First, when it comes to textbooks:
The imbalance between the distribution of natural resources and regional socio-economic development has created the demand for people and things exchange between different regions. Traffic is the main means to realize the displacement of people and things, and the layout of traffic lines will directly affect all aspects of social life. What impact will the change of traffic layout have? The text is mainly described in two parts:
(1) on the spatial form of settlements.
(2) the impact on the distribution of commercial outlets. The textbook focuses on the influence of traffic layout changes, emphasizing the word "change" and embodying two "influences".
Although there are not many words in the textbook, the content is closely related to the environment in which we live. This section is equipped with many "activities" and "cases", which is an important part of the textbook and should be given enough attention when studying. By designing activity content teaching around related "activities", students' positive thinking can be mobilized, students can actively participate in the process of learning and activities, and their learning ability and independent inquiry ability can be cultivated.
1, knowledge and skills:
(1) Combined with the case, this paper analyzes the influence of the change of traffic mode layout on the spatial form of settlement and the layout of commercial outlets.
(2) Integrate theory with practice, and cultivate students' ability to find and solve practical problems in life with the geographical knowledge they have learned.
2. Process and method: Through case analysis, cooperative exploration and comparison, analyze the influence of the change of transportation mode layout on the spatial form of settlement and the layout of commercial outlets.
3, emotional attitudes and values:
(1) By studying the contents of this section, students can contact real-life examples and bring geographical knowledge into life, so as to understand the influence of changes in traffic layout on the layout and development of cities and their commercial outlets, and learn to understand and analyze problems with a developmental perspective.
(2) Learn to analyze the problems existing in urban traffic with geographical knowledge and put forward reasonable suggestions, so as to cultivate students' sense of responsibility in urban traffic planning and construction and cultivate students' feelings of loving the motherland.
The influence of the change of traffic mode and layout on the spatial form of settlement and the layout of commercial outlets.
Cultivate students' skills of mastering knowledge through case analysis.
Second, the teaching method of speaking:
Through the comprehensive use of map reading analysis, case analysis, cooperative inquiry, comparison and other methods, students can extract information by reading maps, analyzing written materials and case materials, and master the influence of changes in transportation mode and layout on the spatial form of settlements and the layout of commercial outlets, so as to give full play to the leading role of teachers and the main role of students and improve their comprehensive ability.
Under the network environment, we can fully collect data and information, use multimedia demonstration means, and strengthen students' feelings through various pictures and materials, so as to make better analysis and comparison. For example, according to Figure 5.8 "Schematic Diagram of Commercial Networks in Mountainous Areas" and Figure 5.9 "Schematic Diagram of Commercial Networks in Plain Areas", the influence of traffic modes in mountainous areas and plains on the distribution of commercial networks is compared, and the characteristics and reasons of the distribution of commercial networks in mountainous areas and plains are obtained.
Third, the methods of speaking and learning:
Students can discuss, compare, analyze and explain the influence of traffic mode and layout changes on the spatial form of settlements and the layout of commercial outlets through various charts and case materials demonstrated by multimedia, which can better meet the requirements of curriculum standards for knowledge and skills.
Fourth, talk about the teaching process:
1. Introduce a new lesson: Through a questionnaire survey, "If you are an ordinary working class and want to buy a house, which three factors do you think are the most important?" This paper introduces the importance of traffic, and introduces the influence of the change of traffic mode and layout on the spatial form of settlement and the layout of commercial outlets.
2. New course teaching: To understand the influence of the change of transportation mode and layout on the spatial form of settlements, first review the basic knowledge of settlements and the knowledge of settlement form and spatial form with students. Then the influence of traffic conditions on the spatial form of settlements is analyzed and compared by reading the map. By supplementing the knowledge of "the rise and fall of cities along the Grand Canal", the development of traffic lines will drive the changes of the spatial form of settlements. The second part, "Impact on the distribution of commercial outlets", is also in the above order, that is, first make a brief question about the relevant knowledge of commercial outlets, and then analyze the impact of traffic conditions on the density of commercial outlets, the location of commercial outlets and the development of market towns through specific cases. Generally speaking, the teaching of this course mainly relies on specific cases to deepen students' understanding and mastery of knowledge.
Finally, summarize the content of this lesson, arrange appropriate homework, consolidate the knowledge learned in this lesson and improve the application ability.
2. Senior three requires the second volume of geography lecture notes.
First of all, talk about textbooks.
The content is selected from the second section of Chapter 4 "The Formation of Industrial Zone" in the geography textbook Compulsory 2 of People's Education Press. This paper mainly talks about two parts: industrial agglomeration and industrial regions, industrial dispersion and industrial regional relations. It is the extension of some contents of industrial location theory and the foundation of some contents of old and new industrial zones. The content of this section is relatively simple, and there is no need for too complicated theoretical and memorable content, as long as students master the reasons and advantages of industrial agglomeration or industrial dispersion. What needs to be emphasized here is that there is no difference between industrial agglomeration and industrial dispersion, and both are business strategies adopted in order to obtain greater benefits.
Knowledge goal: to master the causes of industrial agglomeration and the characteristics of the two modes. Master the reasons and advantages of industrial decentralization.
Ability goal: be able to apply what you have learned to explain related industrial phenomena.
The goal of moral education: look at things comprehensively, analyze problems with both advantages and disadvantages, and analyze concrete problems.
Teaching emphasis: knowledge goal, grasp the reasons of industrial agglomeration and the characteristics of the two models, and grasp the reasons and advantages of industrial dispersion.
Teaching difficulty: ability goal, can apply what you have learned to explain related industrial phenomena.
Second, oral teaching methods
Narrative method
Multimedia computer
Third, theoretical study.
The focus of this section is on the citation and understanding of examples. It's not difficult to learn. Generally, we can grasp the reasons and advantages of industrial agglomeration or industrial dispersion, and we can apply relevant theories to explain general industrial phenomena. The industrial area formed by industrial agglomeration is an organic whole, not a simple mechanical patchwork. Whether there are industrial links in the process or only in space, it constitutes an industrial area with cooperative relations. All the reasons for industrial agglomeration are to reduce production costs and gain greater benefits. Correspondingly, the phenomenon of industrial dispersion often occurs in the field of electronic products with small volume, light weight and high price. It is an industrial phenomenon after the development of modern transportation and communication technology. Its purpose is to make use of the superior geographical conditions in different regions and save money. It should be noted that industrial agglomeration is not necessarily better than industrial dispersion, and industrial dispersion is not necessarily better than industrial agglomeration. There is no difference between good and bad, and the purpose is the same.
Fourth, the process of speaking.
Before introducing the text, it is necessary to review the contents of the previous section. As the basis of this chapter, the content of industrial location theory is not directly mentioned in this section, but it always affects the teaching process. Then according to the two key contents mentioned in this lesson, the corresponding examples in real life are put forward respectively, which will arouse students' attention to such problems. For example, the originals of electronic products are marked with the names of many producing countries; Factories are always clustered in the industrial center, not evenly distributed on every plot. These two examples respectively represent two phenomena: industrial dispersion and industrial agglomeration. We are often afraid to mix the contents of exams in formal classes, which is just like studying for exams. In fact, we might as well combine the two organically, make the retelling of questions more suitable for the content of textbooks, make common examination contents into cases and integrate them into the classroom, and the teaching effect will be more remarkable.
What needs to be taught next is the content of industrial agglomeration. First of all, we should explain two modes of industrial agglomeration. Students can easily accept the industrial connection in the process, and the products directly cut into one factory are the raw materials of another factory. As for the industrial connection in space, it is easy for students to make mistakes in understanding. They regard this connection as sand in a cloth bag, which has nothing to do with each other and is artificially set together. In fact, the industrial links in the region are also an organic whole, and they also need mutual cooperation. Moreover, not all enterprises can settle in an industrial zone, which often requires government policy guidance and certain access system, so we often see that some similar enterprises gather in the same industrial zone, and they are jointly building a cultural brand. Therefore, for this teaching, I will try my best to introduce the advanced concepts of industrial parks to students, so that students can understand the phenomenon of industrial agglomeration in essence.
The following is an explanation of the industrial relations in the industrial area, mainly involving the industrial relations in the process. In the processing of this passage, I will disperse the steel, petrochemical, mechanical processing and other industrial departments into a step-by-step process, so that students can understand the relationship and structure of this industry, and then the understanding of the concept of industrial development degree is relatively simple.
The next thing to talk about is the content of industrial decentralization. Industrial decentralization is based on modern means of transportation and communication technology. Mainly aimed at the production field of electronic products with small volume, light weight and high price. The purpose is to choose different production areas according to the different properties of the original parts, make use of their different advantages and save money. Because the cases are aimed at the production of high-tech products, I will pay attention to avoid describing more advanced industrial dispersion in the teaching of this textbook. Let students understand that there is no difference between industrial agglomeration and industrial dispersion.
Finally, we will summarize this lesson. Because this section is less and simpler, you can add some exercises at the end, focusing on the relevant knowledge points in the first two sections.
3. Senior three requires the second volume of geography lecture notes.
First of all, talk about textbooks.
This lesson comes from the study of the second chapter of the second compulsory edition of People's Education Press. This lesson mainly requires students to apply the previous knowledge, analyze the factors that should be considered in housing, the negative effects in the process of urbanization, and how we should calmly analyze urbanization and apply it to real life.
Knowledge goal: the factors that affect the purchase of houses;
Understand the meaning and characteristics of suburbanization and anti-urbanization, and analyze material phenomena.
Ability goal: be able to analyze factors such as self-factors, social environment and so on, and reasonably choose housing.
Emotional goal: establish an emotional attitude towards urbanization, and don't judge one thing at will in combination with yourself.
How to combine various factors to choose a reasonable house?
Understanding of suburbanization and anti-urbanization
Understanding of suburbanization and anti-urbanization
Second, oral teaching methods
Group discussion, investigation, comparison and induction
Teaching materials, multimedia
Third, theoretical study.
1, using the form of group inquiry before class to investigate the problems learned and cultivate students' communicative expression ability and cooperative inquiry ability;
2. Draw a conclusion through comparison, improve students' ability of analysis and generalization, and grasp the essential characteristics of things to solve problems;
Fourth, talk about the teaching process
1. Import learning
Before class, I asked my classmates to investigate and analyze the problem of choosing a house. Today, let's take a look at the students' achievements, sum up the principles of buying a house and guide us to buy a house reasonably.
Design intention: Direct introduction, straight to the point, because students have previewed and investigated in advance, and they all expect to show their achievements when they know what they want to learn, so they can directly show their inner feelings and save time.
2. Activity design
Pre-class activities: Divided into four groups, we investigated three housing lots, namely Confucius Temple, Bancang and Xianlin, Xinjiekou, Nanjing, and conducted a questionnaire survey on housing residents, and designed the questionnaire by ourselves to analyze the factors related to housing purchase, such as housing price requirements, residents' requirements, why residents want to buy houses in this lot, infrastructure settings and so on.
Design intention: Using group inquiry before class to investigate the problems learned can not only enable students to master knowledge and understand that knowledge comes from society, but also cultivate students' communicative expression ability and cooperative inquiry ability.
4. Senior three requires the second volume of geography lecture notes.
First, when it comes to textbooks:
A brief analysis of the textbook: the content is selected from the compulsory geography of senior high school published by People's Education Press, the third chapter is the formation and development of agricultural regions, and the second section is the types of agricultural regions mainly based on planting.
Curriculum standards require:
This paper analyzes the factors of agricultural location, and illustrates the characteristics and forming conditions of main agricultural regional types with examples.
Interpretation of this course standard:
1. Explain the formation conditions and characteristics of agricultural regional types mainly based on planting;
2. Describe the distribution range of commodity grain agriculture, and explain the formation conditions and characteristics of commodity grain agriculture.
Content location and function:
Agriculture is an industry affected by the natural environment. Agriculture is an industry with the longest development history. With the development and progress of society, the influence of social environment on agriculture is increasing. The types of agricultural regions dominated by monsoon paddy field agriculture mainly reflect the influence of natural environment on the formation of agricultural regions; Commodity grain agriculture embodies the influence of social environment on the formation of agricultural regions. This part includes two parts: one is monsoon paddy agriculture, which is mainly distributed in the Asian monsoon region; One is commodity grain agriculture, which is mainly distributed in developed countries.
The text content of the textbook is not much, with a large number of maps and landscape maps. Therefore, in the teaching process, students should be fully organized to consult maps, mine geographical information and cultivate analytical ability. When analyzing agricultural location factors, we must analyze them from two aspects: natural factors and socio-economic factors, and find out the dominant location factors.
Knowledge and skills
1. Understand the distribution, production characteristics and location advantages of monsoon rice agriculture.
2. Understand the regional distribution, production characteristics and location advantages of American commodity grain agriculture.
(2) Process and method
Read the map "Formation and Distribution of Asian Monsoon Paddy Field Agriculture" to understand the regional distribution and location characteristics of Asian Monsoon Paddy Field Agriculture; Analyze the case of "American commodity grain agriculture" to understand the forming conditions and main characteristics of commodity grain agriculture.
(3) Emotional attitudes and values
Establish the concept of developing agriculture according to local conditions and pay attention to the present situation and trend of agricultural development in China; Enhance the feelings of loving the motherland and hometown.
Key points:
This paper analyzes the location factors of agricultural formation in monsoon paddy fields.
Difficulties:
Compare the formation conditions and characteristics of monsoon paddy field agriculture and commodity grain agriculture.
Second, the teaching method of speaking:
Problem teaching, case analysis and comparative induction
Multimedia computer, teaching map
2 class hours
Three. Methods of speaking and learning
Under the guidance of teachers, students use their knowledge to analyze the regional factors of agriculture, and then understand the agricultural regional types dominated by planting. By reading the topographic map of Asia and the distribution map of Asian climate types, they analyzed the distribution scope and location factors of monsoon rice agriculture, understood the distribution and location factors of commodity grain agriculture, and compared them to consolidate their understanding and understanding of the two agricultural types.
Fourth, talk about the teaching process
1. Introducing a new lesson: By reviewing the knowledge learned, the analysis of monsoon paddy field agriculture is drawn out by using the agricultural location factors learned.
2. New teaching:
In the first class, I first got a preliminary understanding of monsoon paddy field agriculture by asking questions. Then, by reading "Asian Topographic Map" and "Asian Climate Type Distribution Map", we can understand the location factors of the formation of monsoon paddy field agriculture, and teachers can summarize them to help students consolidate their knowledge. Then ask the students to read the textbook to understand the characteristics of rice planting, and understand the existing problems of rice planting in China by reading "Landscape of Rice Planting in China".
The second class requires students to study by themselves, read textbooks, ask questions, and master the distribution, management mode, production characteristics and location factors of commodity grain agriculture; Then, through case teaching, students are guided to read the differences between "American Commodity Grain Agriculture" and "Rice Planting in South China", so as to further consolidate their understanding of the location factors of the formation of Commodity Grain Agriculture.
3. Summarize the content of this lesson, arrange appropriate homework, consolidate the knowledge learned in this lesson and improve the application ability.
5. geography lecture notes in the second volume of senior three.
First of all, talk about textbooks.
Geography is a subject that studies the geographical environment on which human beings depend for survival and development, and the relationship between human beings and geographical environment. Geographical environment consists of climate, landform, water, soil, vegetation and other elements. Water is one of the most active factors in geographical environment. The section of land water and water cycle introduces the types of land water bodies, and analyzes the transformation law of water bodies and the principle of water cycle, so that students can have a more comprehensive understanding of the earth's fresh water resources. One of the characteristics of this textbook is to help students understand the geographical environment, pay attention to clarify the basic principles and laws of geographical process and geography, and cultivate students' correct view of man and land. This part is the focus of Unit 3.
Second, talk about teaching objectives
Knowledge target
1, so that students can understand the various types of land water bodies and the mutual transformation law between different types of water bodies, understand the nature of water resources, and make students understand that the amount of water resources is limited in a certain time and space, rather than inexhaustible.
2. Understand the types and main links of natural water cycle and the significance of land-sea water cycle. Understand how human beings turn harm into benefit through the law of water cycle and benefit human beings.
capability goal
1, through the study of charts such as water body types and their transformation, students can master the basic methods and skills of using charts and data; Through the study of water cycle and other knowledge, students can learn to use the basic concepts and principles of geography to analyze and evaluate geographical problems.
2. Learn to draw geographical maps by learning the water cycle.
Moral education goal
Through the study of land water knowledge, students' sense of hardship is enhanced, and a scientific view of environmental resources is established, so that students can form a good habit of saving water.
Third, talk about the key points and difficulties in teaching.
Teaching focus
1, mutual transformation of land water bodies and its laws.
2. The process and significance of land-sea water cycle.
Because this knowledge is the basis of learning the hydrological characteristics of rivers, and it is also the premise for students to correctly understand the nature of water resources. Students will have a deeper understanding of the Three Gorges Water Conservancy Project and the South-to-North Water Transfer Project in China.
Teaching difficulties
1, the recharge of river water and the mutual transformation law of river water, lake water and groundwater.
2. The significance of land-sea water cycle.
These contents are closely related to climate, landform, topography and other geographical elements, but at present, students don't know much about the characteristics of each region, which brings difficulties to their study.
Fourth, talk about teaching methods.
There is no definite method for teaching, so it is necessary to "learn", which is the embodiment of the "people-oriented" educational thought in the new curriculum. Taking this as a starting point, this class mainly adopts the following teaching methods according to the characteristics of teaching content and the age characteristics of students:
1. Construct problem situations and guide inquiry learning.
In teaching, creating a relaxed and harmonious classroom atmosphere, creating a space for thinking about problems and encouraging students to explore in solving problems are conducive to stimulating students' enthusiasm and initiative in learning geography and cultivating students' innovative spirit and geographical practice ability.
2, teacher-student cooperation, student cooperation, and guide cooperative learning.
Teachers and students, students and students exchange information around one or several issues, so as to promote students to actively participate in learning activities, develop thinking and cultivate cooperative attitude in the process of acquiring knowledge and solving problems. This way not only helps to cultivate students' awareness of cooperative learning, but also enhances students' awareness of competition, improves their enthusiasm for participating in various activities and promotes the development of all students.
Fifth, say that students study law.
The main aspect of teaching contradiction is students' learning. Teaching is the means and learning is the purpose. Teachers must "teach fish" in teaching and cultivate students' ability to acquire knowledge independently. This course mainly uses the method of autonomous learning to organize and guide students to actively carry out cooperative teaching and inquiry teaching on the basis of autonomous learning. Improve the quality of classroom teaching and students' comprehensive quality.
Sixth, talk about the teaching process.
The whole teaching process is to organize teaching around the theme "Why is the earth in water panic". It is completed by constructing five problem scenarios, four chart systems and two cooperative discussions.
Introduction: Play the information of water on the earth through multimedia, and create the first question scenario: "The earth is a water planet". Why is there a "water panic" in many parts of the earth?
New course teaching: show the map of land water body type and reserve percentage, guide students to read the map, and complete the study of two knowledge points: land water body is divided into groundwater and surface water according to spatial distribution; The reserve of fresh water on land is very small, only 0.3%. This is also one of the reasons for the "water panic" on the earth.
Combined with the reality of life, create a second question scenario: Why do people mainly rely on river water, fresh lake water and shallow groundwater for fresh water resources?
Show the water resources circulation table, organize students to study independently, and draw the conclusion that the renewal cycle of river water, fresh water lake water and shallow groundwater is short and can be recovered in a short time after utilization. The renewal cycle of other water bodies is very long, and glacier renewal needs 1600 years, which is equivalent to non-renewable water resources. This is the second reason for the "water panic" on earth.
Carry forward to the next knowledge point, which is also the focus and difficulty of this section: the study of mutual transformation of land water bodies. It will take about 15 minutes. Show "Relationship Diagram of River Runoff and Precipitation", "Relationship Diagram of River Flow and Temperature for Glacier Replenishment" and "Schematic Diagram of River and Groundwater Replenishment". Analyze charts in detail, improve students' reading ability, break through difficulties, and enable students to master the law of land water supply. At the same time, it is understood that the distribution of land water supply is uneven in time and space, and floods in rainy season and droughts in dry season are another reason for "water panic".
Combined with practical problems, the third question is created: Why is the phenomenon of "water panic" more and more serious around the world? Is the earth's fresh water resources decreasing? Introduce the study of water cycle content. This is also the key knowledge in this section. In the teaching of this part of knowledge, students should learn to draw a schematic diagram of water cycle to highlight the study of key knowledge. Through the study of water cycle knowledge, students have understood that the earth's fresh water resources are constantly circulating, which is a constant. The intensification of the "water panic" on the earth is caused by human beings, including the overuse, pollution and waste of water resources.
Provide some information about the production and living conditions in North China, and create the fourth question scenario: North China is in a semi-humid climate zone, why is the water shortage getting more and more serious? How to solve it?
Organize a cooperative discussion so that students can learn to express and listen. Oppose each other, integrate with each other and complement each other. * * * With the improvement.
Lead out "South-to-North Water Diversion Project" and "Three Gorges Project" to provide information. Organize the second cooperative discussion: the background and practical significance of the South-to-North Water Transfer Project and the Three Gorges Project.
Although the content of this section belongs to the category of physical geography, it must reflect the humanistic spirit in the teaching process and help students establish a scientific concept of development, resources and environment.