and sea location), topography, climate, rivers, traffic conditions, industrial and urban distribution, resource distribution and so on.
After analyzing this problem, let the students read the 3 1 page text together, and guide them to draw the key knowledge points (reproduced in: wwW.Bjyld.com Moon Island Education Network: the third lesson plan of the eighth grade geography).
Teacher: Students, we know that the Northeast used to be called "the Great Northern Wilderness", with a vast territory and a sparsely populated area. So how did the desolate land of that year become a densely populated and economically developed area today? Let's look at the reasons for the rapid population growth in Northeast China through a video. I chose the opening part of a hit TV series "Braving the Kanto", which just tells the background of the era of Braving the Kanto, so as to stimulate students' enthusiasm for learning. )
Teacher: As we all know, Northeast China is one of the main distribution areas of ethnic minorities in China. Please find out the location of the main ethnic minorities in Northeast China on the map of the main ethnic minorities in Northeast China on page 32 of the textbook. Teacher-student interaction: the teacher said which nationality asked the students to find which nationality. Look at the pictures and ask the students to find the most widely distributed nationalities in the pictures. After completing the teacher-student activities, let the students watch multimedia, and the teacher will guide the students to understand the distribution of various ethnic groups. Let students have a deeper impression on the distribution of ethnic groups. Give a picture with Manchu characteristics to attract students' attention. Find a student to read "Cheongsam and Flag Dress" to increase students' extracurricular knowledge.
Classroom activities:
The activity questions on page 33 of the textbook are mainly student activities (grouping), which are discussed among students and finally answered by a student representative. After the students answer, the teacher finally summarizes the answers given by the previous students, and leads the students to watch the multimedia courseware and the habits and traditional cultures of the two nationalities to increase their extracurricular knowledge.
The teacher concluded: Through our previous study, we will now use maps and related charts to analyze some geographical problems. In addition, we learned about the living habits and cultural characteristics of different ethnic minorities, which laid a certain foundation for our future study and life.
Urban distribution
Teaching process:
Teacher: Boys and girls, do you know any cities in Northeast China? Do you know how these cities are distributed?
Students' free play
Teacher: well, the students have said so much, and they are all good, but they are chaotic. So today, the teacher will lead you to systematically analyze and study the urban distribution in Northeast China from the perspective of geography, and you will gain something after learning it.
Classroom activities
Cooperative inquiry: the teacher gives the map of cities and railways in Northeast China, and asks students to find out the relevant cities in combination with the activity questions on page 35 of the text. Then explore in groups and think about the first two questions given by the courseware. The third question gives a map of railway distribution, so that students can find out the main railway trunk lines in Northeast China-Jingha Line, Harbin-Dalian Line, Binzhou Line and Suibin Line, and emphasize the names of the starting and ending cities of each railway trunk line. The teacher guides the students to summarize the distribution characteristics of cities in Northeast China: Northeast China is a region with dense cities and high urbanization level in China; Cities are concentrated on traffic trunk lines, especially Harbin-Dalian line, Binzhou line and Suibin line.
Autonomous learning: Let the students read the text and some small words by themselves and summarize the main characteristics of Harbin, Changchun and Shenyang. Show courseware to deepen memory.
Sublimation of thinking: Dalian is a northern city. Why is it "no heat in summer and no cold in winter"? What are the advantages of holding an international fashion festival in Dalian?
Teacher's Tip: Combined with the previous methods of learning the characteristics of population distribution, this paper analyzes the geographical location, climate and traffic conditions. Show courseware to deepen understanding.
Summary: Give the learning framework of this lesson and let the students fill in the blanks, so as to sort out this lesson and strengthen memory.
Classroom test:
First, guess who I am.
1. My population density is the smallest among the three plains in Northeast China. I am _ _ Sanjiang Plain _ _.
2. I am a province with a high population density among the three northeastern provinces. I'm from Liaoning province.
I am the most populous minority in Northeast China. I am _ _ _ Manchu.
I connected Harbin-Dalian line, Binzhou line and Suibin line. I'm from Harbin.
Second, the ability to improve.
Look at the picture and answer the following questions.
According to the knowledge learned, analyze the reasons for the dense population in the south-central part of Northeast China.
The teacher summed up: the central and southern parts are mainly plains; Developed agriculture; Developed industry and transportation; It has a long history of development.
The purpose of this activity is to check students' understanding of learning objectives (learn to summarize the distribution characteristics of population and cities in a certain place with maps and other materials). Apply what you have learned, the ability to solve problems with practice) and the degree of mastery of important and difficult points (understand the transfer and application of the general method of learning regional geography infiltrated in this section under the new situation).