Geography is the general name of natural environment (mountains, rivers, climate, etc.). ) and the social elements of the world or a certain region. So how do you write the reflection on geography teaching in the seventh grade last semester? The following is my reflection on geography teaching in the seventh grade last semester. I hope you like it!
Reflections on geography teaching in the seventh grade last semester 1 The earth and globe are the first doors for seventh grade students to enter geography. First of all, it tells the long process of human understanding the shape of the earth. The textbook selects four representative examples, which very generally express the course of human understanding of the shape of the earth (from conjecture to practice, from unscientific to scientific). Obviously, the saying that "the sky is like a hat and the earth is like a lid" has made great progress compared with the saying that "the sky is round and the earth is round". The progress of this conjecture is based on people's observation of many phenomena. The textbook has designed two "activities" to let students experiment, observe and think about the shape of the earth from the perspective of the ancients. Magellan's voyage around the world is based on the great practice of predecessors' conjecture. Satellite photos of the earth most powerfully illustrate the shape of the earth. The shape of the earth has long been known to people, so the key point is not to let students know that the earth is spherical, but to let students know the process of human understanding of the shape of the earth, from which they are educated in scientific concepts.
Designing activities to explore the shape of the earth has two meanings: one is to experience how people proved that the earth is not flat through students' hands and brains in the past with practical examples; The second is to further guide students to think, explaining that the discovery of a truth needs many textual researches, and it is impossible to simply draw conclusions (assuming that the earth is round or cylindrical, the observation results may be the same).
(1) Standing by the sea, looking at the ships coming in the distance, you always see the mast first, then the hull, while watching the ships near the sea always disappear first, then you see the mast.
(2) When the partial solar eclipse occurs, the earth blocks part of the sunlight, so that the earth's shadow is projected on the surface of the moon, just like looking at the earth in a mirror, so that we can see the globe.
Through the teaching of this course, students have a basic understanding of the shape and size of the earth, and in the process of understanding, they fully realized the arduous exploration process of the ancient people on the shape of the earth. In the course of this course, students are full of enthusiasm, but when they ask questions about how to understand the shape of the earth, they also find that their creativity and imagination are restrained. There are not many students who study hard in class, and most of them are passively accepted. We must change such study habits in the classroom, so that students can really integrate into the classroom, learn geography and learn geography that is useful to life.
Reflections on warp and weft teaching
Geography curriculum standard requires "tell the division of latitude and longitude with a globe, and the division of latitude and longitude." Use the graticule to determine the location of any place. "It means that students hold a globe and discover the characteristics of longitude and latitude lines through observation, and discover and summarize the methods of dividing longitude and latitude lines and the positioning methods of longitude and latitude nets. But even high school students may not be able to figure out the two lines on this globe.
Up to now, some students have asked me, "Why should latitude numbers be written vertically on the right (or left) side of the map from top to bottom ...? "If you were asked to count the number of zebra crossings, where would you write the serial number of each zebra crossing? (Only left or right) Isn't it the same?
It is difficult to mark latitude and longitude with letters on the grid latitude and longitude network. Remember to find the direction in which latitude (or longitude) degrees increase. "Up north and down south" is easier to remember, while "left west and right east" is more difficult to remember. Can be related to the judgment of the eastern and western hemispheres in the back. Through longitude comparison, the west longitude is 20 degrees, and the east longitude is 160 degrees. In the eastern hemisphere, raise your right hand, in the western hemisphere, raise your left hand. The feedback in teaching is clear at a glance. After several times, students unconsciously remembered "left west and right east", and as a classroom game, students' learning enthusiasm was also improved. They all think positively and actively participate in classroom learning, and the learning effect is of course better.
Reflections on positioning teaching by using latitude and longitude net
The learning of the course "Locating by using latitude and longitude net" is a difficult point in junior high school geography teaching, and it is even more difficult for junior high school students with weak spatial thinking ability to understand. At the same time, the learning content of this class itself is not much, which is the continuation and purpose of the last class. Therefore, as long as you lay a good foundation for the last lesson, this lesson will
Much simpler; In addition, the requirement of the curriculum standard is: let students learn to determine the position of any place with latitude and longitude net. Based on the above three points, I designed it like this: First, through the interaction between teachers and students of Jingwei courseware, using the existing life experience, guide students to understand the principle of using latitude and longitude positioning. Then, through a series of activities, let students master knowledge skillfully in happy activities.
After teaching practice, I have gained a lot. The specific reflection is as follows:
1, something is missing. For example, when talking about the matters needing attention in the positioning of latitude and longitude network, let the students say that if you don't specify the east-west longitude and the north-south latitude, you will find four points. Originally, students were asked to find out which four points were on the map, but the result was omitted.
2. Lack of summative evaluation. In the classroom, the activities that let boys and girls compete and stimulate their interest in learning should be finally evaluated at the end of the course. The results were not evaluated in time.
In addition, the performance of students in the classroom has brought surprises to teachers and added a lot of color to the classroom effect. Mainly in the game for help, the game situation designed by students far exceeds the teacher's expectation, even better than the teacher's design. I think these highlights are really what teachers should pay attention to. In preparing lessons for each class, teachers should fully tap students' personal potential, give them an opportunity to express themselves and stimulate their interest and learning potential. This will greatly improve the teaching effect of teachers and the learning effect of students. In this class, I will pay attention to these problems again.
"The movement of the earth" is the focus and difficulty of geography teaching in the first volume of the seventh grade, and it is also the compulsory content of the senior high school entrance examination. The first lesson is mainly to explore the earth's rotation and its natural phenomena. After this class, I calmed down and savored it. I have both the joy of success and the regret of a fly in the ointment. I now reflect the following:
1, global end to end. The globe is a model of the earth. If you can't carry it properly, it will make students lose their sense of direction. Therefore, the teaching about the earth in the future is not to move the globe. And the direction of sunlight should be the same. Holding the cardboard by hand in class, on the one hand, the hand is not free, on the other hand, the hand is moving. In fact, the teaching that needs a frame of reference must fix an object as a reference.
In this class, students should be allowed to spin the globe more frequently. Sometimes students say that the earth rotates from west to east, but it may not be possible for him to really turn around, which means he doesn't really understand. Sometimes students just don't understand mechanical memory.
In short, experience is accumulated in constant practice, and I will improve myself in constant teaching practice!
The revolution of the earth is a difficult course, which is abstract for students and contains many contents, from the basic knowledge of the revolution of the earth to the movement of the direct point of the sun, to the formation of the four seasons and the division of the five zones. Therefore, in the teaching design, I divide this part of the earth's revolution into two classes. The first lesson is mainly composed of two parts, namely, the basic knowledge of the earth's revolution and the movement of the direct point of the sun. This class is the first.
In the teaching process, teachers try to adopt intuitive teaching methods, and let students summarize the basic knowledge of the earth's revolution, including the period, direction and orbit shape, by demonstrating the situation of the earth's revolution around the sun. Through simple schematic diagram and compass display, let students understand the concept of direct sunlight spot; Through the intuitive flash demonstration, let the students know the movement of the direct point of the sun in one year and read it out in the picture. Finally, combined with the problems that students often encounter in their lives by bus, the whole class is held to let students feel the close connection between geography knowledge and life.
In the whole class, teachers try to make students participate in learning in a relaxed and pleasant atmosphere, thus stimulating students' interest in learning. However, there are still many details to be paid attention to in class, such as the accuracy of teaching language and the reasonable placement of teaching AIDS. In addition, praising students in time is also a positive way to stimulate students to learn geography. In these aspects, more improvements are needed.
Reflection on geography teaching in the last semester of grade seven After geography teaching in the first semester of junior high school, I found that geography class is a compulsory course for students in compulsory education to understand the geographical environment, form geographical skills and the concept of sustainable development. It has the nature of both social science and natural science. It is closely related to physics, chemistry, biology and other natural disciplines as well as social disciplines such as history and philosophy. It is the only discipline that spans the two major scientific departments of arts and sciences. Because of its unique nature, geography teaching in middle schools has diversified teaching methods, which can be used for reference by almost all subjects. The following is my experience and reflection in a semester.
1, combined with the characteristics of teaching materials, enhance students' awareness of participation.
Starting from paying attention to students' learning, it emphasizes that students are the main body of learning. Teaching is a bilateral activity between teachers and students. We should give full play to the leading role of teachers and the main role of students, and combine them organically to form a harmonious and positive classroom atmosphere. The success of a class lies not in what the teacher says, but in whether the students can become the masters of learning and how to learn. Junior one students 13 years old, are in a period of extreme thirst for knowledge and expression. In class, students are tired of the teacher's "spoon-feeding" and are eager to have the opportunity to "speak" in class, so they have a strong sense of teaching participation.
The new curriculum standard textbooks avoid lengthy narration in the expression of knowledge, which is concise and clear. From the structure and content of the textbook, many difficult knowledge points are reduced, and activities, reading and thinking are increased, making activities and thinking an important part of teaching. Combining the characteristics of teaching materials, let students actively participate in the whole process of teaching activities, change "passive" learning into "active" learning, create a "speaking more" learning situation for students, discuss with teachers and students, and jointly accomplish teaching objectives, thus promoting the change of students' learning consciousness, and students actively participate in classroom learning and truly become the masters of learning. Students explore new knowledge in "activities", improve their ability, master scientific research methods initially, and form a correct scientific view.
2. Pay attention to learning methods and cultivate innovative spirit.
The textbook advocates the cultivation and training of students' inquiry learning methods, aiming at cultivating students' innovative spirit and practical ability. According to the teaching content and the characteristics of students' age, the inquiry learning method is implemented to create a research-based learning situation for students, so that students can use their brains, move their mouths and do things, experience the process of solving problems and innovative emotions, gradually learn to analyze and solve problems, and cultivate their innovative ability in the exploration activities such as image perception, independent perception, cooperative discussion, mutual evaluation, free expression and creative imagination.
3. Learn useful knowledge for life and enhance students' viability.
"Learning useful knowledge for life" is a very important concept in the new curriculum standards. People always live in a specific natural environment and cultural background. Tao Xingzhi, a famous educator, once said that "life is education". Geography is everywhere in life, and geographical knowledge is around us. Fundamentally speaking, studying biology, geography and other cultural disciplines is to better understand our living environment, coordinate the relationship with it while transforming and utilizing the environment, so as to achieve "harmony between man and nature" and realize sustainable development. There is a lot of "life geography" in geography teaching in the first volume. Because of the geographical problems in life, students can see and feel, and they are easy to accept and understand. For example, during the day in summer, people standing on the beach feel that the ground is "very hot", while people in the water feel that "the water is still cold", and the opposite is true at night; In winter, these teachers and students feel the opposite life experience from summer. Therefore, when studying the influence of "land and sea factors" on climate, students can be guided to explain life phenomena and problems by using the principle of "difference in temperature between land and water" with the help of their life experience, so as to understand geographical knowledge from life, so that students can easily accept that "the land temperature is higher than the ocean in summer and the opposite in winter".
Junior one students are young and lack of life experience and skills, so combine teaching materials, such as "What should I do if I get lost in the wild?" "Map positioning and distance estimation" and so on, to train students' geographical skills, to help students cope with difficulties in life, to solve practical problems in life, to enhance their living ability, to improve their adaptability to future life, and to meet the needs of survival to a greater extent.
Reflections on geography teaching in the seventh grade last semester III. The new geography curriculum uses illustrated textbooks, vivid and intuitive charts, lively and interesting reading materials and classroom activities close to students' lives to create a geography teaching situation full of the flavor of the times, and show students a lively thinking process with concrete and interesting maps, pictures and charts in life. In the face of such a textbook, how should you use it? How to attend class? How to play the role of teachers? How to tap students' potential? In order to adapt to geography teaching under the new curriculum, it is necessary for geography teachers to reflect calmly and actively.
First, reflect on whether you have the educational and teaching ability of the new curriculum.
The new round of basic education curriculum reform puts forward brand-new requirements for teachers' teaching, which requires teachers not only to pay attention to rational common sense, students' cognition and pursuit of knowledge goals, but also to pay attention to the differences of students' personalities, the development of students' abilities and the determination of life values, the publicity of students' personalities, the active exploration of students' learning methods, the laws of students' physical and mental development, and the full play of students' potential according to their personalities. As a geography teacher, think about whether you are studying and improving your professional theory, whether you are studying the development of students' psychological dynamics, and whether you should explore and construct geography teaching methods and learning methods that adapt to the new curriculum.
Second, reflect on whether map teaching has been strengthened.
Map is an important part of the new geography curriculum, which can simplify knowledge, not only help students to form the concept of space, understand and consolidate the geographical knowledge they have learned, but also help teachers to create situations, guide students to observe and think, and cultivate their observation ability. There are many illustrations in the new geography curriculum, such as the first volume of grade seven 132, with many kinds, such as schematic diagram, schematic diagram, landscape diagram, statistical diagram, curve diagram, histogram and pie diagram. And they are all color pictures. Faced with these various maps, as a teacher, have you ever thought about how to give full play to these maps in geography teaching? How to guide students to look at, analyze, trace and draw pictures step by step? How to turn the map into an indispensable tool for students to learn geography? How to cultivate students' ability to consult maps, obtain geographical information, analyze and solve geographical problems? Wait a minute.
Third, reflect on whether to attach importance to activity teaching.
Activities are the main channel to implement the curriculum objectives, and also a major feature of the new geography curriculum. Activities can integrate multiple communication channels. It is not only conducive to the effective information obtained by students to achieve value, but also conducive to the realization of various senses and life meanings. This shows that activities can mobilize students' multiple senses to participate in inquiry, make listening, watching, speaking, thinking and doing cooperate organically, make students learn to explore and experience, and improve their learning ability. The new geography course has arranged many activities. For example, there are 34 activities in the first volume of the seventh grade, which are rich in content, including small production, simulation demonstration, picture analysis, thinking, filling in forms, calculation, drawing, and talking about feelings and opinions. When you meet these activities, you should ask yourself, in geography classroom teaching, is every activity carefully designed and organized with local characteristics? Does each activity cultivate students' corresponding abilities? Can students feel that learning geography is useful for lifelong development?
Fourth, whether reflection is related to students' real life.
Educator Xing Tao once mentioned that "life is education", "society is school" and "education that is not centered on life is death education". Indeed, real life is the center of education, and education can only generate strength through life and become real education. Geography teaching is inseparable from students' real life. Connecting with students' real life not only arouses students' interest in learning, but also helps to inspire students' thinking, acquire useful geographical knowledge in life, provide intrinsic motivation for students to learn geographical knowledge, and cultivate students' ability to analyze and solve practical problems by using geographical knowledge. The new geography curriculum provides a lot of geography knowledge closely related to students' life and the surrounding world, and pays attention to the role of students' experience in the learning process and their experiences and feelings in the learning process. For example, feel the changeable weather and arrange production and life according to the weather forecast. Ask yourself, in geography classroom teaching, do you have a good understanding of students' life experience? Have you given full play to the students' existing life experience? How to connect with students' real life and use students' existing life experience to analyze and master new geographical knowledge.
Reflection on geography teaching in the seventh grade last semester During the one-month geography teaching, I deeply felt that many teaching links were not done well, and there were many places worthy of reflection. The following are some shortcomings in my teaching work and future countermeasures. I hope it can always remind itself not to take the same detour in the future teaching process, adjust and correct teaching methods and improve teaching quality.
(A), to cultivate students' innovative knowledge and innovative thinking.
In order to cultivate students' innovative consciousness and innovative thinking, create harmony, set teaching by learning, encourage students to be brave in innovation, and cultivate students' confidence in independent innovative learning, the relationship between teaching and learning should be negotiated on an equal footing, and the growing point of students' knowledge and the direction that students will develop should be known. In the classroom, everything goes with the flow, teachers drift with the flow, students learn well, and teachers and students are fully immersed in the fun of teaching and learning. For example, the geography content of the first grade is suitable for some games and extracurricular exploratory interest group activities, so that students can find problems and ask valuable questions. As far as teaching materials are concerned, we can take the following questions as the starting point, what are the characteristics, laws, reasons and connections. Let students accept knowledge happily, encourage students to dare to innovate and practice, and firmly establish students' all-round development thinking, thus forming a learning atmosphere that is not only books and teachers, but also dare to question and innovate.
(2) Using subject teaching to cultivate students' innovative ability.
In junior high school geography teaching, we must put the cultivation of students' innovative spirit in the first place, and ask teachers to dare to contact Ewing's teaching materials and real life problems on the basis of thoroughly understanding the teaching materials and outlines, infiltrate the hot spots and focus issues in life into the teaching content, and guide students to learn to use what they have learned to analyze real problems. By adopting subject teaching, students are given some time to explore and find answers, and their various abilities are improved in the search. In a word, it is helpful to improve students' interest in learning and the development of innovative thinking by inserting something related to the course content as much as possible in classroom teaching.
(C) Reflection on the design teaching objectives
The new teaching concept requires giving students more opportunities for independent activities, practical activities and personal experience. The content of the textbook is gradually condensed into the main knowledge points, and the practice of reading, thinking and activities allows students to better participate in classroom teaching. In this regard, in order to complete the task, the relationship between the content of teaching materials and the activities is not handled well in the actual classroom teaching, and the traces of copying mechanically are obvious, which has not achieved the expected results, but has become a burden in the classroom.
Countermeasures: Pay attention to the establishment of teaching objectives, the treatment of teaching contents and the choice of teaching methods. Efforts should be made to improve the quality of activities. The design of inquiry questions or tasks should conform to the students' experience level; The creation of scenes should be close to students' real life and can arouse students' resonance; In the process of activities, we should encourage more, create an atmosphere of "thinking and discussion", stimulate the participation of all staff, and pay attention to timely evaluation. For example, in the selection of teaching materials, we should pay full attention to the geography that is useful to life and the geography that is useful to students for life; Personalized teaching should be emphasized in teaching methods to satisfy students' desire for participation, expression, competition and achievement. By optimizing geography classroom teaching, we can cultivate students' interest in geography and overcome the learning difficulties caused by non-intellectual factors.
(D) Reflection on teaching feedback
In the process of teaching, we don't pay attention to the hierarchy of students, and demand every student with the same standard, which greatly limits the progress of students. At the same time, many students are not clear about some basic knowledge after class. Countermeasures: Guide students to establish a knowledge framework based on book knowledge, learn to draw inferences from others, and master the methods and skills of analyzing problems. In map analysis, learn to read the name and legend of the map and understand the requirements of the topic. For students of different levels, we should do a good job of counseling and analysis in time after class, so that they can receive knowledge more directly and concretely.
Geography is a subject with strong comprehensiveness, great knowledge span and great emphasis on practical application. In order to make students really learn well, on the one hand, it is necessary to constantly emphasize the importance of geography education to students, guide students' interest in learning geography, and entertain and educate; On the other hand, we should constantly improve teaching methods, cultivate students' geographical thinking ability and practical ability, create a good geographical teaching atmosphere, and mobilize students' enthusiasm and initiative in learning geography.
The reflection of geography teaching in the seventh grade last semester is coming to an end. Although I became a monk halfway and switched to teaching geography, I have achieved good results because I have a pure heart of loving education, doing one thing and loving one thing, practicing while teaching, and learning while understanding. Students like geography more and more.
Through my geography teaching, students have a great understanding of geography knowledge and have a very strong interest. They learned about the earth and map, land and sea, weather and climate, residents and settlements, development and cooperation, and human environment, and realized the relationship between learning geography and life and the importance of learning geography. Not to cope with the exam, but to meet the needs of going to society and the world in the future.
Through my geography teaching, students' national quality has been improved. Geography teaching has carried out the policy of all-round development of students' morality, intelligence and physique and the spirit that education should face modernization, the world and the future. To cultivate socialist citizens with ideals, morality, culture and discipline, they should have the necessary basic knowledge of geography, so that they can love their motherland, the earth and the world cultural heritage more and become a member of protecting the world environment.
Through my geography teaching, students have established the concept of sustainable development. In the usual teaching, I ask students to realize that the geographical environment is the basis of human survival and development, and human beings develop production through various resources in the geographical environment. Rational utilization can promote social development and progress; If used improperly, it will destroy the ecological balance, pollute the environment and endanger human survival. This embodies the purpose of "education should face modernization, the whole world and the future". In the process of teaching, I collected some geographical data and pictures to let students know how to develop industrial and agricultural production and social progress according to local conditions in different regions, different countries and different nationalities, as well as the problems of environment, resources and population in different countries to varying degrees, which enhanced students' interest in learning geography.
Through my geography teaching, I enlightened the wisdom of students. In teaching, I pay attention to developing students' intelligence, make full use of the tutoring scheme I designed, inspire and induce students to contact with the reality of life and regional reality with geographical knowledge, and let students know more about some natural phenomena, social phenomena, international affairs and students' life and other examples related to geography teaching content, which increases their knowledge, broadens their horizons and improves their comprehensive analysis ability.
Through geography teaching, students not only gain more geographical knowledge, but also cultivate their patriotism, understand the vast land and rich resources of our motherland, and thus love it more. At the same time, we also realize that the current situation of China's large population and low per capita resources has cultivated children's feelings of loving the motherland and their hometown, stimulated their national pride and sense of responsibility, and thus established their lofty ambition to contribute to the socialist motherland.