Reflection on Geography Teaching in Senior High School
Part 1: Reflection on Geography Teaching in Senior High School
During this semester, I carefully prepared lessons, attended classes, listened to classes, and commented on classes. I covered a wide range of knowledge, formed a relatively complete knowledge structure, and strictly required students to respect students, promote teaching democracy, and enable students to learn and improve. Constantly improve their teaching standards and ideological awareness, and successfully complete the task of education and teaching.
The current high school geography textbook covers all aspects of geo-knowledge content, both natural science and humanities; there are many esoteric basic principles, and many seemingly cumbersome geographical descriptions. It requires a deep and thorough understanding and requires a lot of effort to remember. Therefore, many students often feel that the high school geography knowledge is scattered and chaotic in the initial review, and there is no way to follow the rules. Although it is a great effort, the review effect is not satisfactory.
One of the most important key factors is that many students have not yet mastered the scientific thinking methods and learning methods of learning this knowledge. They often separate various geographical events in the learning process, and understand them in isolation. They have not figured out these “fragmented” geography. The intrinsic connection between things does not establish the structural structure of geographic knowledge in the mind, and does not understand the logical relationship in the geographic knowledge system. In order to show students the holistic and systematic knowledge of geography in a new form of teaching, help students find out the inner connections between knowledge, complete the transfer of knowledge, and develop the thinking skills of students' analysis and synthesis while completing these elements. In the specific process of systematically sorting out knowledge, students will have a clearer and deeper understanding of the geography knowledge required by the curriculum standards.
Here are my teaching experiences and lessons:
1. Preparing a class is the foundation
In the first year of high school, I mainly focused on the basic knowledge of Gaoyi Geography, standardizing students' discipline and completing homework, and correcting students' methods of learning geography. While rushing to the teaching progress, the second year of high school infiltrated the contents of the textbooks of the junior high school, and then learned the new things. Carefully delve into the teaching materials, understand the basic ideas and basic concepts of the textbooks for junior high and high schools, understand every sentence and every word, understand the structure of the textbooks, focus and difficulty, and master the logical relationship between the knowledge of middle and high schools, and be able to use them freely. For each part of the knowledge points, do your best to find the most typical examples to guide students to analyze, rather than blindly limited to the material on the textbook. Pay particular attention to collecting all kinds of information around the students.
Understand the quality of students' original knowledge and skills, their interests, needs, methods, habits, what difficulties may be encountered in learning new knowledge, and take appropriate preventive measures. For example, before learning "wetlands", students should use the network resources to learn about the lakes such as Dongting Lake and Poyang Lake; before the "sports movement", let students review the textbooks in the middle of the country, and let the students familiarize themselves with the four continents and the relevant locations on the seven continents. relationship.
Consider teaching methods and how to pass on the materials that have been mastered to students, including how to organize teaching materials and how to arrange activities for each class. For example, when reviewing the content of the warp and latitude, I take the teaching method based on the stencil and the theodolite, in order to guide the students to understand the abstract knowledge, guide the students to draw their own drawings and correct each other.
2. The good class is the key
Organize classroom teaching, pay attention to all students, pay attention to information feedback, mobilize students' intentional attention, keep them relatively stable, and at the same time stimulate students' emotions, make them have a happy mood, create a good classroom atmosphere, try to make classroom The language is concise and clear, overcoming repeated problems. The classroom questions are for all students, paying attention to the students' interest in geography, and combining in the classroom. If you find that some of your classmates are tired, you would rather take a break, tell a joke, or make a joke with a student to arouse the interest of students.
Compared with other disciplines, the most prominent feature of geography is the use of various maps, charts, photographs, and pictures to express the concept of space and the spatial structure of geography and its evolution. When reviewing the first part, I especially emphasize the proficiency in interpreting various types of maps, and can fill in the positions or distribution areas of important geographical things on the map. I often use the graph mutual transformation, the textual mutual transformation, and the graph mutual transformation method to change the angle of thinking. Deriving the laws and principles of geography; improving the ability to respond and the ability of comprehensive thinking through various reading, mapping, mapping, and analysis of schematic questions.
3. Do a good job after school counseling
Today's high school students still love to move, have fun, lack self-control ability, often can't finish homework on time, some students copy their homework, and in order to solve this problem, they must grasp the students' ideological education and make this work customary. Through the study and guidance of the students, we must also do a good job in counseling and helping students learn. Especially in the transformation of the undergraduates, we strive to start from the friendly and start from the praise. All people are eager to get the understanding and respect of others, so when talking with poor students, they have a deep understanding and respect for his situation and ideas, and before he criticizes students, he talks about his own work. Occasionally carry out small tests, and carefully review and comment on the test papers.
4. Actively participate in lectures and evaluations
In the process of listening to the class and evaluating the class, I will learn from the peers to learn the teaching methods, learn from others, and improve the teaching standards.
5. Do more to do joint exam questions
In this ability contest, my points are relatively low and I feel awkward. In fact, the exam questions are not difficult, but in the process of doing the problem, the world geography knowledge found in many questions is not remembered. In addition to strengthening the joint examination questions in the future, we must also look at the world map, expand our knowledge, and help them master the direction of curriculum reform and the direction of joint entrance examination.
6. Develop interest
Read the latest news at any time, especially about geography classrooms, and use the theoretical knowledge you teach to guide students to analyze problems and ask questions. In the process, I have also continuously expanded my knowledge and injected fresh blood into the teaching content.
The students of the liberal arts classes in this school have poor student resources, and their ability to understand often cannot meet the requirements of teachers. In response to this feature, in the next review process, I will pay attention to the consolidation and implementation of the basic knowledge that students have already learned. To avoid the teacher having said many times, but the students still can not understand; or some students understand, but other students still can not understand the phenomenon. Don't make too high a requirement for them, just ask them to master what they can master; sometimes they can give up if they are difficult to master or understand. Only by achieving real implementation can students lay a solid foundation and seek further development.
In the 21st century, the society has higher requirements for teachers. In the future education and teaching work, I will strictly demand myself, work hard, carry forward the advantages, correct shortcomings, open up and advance, and dedicate my strength to a better tomorrow.
Part 2: Reflections on Geography Teaching in Senior High School under the New Curriculum Reform
In the teaching process, conscientiously implement the spirit of the new curriculum reform, pay attention to the development of students, pay attention to the students' experience, enhance the connection between curriculum content and life, pay attention to the formation of students' emotions, attitudes and values, and meet the different geographical learning needs of students. Change the classroom teaching model and focus on the combination of the learning process and the evaluation of learning outcomes. At the same time, considering the basic characteristics of ordinary high school education, I paid attention to the implementation of the basic knowledge of the subject in the teaching process. Specifically, I have mainly taken the following practices:
1. Strengthen theoretical study and strive to change the concept of education and teaching. The new curriculum reform has put forward new and higher requirements for schools, teachers and students. Teachers in the context of new curriculum reform must strengthen their studies. Strengthening the study of teaching behavior has become the consensus of all teachers. Only then can teachers form the correct Education concept, student concept, teacher concept and quality concept. To this end, I insist on learning and discussing the theoretical concepts of the new curriculum reform, high school geography curriculum standards, curriculum content and goals, so that my teaching practice has a solid theoretical foundation.
2. Make bold innovations in changing classroom teaching models and changing teaching methods and methods. The new curriculum focuses on the teaching principles of “teacher-student interaction” and “full play of the main role of students”. For this reason, in the teaching process, I strive to change the past “one-word” situation, and change the passive acceptance of students as active cooperation and inquiry learning. Efforts to change their roles and status, from the authority of the past classroom to the students to learn together.
3. Pay attention to the development of each student in the teaching process, and at the same time meet the needs of different students' individual learning. Pay attention to the performance of each student in the teaching process, and pay attention to the growth of each student. The specific methods are as follows: 1 class questions, discussion speeches, and ensure that each student has fully demonstrated his talents in the classroom for a period of time. Opportunity; 2 When organizing a discussion, all students are required to participate. In addition, according to the differences in the actual situation of the class, different teaching strategies are adopted, such as the breadth and depth of the teaching content, and the use of different standards in the assignment, teaching content, teaching process, and learning evaluation. The needs of students at different levels of learning.
4. Conduct class preparations and give play to the collective strength. Strengthen the collection of information, and more exchanges and discussions with foreign teachers. Actively participate in the class evaluation class, learn from each other's strengths, and constantly improve their teaching methods, and constantly update the concept of education and teaching.
In short, the current new curriculum reform is in the exploratory stage. I will continue to study hard, break through the old ways of thinking, and gradually establish a correct concept of talent, education, quality, and other new concepts of quality education; through my own teaching activities, for students. Learn to be a person, learn to seek knowledge and lay a solid foundation, so that students can achieve comprehensive and coordinated development in the aspects of morality, intelligence and so on.
Part 3: Reflection on the annual teaching work of high school geography
In this year's education and teaching work, I am loyal to the national education cause, earnestly implement the "Chinese Small Teachers' Moral Standards", teach in accordance with the law, teach in science, and actively make progress in education and teaching, and dare to open up. Dedicated to the work, conscientious, humbly and cautious, consult with experienced teachers, always pay attention to the trend of teaching reform and curriculum reform and development, collect relevant information in a timely manner, actively try to combine the actual situation in their work, apply to teaching, and obtain Corresponding results and results.
First, carefully analyze the situation of students, pay attention to teaching students in accordance with their aptitude
Among the five classes I have taught, 8 classes are district-level key classes. Students have strong learning ability, and the inherent knowledge base is relatively good. Students respond quickly and have strong understanding. In response to the students' situation, we should lay a solid foundation in teaching, appropriately expand the knowledge, increase the depth of knowledge, pay attention to the cultivation of students' ability in classroom teaching, train students to divergent thinking and summarize the inductive ability, learn the rational application of knowledge, and learn to Fragmented knowledge refinement becomes the main line of knowledge. Under the guidance of teachers, students will give full play to their initiative and rationalize the knowledge in books into a knowledge system in their own minds. In the process, they will fully believe in students' learning ability, respect students' innovative thinking, and encourage students. The personality is played. After one year of teaching practice, the two classes have mastered the methods and literacy of high school geography learning, and the students have mastered the knowledge content required by the outline.
Classes 6, 7, 9, and 10 are ordinary classes. The students have complex sources. The old knowledge is different, and the self-learning ability is relatively weak. Therefore, in the teaching work, the knowledge principles that need to be mastered should be thoroughly explained. On the basis of guiding students to solve problems, instruct students to use the knowledge they have learned to optimize problem-solving ideas, use the power of knowledge to attract students, encourage students to learn, and create a positive and positive learning atmosphere.
Second, humbly ask for advice, earnestly comprehend, and make continuous progress.
In the third year, I participated in education and teaching. Although I have certain teaching experience and teaching rules, in the face of new teaching materials, I humbly consulted teachers with teaching experience, carefully analyzed new teaching materials, grasped the main clues of teaching materials, and grasped more seriously. The focus and difficulty of each chapter. He also visited the famous geography expert Li Tong in Beijing. Mr. Li listened to my class many times and got the recognition and praise of Mr. Li. He won the special prize in the “Beijing Geography Case Teaching Contest”. In this year's work, in addition to learning to better grasp the textbooks and grasp the classroom teaching, it is important that I understand the importance of being a teacher's shoulder and understand that education is based on love.
Third, follow the trend of education and teaching reform, carefully study multimedia technology, and use it in the classroom.
Facing the educational situation With the continuous progress of the reform of the times, teachers must continue to learn and strengthen their cultivation and improvement. In order to comply with the requirements of school teaching reform, I have carefully studied relevant computer knowledge and multimedia technology, carefully looking for information, and strive to do a good job in each courseware, so that each courseware can fully and accurately teach the knowledge, and vividly appeal to students. . In the application, the relevant ability is continuously improved, and the courseware is also loved by students.
In the past one academic year, I have been teaching in five classes in the second year of high school. I think that I did do my own work, and everything is work-oriented. I feel that my work is busy, stressful, fulfilling and enjoyable. I also feel the urgency and high requirements of teaching work. I will work harder and continue to learn and improve, update education and teaching concepts and means, and fulfill my duties. Strive to be a good teacher.
Part 4: Reflections on Geography Teaching in Senior High School
China's new round of high school curriculum reform has opened the curtain with a clear banner of quality education. Through the teaching practice of the past year, we feel that the new round of curriculum reform has brought opportunities and challenges to high school geography teaching.
I. Cognition of high school geography compulsory textbooks
The new textbook of the Hunan version of the textbook, in terms of the selection of teaching content, is more concise and vivid, with more vivid texts and more vivid forms. Compared with the previous textbooks, the nouns and concepts of the new curriculum appear less, and the conclusive narratives are less. The forms of "reading and thinking", "activities", "reading" and "cases" are explored in many forms. The length of the text is significantly reduced, the number of frames is increasing, and even many places use graphic and text to make the image an integral part of the text. The new curriculum has significantly enhanced the enlightenment of students in the design, paying more attention to stimulating students' interest in learning, paying attention to students' active participation in the teaching process, and trying to use various curriculum resources to highlight the new curriculum concept. In the display of teaching materials, deliberately create a good learning situation, and strive to cultivate students' innovative and innovative spirit.
The new textbook strengthens the analysis process of geographical things and phenomena, highlights the training of geographical skills and geographic methods, and consciously creates conditions for students' independent learning, cooperative learning and inquiry learning. Emphasis is placed on a variety of geographical activities to stimulate students' strong interest in geography. The process of making students learn new knowledge becomes the process of inquiry, the process of acquiring skills and methods, the process of emotional attitudes and values. In the process of teaching, it advocates the interaction between teachers and students, advocates the active participation of students, is willing to explore, and is diligent in hands-on, which is conducive to improving the effect of classroom teaching. For example, in the first chapter "Activity", the content that guides students to start, move, and brain is specially designed. Hands-on: Guide students to demonstrate day and night replacement, explain how day and night alternation is produced; drawing shows the movement law of direct sun points; calculating the time difference between the two places. Open: Guide students to explain the conditions that should be met in life. Brain: Guide students to think about the position of the Earth in the universe; summarize the movement laws of the eight planets; analyze the law of solar radiation distribution with latitude; analyze the distribution of day and night length; explain the formation causes and processes of the four seasons in scientific terms. These have provided favorable conditions for the design of the new curriculum classroom teaching.
The textbook also removes some maps that are difficult to read and difficult to understand; it emphasizes the application of geography teaching information resources and information technology. Combine the characteristics of geography and guide students to carry out reading, observation, practice and inquiry activities. The vast amount of geographic information contained in the textbooks provides teachers with a large and creative development space to facilitate the application of geographic information technology.
The content structure of the new textbook includes text, graphics, reading and thinking, reading activities, and cases. All presentation methods are part of the textbooks, and they are connected to each other. The teaching process must be flexible and integrated. Special attention should be paid to the study of reading and reflection in the image and the learning of the content of the activity. It is the carrier of "knowledge and ability", which should also be the key breakthrough. . In today's geography textbooks, images are no longer “drawings” or “illustrations”, but rather a means of textual expression that emphasizes both the narrative and the narrative. For example, in the teaching, actively use the textbook case to create a question-setting scenario that meets the cognitive characteristics of students, and it is easy to achieve the ideal teaching purpose. For example, when studying cyclone and anticyclone, use the case of typhoon and cold wave to make a good learning effect for students to learn common weather systems.
The inquiry activities and reading diagrams of the textbook arrangement reflect the basic concept of “focusing on the exploration of geographical issues”. At the same time, by designing such learning activities, students are guided to participate in the process of learning new content. The answers to some questions are not unique. They are open-ended and leave room for thinking in teaching and learning.
Second, the confusion in teaching work since the curriculum reform
In the process of implementing the new textbooks, we try our best to implement the various concepts of the new curriculum reform into the teaching practice. There are also gains and confusions. These confusions mainly come from the following aspects:
1. In terms of knowledge structure, the new textbook is more systematic than the old one. This is a higher requirement for teachers to grasp the depth and breadth of the textbook and how to deal with the knowledge system of the textbook. Although the textbooks have been appropriately deleted in terms of teaching content, some knowledge points and charts that are difficult to understand have been removed, but the amount of classroom activities has increased significantly. How to effectively organize these activities and how to arrange the teaching progress are all Each of our high school teachers has presented challenges. We feel that the class is tense, and it is difficult to grasp the time in the organization of the activity. If every student is not fully involved, it is just going through the field and flowing in the form. If you fully mobilize each classmate, then the time is difficult to meet, teaching The progress could not be completed.
2. Due to the inconsistent requirements of geography courses in junior high school, there is a serious disconnection. The geography teaching in the middle school under the new curriculum reform has lower and lower requirements for students. The content of the textbooks is relatively simple, while the high school geography has a large increase in difficulty and requirements. This is undoubtedly difficult for students with weak foundations to bring more difficulty to our teaching. Many students do not know even the warp and the latitude, so the understanding of the movement of the earth, the calculation of the time difference, and the formation of the season is even more confusing. If the teacher reuses the class time to explain the students, this is subject to class tension, the teaching task is difficult to complete, and the students are organized to go back to self-study, but some of the foundations are poor, and students with weak comprehensive comprehension skills are still difficult to accept. It is precisely because of these various reasons that high school geography makes many students feel difficult to learn, resulting in less and less interest. How to better change the existing learning status of students, confused many teachers.
As the main body of teaching, students are an important factor influencing the smooth progress of the new curriculum reform. I found in my teaching that high school students generally don't know enough about the new curriculum reform. The traditional learning behavior makes it difficult for students to adapt to the current new high school geography curriculum. There are four versions of classroom teaching, especially we Some students with poor foundations are more difficult to change. Also, the lack of attention and understanding of geography learning by students is always a very important factor affecting geography teaching.
3. There are obvious differences in the knowledge structure of the four major versions of textbooks, and it is impossible for teachers to ignore these. No matter which version is used now, it is based on the curriculum standard, and the direction of the joint exam questions. The specific question type is still a half-baked solution; this also means that the future review of the joint exam is still in the fog, not very clear. For the time being, how to use the four sets of textbooks is still a mystery, so as a teacher, there are many confusions about how to grasp the teaching materials and curriculum standards. In addition, the textbooks and teaching materials are obviously not matched. The new textbooks do not have corresponding teaching aids. The existing teaching materials are also based on old textbooks. Many new textbooks have been revised and deleted accordingly. Appeared in the practice, such as the content of the geodetic bias in the new textbook has been removed, but these problems have appeared in the teachings, and this problem has appeared in the "unit atmosphere movement" later, for These questions should not be addressed by teachers. It should be difficult to grasp the extent to which they should be mentioned.
4. There are also many unsuitable places for new textbooks. For example, some of the contents of the new textbooks are highly summarized and highly concentrated. The nouns and concepts of the new curriculum appear less, and the concluding narratives are less. "Reading and thinking" and "activities" There are many forms of inquiry in reading and "cases". However, we are still influenced by the experience of traditional teaching. We are always worried about students. We always want to talk about everything and do everything possible to instill in our students. The new teaching materials focus on the guidance and inspiration of teachers to students, so that students can actively participate. In learning, it really makes students become the main body of teaching activities. Although the new teaching materials are not as good as the old textbook system in the knowledge system, it pays attention to how the teachers can dig the ditch and attract the water, instead of having the teachers dig together, especially Sometimes we not only help students dig pits, but also dig deeper and deeper, which makes us into the misunderstanding of the new curriculum reform in high school. In addition, the teacher does not have any explanations and explanations for the teaching of the case, the teaching plan and the teacher's book, and it is also very difficult for the students. It is appropriate for the content to be processed. Most of our teachers There is no bottom in my heart.
Third, some of the main practices in teaching
In response to the above phenomena, we have also taken some corresponding measures to conscientiously implement the spirit of the new curriculum reform in the teaching process, such as paying attention to the development of each student, paying attention to the student's experience, enhancing the connection between the content of the course and life, and paying attention to The formation of students' emotions, attitudes and values, meet the different needs of students' geography learning, change the classroom teaching mode, pay attention to the combination of learning process and evaluation of learning results, pay attention to the implementation of basic knowledge of the subject in the teaching process, try to make every student master The most basic and core knowledge of geography has laid the foundation for further improvement. Specifically, I have mainly taken the following practices:
1. Strengthen theoretical study and strive to change the concept of education and teaching. The new curriculum reform has put forward new and higher requirements for schools, teachers and students. Teachers in the context of new curriculum reform must strengthen their studies. Strengthening the study of teaching behavior has become the consensus of all teachers. Only then can teachers form the correct Education concept, student concept, teacher concept and quality concept. To this end, I insist on learning and discussing the theoretical concepts of the new curriculum reform, high school geography curriculum standards, curriculum content and goals, so that my teaching practice has a solid theoretical foundation.
2. Boldly innovate in changing classroom teaching models and changing teaching methods and methods. The new curriculum focuses on the teaching principles of “teacher-student interaction” and “full play of the main role of students”. For this reason, in the teaching process, we strive to change the past “one-word” situation, and change students’ passive acceptance as active cooperation and inquiry learning. Efforts to change their roles and status, from the authority in the past classroom to the partners, friends, and instructors who learn together.
3. Pay attention to the development of each student in the teaching process, while meeting the needs of different students' individual learning. Pay attention to the performance of each student in the teaching process, and pay attention to the growth of each student. The specific practices are as follows: 1 Classroom questions, discussion and statement requirements are recorded, and each student must be fully demonstrated in class during a period of time. Opportunities for one's own intelligence; 2 When organizing various activities, all students are required to participate. In addition, according to the different classes, the students in the class are involved in the experimental class, regardless of the outcome. In addition, the preparation team also adopts different teaching strategies according to the actual situation of the ordinary class, so as to meet the needs of students at different levels.
4. Play the role of multimedia computer and try to show the diversity of geographic information. The course standard pointed out that "according to the purpose of the curriculum standard, the principle of determining the content of teaching, it is also possible to write audio-visual teaching materials related to geography teaching." According to the needs of teaching, the information technology media is rich in expressiveness, and the map in the textbook is transformed into an electronic map integrating melting words, background music, animation, and film; the illustrations in the textbook are changed from static plans to dynamic three-dimensional models. The map that describes the geographical things is more fulfilling, more vivid, and more attractive. For example, in the teaching of plate tectonics, the textbook "The Ocean Plate and the Continental Plate Movement Map" is made into a multimedia courseware for the "Moving the Ocean Plate and the Continental Plate", so that the ocean plate and the continental plate move in a continuous direction. The oceanic plate is going down to the government, and the ridges of the continental margin are bulging, and the phenomenon of volcanic earthquakes is vividly presented in front of students.
5. Conduct collective lessons and give play to the collective strength. Strengthen information collection, actively participate in class evaluation, learn from each other's strengths, and constantly improve their teaching methods through such practices, and constantly update the concept of education and teaching.
In short, the current new curriculum reform is in the exploratory stage, we will continue to study hard, strive to correctly and profoundly understand and understand the characteristics of modern geography education, break through the old way of thinking, and gradually establish a correct view of talent, teaching, quality, etc. The new concept of vegetarian education; through our teaching activities, to lay a solid foundation for students to learn to be a person, to learn to know, so that students can achieve comprehensive and coordinated development in moral and intellectual aspects.
Chapter 5: High School Geography Compulsory One Teaching Reflection
The time is very fast. I have been working in Jinghan for two months. I don’t think it’s long or short. It’s not too short. As a new teacher just started teaching, there are big flaws in experience, which requires a lot of money. Time to make up. The summary of teaching during this time is both a sort of past experience and a reminder of the future.
In this semester, I took the geography teaching work of the high school class and the class of 6 classes. The task is not too heavy or easy. Although there are many things in the semester, there are not many classes, and the progress of each class is slightly different, but in the end, The teaching tasks are completed on time before the mid-term exams, and the various teaching activities are well organized and do not meet the expectations of the school. The specific work of the two months is summarized as follows:
I. Actively and seriously participate in education and research activities
Every week, I actively participate in the weekly teaching and research and preparation activities, discuss the teaching strategies with excellent teachers, study the teaching effects, reflect on the students' situation, and exchange their teaching progress. I am more to learn from them. Just grow up once. In addition, assist Master Gold’s teacher to carry out high-level geographic interest group training activities to ensure that the activities are carried out in an orderly manner.
Second, actively participate in new teacher training
According to the unified arrangement, I and other school teachers participated in the new teacher training in "High School Geography Teaching Material Training and Classroom Training" in Beijing No. 1 Middle School. Although there are only 6 hours, the teacher's brilliant interpretation of the new teaching version of the textbook Reform, how to pursue an effective classroom, geography teaching under the new curriculum concept, and scientific training have enabled us to have a certain understanding of the background, theory, goals, strategies, and steps of the new round of high school curriculum reform in the country. Strengthening is the first important barrier to entering the new curriculum.
Third, love geography education and teaching
Prepare for the lesson, study the teaching materials and curriculum standards, try to make full use of the characteristics of the newcomers, and dare to dare to do it, and have new ideas. In teaching, I use multimedia courseware more frequently. In the course of preparing lessons, I humbly ask Master, and I will do a student before each new class. I will listen carefully to Master’s class, listen to Teacher Cao’s class, and learn from them. Excellent teaching methods, and actively looking for a variety of materials, including a variety of pictures and animations, videos, and strive to achieve vivid image, so that students are more acceptable, the results reflect well, students' interest in geography has been greatly improved. In addition to teaching the knowledge in the class, timely insertion of relevant extracurricular knowledge not only links the reality of life, but also stimulates the interest of students in geography exploration, and timely conducts moral education. Corrective work is serious. When you change your homework, you will be able to write small notes to students, pointing out the advantages and disadvantages of their homework, and encouraging them with strict requirements and enthusiasm.
Fourth, earnestly do a good job of teaching reflection
As a new teacher, the mastery of the teaching situation is not familiar enough, which requires constant reflection on teaching. Not only reflect on the teaching design and implementation of the teaching, but also ask the teacher to listen to the class, actively deepen the student group, understand the teaching effect, accept the students to reflect the situation, do a good job, do poor improvement. Teaching is a two-way process, which is a process in which the two sides interact with each other. If one party is doing well, it can promote the other party to do well, so that the whole teaching effect is continuously strengthened. On the contrary, it is weakened and may eventually lead students to lose the subject. Confidence, therefore, teaching reflection is essential.
At the same time, I also have many shortcomings, including: First, just graduated, no teaching experience, the analysis of textbooks is not transparent. Some things in the book are very simple to write, but in fact, many things have to be added by themselves, so that the content is full and perfect, what kind of way students are more acceptable, and what should be done before a knowledge point... These need to be prepared beforehand to do the fine, do the position, listen to the lessons of Master and other teachers, and then make timely adjustments.
Second, the difficulty of teaching is not in place, and the simple problems are often complicated, the complicated problems are simplified, and the key points are not broken and the difficulties are solved. I am always afraid of missing something. I have talked about everything in the new class. The result is that students will feel that there is a lot of lessons and a lot of capacity, but they can’t tell the difference. Compared with some old teachers, the new lectures must be told in this lesson. Let the students understand that things are not very comprehensive, but students learn easily and use them, so their confidence in learning will increase. Some things can be explained when the topic comes across.
Third, the ability to regulate the classroom is weak, and the classroom atmosphere is dull. The question is relatively large, how can we mobilize the students' enthusiasm for class, so that students are interested to listen to learn and achieve real teacher-student interaction. My master is very good at grasping the classroom. His language is humorous and humorous. He often uses life examples to talk about knowledge points such as the atmospheric heating process. He uses cooking to make it easy to understand and students are interested. I need to learn from Master.
Fourth, the language of instruction is inconsistent, and there will be “short circuit” and “open circuit” phenomena. In addition, the introduction of new courses, the convergence of knowledge, the reasonable transition of content, etc., need to be further improved in the future teaching.
Fifth, it is prone to tension. When a teacher or a leader comes to the class, he will be nervous and cannot take the class well.
Sixth, there are fewer exercises in the classroom and after school, and there is no timely understanding of the mastery of the students in order to achieve the consolidation and application of knowledge.
During this semester, I carefully prepared lessons, attended classes, listened to classes, and commented on classes. I covered a wide range of knowledge, formed a relatively complete knowledge structure, and strictly required students to respect students, promote teaching democracy, and enable students to learn and improve. Constantly improve their teaching standards and ideological awareness, and successfully complete the task of education and teaching.
The current high school geography textbook covers all aspects of geo-knowledge content, both natural science and humanities; there are many esoteric basic principles, and many seemingly cumbersome geographical descriptions. It requires a deep and thorough understanding and requires a lot of effort to remember. Therefore, many students often feel that the high school geography knowledge is scattered and chaotic in the initial review, and there is no way to follow the rules. Although it is a great effort, the review effect is not satisfactory.
One of the most important key factors is that many students have not yet mastered the scientific thinking methods and learning methods of learning this knowledge. They often separate various geographical events in the learning process, and understand them in isolation. They have not figured out these “fragmented” geography. The intrinsic connection between things does not establish the structural structure of geographic knowledge in the mind, and does not understand the logical relationship in the geographic knowledge system. In order to show students the holistic and systematic knowledge of geography in a new form of teaching, help students find out the inner connections between knowledge, complete the transfer of knowledge, and develop the thinking skills of students' analysis and synthesis while completing these elements. In the specific process of systematically sorting out knowledge, students will have a clearer and deeper understanding of the geography knowledge required by the curriculum standards.
Here are my teaching experiences and lessons:
1. Preparing a class is the foundation
In the first year of high school, I mainly focused on the basic knowledge of Gaoyi Geography, standardizing students' discipline and completing homework, and correcting students' methods of learning geography. While rushing to the teaching progress, the second year of high school infiltrated the contents of the textbooks of the junior high school, and then learned the new things. Carefully delve into the teaching materials, understand the basic ideas and basic concepts of the textbooks for junior high and high schools, understand every sentence and every word, understand the structure of the textbooks, focus and difficulty, and master the logical relationship between the knowledge of middle and high schools, and be able to use them freely. For each part of the knowledge points, do your best to find the most typical examples to guide students to analyze, rather than blindly limited to the material on the textbook. Pay particular attention to collecting all kinds of information around the students.
Understand the quality of students' original knowledge and skills, their interests, needs, methods, habits, what difficulties may be encountered in learning new knowledge, and take appropriate preventive measures. For example, before learning "wetlands", students should use the network resources to learn about the lakes such as Dongting Lake and Poyang Lake; before the "sports movement", let students review the textbooks in the middle of the country, and let the students familiarize themselves with the four continents and the relevant locations on the seven continents. relationship.
Consider teaching methods and how to pass on the materials that have been mastered to students, including how to organize teaching materials and how to arrange activities for each class. For example, when reviewing the content of the warp and latitude, I take the teaching method based on the stencil and the theodolite, in order to guide the students to understand the abstract knowledge, guide the students to draw their own drawings and correct each other.
2. The good class is the key
Organize classroom teaching, pay attention to all students, pay attention to information feedback, mobilize students' intentional attention, keep them relatively stable, and at the same time stimulate students' emotions, make them have a happy mood, create a good classroom atmosphere, try to make classroom The language is concise and clear, overcoming repeated problems. The classroom questions are for all students, paying attention to the students' interest in geography, and combining in the classroom. If you find that some of your classmates are tired, you would rather take a break, tell a joke, or make a joke with a student to arouse the interest of students.
Compared with other disciplines, the most prominent feature of geography is the use of various maps, charts, photographs, and pictures to express the concept of space and the spatial structure of geography and its evolution. When reviewing the first part, I especially emphasize the proficiency in interpreting various types of maps, and can fill in the positions or distribution areas of important geographical things on the map. I often use the graph mutual transformation, the textual mutual transformation, and the graph mutual transformation method to change the angle of thinking. Deriving the laws and principles of geography; improving the ability to respond and the ability of comprehensive thinking through various reading, mapping, mapping, and analysis of schematic questions.
3. Do a good job after school counseling
Today's high school students still love to move, have fun, lack self-control ability, often can't finish homework on time, some students copy their homework, and in order to solve this problem, they must grasp the students' ideological education and make this work customary. Through the study and guidance of the students, we must also do a good job in counseling and helping students learn. Especially in the transformation of the undergraduates, we strive to start from the friendly and start from the praise. All people are eager to get the understanding and respect of others, so when talking with poor students, they have a deep understanding and respect for his situation and ideas, and before he criticizes students, he talks about his own work. Occasionally carry out small tests, and carefully review and comment on the test papers.
4. Actively participate in lectures and evaluations
In the process of listening to the class and evaluating the class, I will learn from the peers to learn the teaching methods, learn from others, and improve the teaching standards.
5. Do more to do joint exam questions
In this ability contest, my points are relatively low and I feel awkward. In fact, the exam questions are not difficult, but in the process of doing the problem, the world geography knowledge found in many questions is not remembered. In addition to strengthening the joint examination questions in the future, we must also look at the world map, expand our knowledge, and help them master the direction of curriculum reform and the direction of joint entrance examination.
6. Develop interest
Read the latest news at any time, especially about geography classrooms, and use the theoretical knowledge you teach to guide students to analyze problems and ask questions. In the process, I have also continuously expanded my knowledge and injected fresh blood into the teaching content.
The students of the liberal arts classes in this school have poor student resources, and their ability to understand often cannot meet the requirements of teachers. In response to this feature, in the next review process, I will pay attention to the consolidation and implementation of the basic knowledge that students have already learned. To avoid the teacher having said many times, but the students still can not understand; or some students understand, but other students still can not understand the phenomenon. Don't make too high a requirement for them, just ask them to master what they can master; sometimes they can give up if they are difficult to master or understand. Only by achieving real implementation can students lay a solid foundation and seek further development.
In the 21st century, the society has higher requirements for teachers. In the future education and teaching work, I will strictly demand myself, work hard, carry forward the advantages, correct shortcomings, open up and advance, and dedicate my strength to a better tomorrow.
Part 2: Reflections on Geography Teaching in Senior High School under the New Curriculum Reform
In the teaching process, conscientiously implement the spirit of the new curriculum reform, pay attention to the development of students, pay attention to the students' experience, enhance the connection between curriculum content and life, pay attention to the formation of students' emotions, attitudes and values, and meet the different geographical learning needs of students. Change the classroom teaching model and focus on the combination of the learning process and the evaluation of learning outcomes. At the same time, considering the basic characteristics of ordinary high school education, I paid attention to the implementation of the basic knowledge of the subject in the teaching process. Specifically, I have mainly taken the following practices:
1. Strengthen theoretical study and strive to change the concept of education and teaching. The new curriculum reform has put forward new and higher requirements for schools, teachers and students. Teachers in the context of new curriculum reform must strengthen their studies. Strengthening the study of teaching behavior has become the consensus of all teachers. Only then can teachers form the correct Education concept, student concept, teacher concept and quality concept. To this end, I insist on learning and discussing the theoretical concepts of the new curriculum reform, high school geography curriculum standards, curriculum content and goals, so that my teaching practice has a solid theoretical foundation.
2. Make bold innovations in changing classroom teaching models and changing teaching methods and methods. The new curriculum focuses on the teaching principles of “teacher-student interaction” and “full play of the main role of students”. For this reason, in the teaching process, I strive to change the past “one-word” situation, and change the passive acceptance of students as active cooperation and inquiry learning. Efforts to change their roles and status, from the authority of the past classroom to the students to learn together.
3. Pay attention to the development of each student in the teaching process, and at the same time meet the needs of different students' individual learning. Pay attention to the performance of each student in the teaching process, and pay attention to the growth of each student. The specific methods are as follows: 1 class questions, discussion speeches, and ensure that each student has fully demonstrated his talents in the classroom for a period of time. Opportunity; 2 When organizing a discussion, all students are required to participate. In addition, according to the differences in the actual situation of the class, different teaching strategies are adopted, such as the breadth and depth of the teaching content, and the use of different standards in the assignment, teaching content, teaching process, and learning evaluation. The needs of students at different levels of learning.
4. Conduct class preparations and give play to the collective strength. Strengthen the collection of information, and more exchanges and discussions with foreign teachers. Actively participate in the class evaluation class, learn from each other's strengths, and constantly improve their teaching methods, and constantly update the concept of education and teaching.
In short, the current new curriculum reform is in the exploratory stage. I will continue to study hard, break through the old ways of thinking, and gradually establish a correct concept of talent, education, quality, and other new concepts of quality education; through my own teaching activities, for students. Learn to be a person, learn to seek knowledge and lay a solid foundation, so that students can achieve comprehensive and coordinated development in the aspects of morality, intelligence and so on.
Part 3: Reflection on the annual teaching work of high school geography
In this year's education and teaching work, I am loyal to the national education cause, earnestly implement the "Chinese Small Teachers' Moral Standards", teach in accordance with the law, teach in science, and actively make progress in education and teaching, and dare to open up. Dedicated to the work, conscientious, humbly and cautious, consult with experienced teachers, always pay attention to the trend of teaching reform and curriculum reform and development, collect relevant information in a timely manner, actively try to combine the actual situation in their work, apply to teaching, and obtain Corresponding results and results.
First, carefully analyze the situation of students, pay attention to teaching students in accordance with their aptitude
Among the five classes I have taught, 8 classes are district-level key classes. Students have strong learning ability, and the inherent knowledge base is relatively good. Students respond quickly and have strong understanding. In response to the students' situation, we should lay a solid foundation in teaching, appropriately expand the knowledge, increase the depth of knowledge, pay attention to the cultivation of students' ability in classroom teaching, train students to divergent thinking and summarize the inductive ability, learn the rational application of knowledge, and learn to Fragmented knowledge refinement becomes the main line of knowledge. Under the guidance of teachers, students will give full play to their initiative and rationalize the knowledge in books into a knowledge system in their own minds. In the process, they will fully believe in students' learning ability, respect students' innovative thinking, and encourage students. The personality is played. After one year of teaching practice, the two classes have mastered the methods and literacy of high school geography learning, and the students have mastered the knowledge content required by the outline.
Classes 6, 7, 9, and 10 are ordinary classes. The students have complex sources. The old knowledge is different, and the self-learning ability is relatively weak. Therefore, in the teaching work, the knowledge principles that need to be mastered should be thoroughly explained. On the basis of guiding students to solve problems, instruct students to use the knowledge they have learned to optimize problem-solving ideas, use the power of knowledge to attract students, encourage students to learn, and create a positive and positive learning atmosphere.
Second, humbly ask for advice, earnestly comprehend, and make continuous progress.
In the third year, I participated in education and teaching. Although I have certain teaching experience and teaching rules, in the face of new teaching materials, I humbly consulted teachers with teaching experience, carefully analyzed new teaching materials, grasped the main clues of teaching materials, and grasped more seriously. The focus and difficulty of each chapter. He also visited the famous geography expert Li Tong in Beijing. Mr. Li listened to my class many times and got the recognition and praise of Mr. Li. He won the special prize in the “Beijing Geography Case Teaching Contest”. In this year's work, in addition to learning to better grasp the textbooks and grasp the classroom teaching, it is important that I understand the importance of being a teacher's shoulder and understand that education is based on love.
Third, follow the trend of education and teaching reform, carefully study multimedia technology, and use it in the classroom.
Facing the educational situation With the continuous progress of the reform of the times, teachers must continue to learn and strengthen their cultivation and improvement. In order to comply with the requirements of school teaching reform, I have carefully studied relevant computer knowledge and multimedia technology, carefully looking for information, and strive to do a good job in each courseware, so that each courseware can fully and accurately teach the knowledge, and vividly appeal to students. . In the application, the relevant ability is continuously improved, and the courseware is also loved by students.
In the past one academic year, I have been teaching in five classes in the second year of high school. I think that I did do my own work, and everything is work-oriented. I feel that my work is busy, stressful, fulfilling and enjoyable. I also feel the urgency and high requirements of teaching work. I will work harder and continue to learn and improve, update education and teaching concepts and means, and fulfill my duties. Strive to be a good teacher.
Part 4: Reflections on Geography Teaching in Senior High School
China's new round of high school curriculum reform has opened the curtain with a clear banner of quality education. Through the teaching practice of the past year, we feel that the new round of curriculum reform has brought opportunities and challenges to high school geography teaching.
I. Cognition of high school geography compulsory textbooks
The new textbook of the Hunan version of the textbook, in terms of the selection of teaching content, is more concise and vivid, with more vivid texts and more vivid forms. Compared with the previous textbooks, the nouns and concepts of the new curriculum appear less, and the conclusive narratives are less. The forms of "reading and thinking", "activities", "reading" and "cases" are explored in many forms. The length of the text is significantly reduced, the number of frames is increasing, and even many places use graphic and text to make the image an integral part of the text. The new curriculum has significantly enhanced the enlightenment of students in the design, paying more attention to stimulating students' interest in learning, paying attention to students' active participation in the teaching process, and trying to use various curriculum resources to highlight the new curriculum concept. In the display of teaching materials, deliberately create a good learning situation, and strive to cultivate students' innovative and innovative spirit.
The new textbook strengthens the analysis process of geographical things and phenomena, highlights the training of geographical skills and geographic methods, and consciously creates conditions for students' independent learning, cooperative learning and inquiry learning. Emphasis is placed on a variety of geographical activities to stimulate students' strong interest in geography. The process of making students learn new knowledge becomes the process of inquiry, the process of acquiring skills and methods, the process of emotional attitudes and values. In the process of teaching, it advocates the interaction between teachers and students, advocates the active participation of students, is willing to explore, and is diligent in hands-on, which is conducive to improving the effect of classroom teaching. For example, in the first chapter "Activity", the content that guides students to start, move, and brain is specially designed. Hands-on: Guide students to demonstrate day and night replacement, explain how day and night alternation is produced; drawing shows the movement law of direct sun points; calculating the time difference between the two places. Open: Guide students to explain the conditions that should be met in life. Brain: Guide students to think about the position of the Earth in the universe; summarize the movement laws of the eight planets; analyze the law of solar radiation distribution with latitude; analyze the distribution of day and night length; explain the formation causes and processes of the four seasons in scientific terms. These have provided favorable conditions for the design of the new curriculum classroom teaching.
The textbook also removes some maps that are difficult to read and difficult to understand; it emphasizes the application of geography teaching information resources and information technology. Combine the characteristics of geography and guide students to carry out reading, observation, practice and inquiry activities. The vast amount of geographic information contained in the textbooks provides teachers with a large and creative development space to facilitate the application of geographic information technology.
The content structure of the new textbook includes text, graphics, reading and thinking, reading activities, and cases. All presentation methods are part of the textbooks, and they are connected to each other. The teaching process must be flexible and integrated. Special attention should be paid to the study of reading and reflection in the image and the learning of the content of the activity. It is the carrier of "knowledge and ability", which should also be the key breakthrough. . In today's geography textbooks, images are no longer “drawings” or “illustrations”, but rather a means of textual expression that emphasizes both the narrative and the narrative. For example, in the teaching, actively use the textbook case to create a question-setting scenario that meets the cognitive characteristics of students, and it is easy to achieve the ideal teaching purpose. For example, when studying cyclone and anticyclone, use the case of typhoon and cold wave to make a good learning effect for students to learn common weather systems.
The inquiry activities and reading diagrams of the textbook arrangement reflect the basic concept of “focusing on the exploration of geographical issues”. At the same time, by designing such learning activities, students are guided to participate in the process of learning new content. The answers to some questions are not unique. They are open-ended and leave room for thinking in teaching and learning.
Second, the confusion in teaching work since the curriculum reform
In the process of implementing the new textbooks, we try our best to implement the various concepts of the new curriculum reform into the teaching practice. There are also gains and confusions. These confusions mainly come from the following aspects:
1. In terms of knowledge structure, the new textbook is more systematic than the old one. This is a higher requirement for teachers to grasp the depth and breadth of the textbook and how to deal with the knowledge system of the textbook. Although the textbooks have been appropriately deleted in terms of teaching content, some knowledge points and charts that are difficult to understand have been removed, but the amount of classroom activities has increased significantly. How to effectively organize these activities and how to arrange the teaching progress are all Each of our high school teachers has presented challenges. We feel that the class is tense, and it is difficult to grasp the time in the organization of the activity. If every student is not fully involved, it is just going through the field and flowing in the form. If you fully mobilize each classmate, then the time is difficult to meet, teaching The progress could not be completed.
2. Due to the inconsistent requirements of geography courses in junior high school, there is a serious disconnection. The geography teaching in the middle school under the new curriculum reform has lower and lower requirements for students. The content of the textbooks is relatively simple, while the high school geography has a large increase in difficulty and requirements. This is undoubtedly difficult for students with weak foundations to bring more difficulty to our teaching. Many students do not know even the warp and the latitude, so the understanding of the movement of the earth, the calculation of the time difference, and the formation of the season is even more confusing. If the teacher reuses the class time to explain the students, this is subject to class tension, the teaching task is difficult to complete, and the students are organized to go back to self-study, but some of the foundations are poor, and students with weak comprehensive comprehension skills are still difficult to accept. It is precisely because of these various reasons that high school geography makes many students feel difficult to learn, resulting in less and less interest. How to better change the existing learning status of students, confused many teachers.
As the main body of teaching, students are an important factor influencing the smooth progress of the new curriculum reform. I found in my teaching that high school students generally don't know enough about the new curriculum reform. The traditional learning behavior makes it difficult for students to adapt to the current new high school geography curriculum. There are four versions of classroom teaching, especially we Some students with poor foundations are more difficult to change. Also, the lack of attention and understanding of geography learning by students is always a very important factor affecting geography teaching.
3. There are obvious differences in the knowledge structure of the four major versions of textbooks, and it is impossible for teachers to ignore these. No matter which version is used now, it is based on the curriculum standard, and the direction of the joint exam questions. The specific question type is still a half-baked solution; this also means that the future review of the joint exam is still in the fog, not very clear. For the time being, how to use the four sets of textbooks is still a mystery, so as a teacher, there are many confusions about how to grasp the teaching materials and curriculum standards. In addition, the textbooks and teaching materials are obviously not matched. The new textbooks do not have corresponding teaching aids. The existing teaching materials are also based on old textbooks. Many new textbooks have been revised and deleted accordingly. Appeared in the practice, such as the content of the geodetic bias in the new textbook has been removed, but these problems have appeared in the teachings, and this problem has appeared in the "unit atmosphere movement" later, for These questions should not be addressed by teachers. It should be difficult to grasp the extent to which they should be mentioned.
4. There are also many unsuitable places for new textbooks. For example, some of the contents of the new textbooks are highly summarized and highly concentrated. The nouns and concepts of the new curriculum appear less, and the concluding narratives are less. "Reading and thinking" and "activities" There are many forms of inquiry in reading and "cases". However, we are still influenced by the experience of traditional teaching. We are always worried about students. We always want to talk about everything and do everything possible to instill in our students. The new teaching materials focus on the guidance and inspiration of teachers to students, so that students can actively participate. In learning, it really makes students become the main body of teaching activities. Although the new teaching materials are not as good as the old textbook system in the knowledge system, it pays attention to how the teachers can dig the ditch and attract the water, instead of having the teachers dig together, especially Sometimes we not only help students dig pits, but also dig deeper and deeper, which makes us into the misunderstanding of the new curriculum reform in high school. In addition, the teacher does not have any explanations and explanations for the teaching of the case, the teaching plan and the teacher's book, and it is also very difficult for the students. It is appropriate for the content to be processed. Most of our teachers There is no bottom in my heart.
Third, some of the main practices in teaching
In response to the above phenomena, we have also taken some corresponding measures to conscientiously implement the spirit of the new curriculum reform in the teaching process, such as paying attention to the development of each student, paying attention to the student's experience, enhancing the connection between the content of the course and life, and paying attention to The formation of students' emotions, attitudes and values, meet the different needs of students' geography learning, change the classroom teaching mode, pay attention to the combination of learning process and evaluation of learning results, pay attention to the implementation of basic knowledge of the subject in the teaching process, try to make every student master The most basic and core knowledge of geography has laid the foundation for further improvement. Specifically, I have mainly taken the following practices:
1. Strengthen theoretical study and strive to change the concept of education and teaching. The new curriculum reform has put forward new and higher requirements for schools, teachers and students. Teachers in the context of new curriculum reform must strengthen their studies. Strengthening the study of teaching behavior has become the consensus of all teachers. Only then can teachers form the correct Education concept, student concept, teacher concept and quality concept. To this end, I insist on learning and discussing the theoretical concepts of the new curriculum reform, high school geography curriculum standards, curriculum content and goals, so that my teaching practice has a solid theoretical foundation.
2. Boldly innovate in changing classroom teaching models and changing teaching methods and methods. The new curriculum focuses on the teaching principles of “teacher-student interaction” and “full play of the main role of students”. For this reason, in the teaching process, we strive to change the past “one-word” situation, and change students’ passive acceptance as active cooperation and inquiry learning. Efforts to change their roles and status, from the authority in the past classroom to the partners, friends, and instructors who learn together.
3. Pay attention to the development of each student in the teaching process, while meeting the needs of different students' individual learning. Pay attention to the performance of each student in the teaching process, and pay attention to the growth of each student. The specific practices are as follows: 1 Classroom questions, discussion and statement requirements are recorded, and each student must be fully demonstrated in class during a period of time. Opportunities for one's own intelligence; 2 When organizing various activities, all students are required to participate. In addition, according to the different classes, the students in the class are involved in the experimental class, regardless of the outcome. In addition, the preparation team also adopts different teaching strategies according to the actual situation of the ordinary class, so as to meet the needs of students at different levels.
4. Play the role of multimedia computer and try to show the diversity of geographic information. The course standard pointed out that "according to the purpose of the curriculum standard, the principle of determining the content of teaching, it is also possible to write audio-visual teaching materials related to geography teaching." According to the needs of teaching, the information technology media is rich in expressiveness, and the map in the textbook is transformed into an electronic map integrating melting words, background music, animation, and film; the illustrations in the textbook are changed from static plans to dynamic three-dimensional models. The map that describes the geographical things is more fulfilling, more vivid, and more attractive. For example, in the teaching of plate tectonics, the textbook "The Ocean Plate and the Continental Plate Movement Map" is made into a multimedia courseware for the "Moving the Ocean Plate and the Continental Plate", so that the ocean plate and the continental plate move in a continuous direction. The oceanic plate is going down to the government, and the ridges of the continental margin are bulging, and the phenomenon of volcanic earthquakes is vividly presented in front of students.
5. Conduct collective lessons and give play to the collective strength. Strengthen information collection, actively participate in class evaluation, learn from each other's strengths, and constantly improve their teaching methods through such practices, and constantly update the concept of education and teaching.
In short, the current new curriculum reform is in the exploratory stage, we will continue to study hard, strive to correctly and profoundly understand and understand the characteristics of modern geography education, break through the old way of thinking, and gradually establish a correct view of talent, teaching, quality, etc. The new concept of vegetarian education; through our teaching activities, to lay a solid foundation for students to learn to be a person, to learn to know, so that students can achieve comprehensive and coordinated development in moral and intellectual aspects.
Chapter 5: High School Geography Compulsory One Teaching Reflection
The time is very fast. I have been working in Jinghan for two months. I don’t think it’s long or short. It’s not too short. As a new teacher just started teaching, there are big flaws in experience, which requires a lot of money. Time to make up. The summary of teaching during this time is both a sort of past experience and a reminder of the future.
In this semester, I took the geography teaching work of the high school class and the class of 6 classes. The task is not too heavy or easy. Although there are many things in the semester, there are not many classes, and the progress of each class is slightly different, but in the end, The teaching tasks are completed on time before the mid-term exams, and the various teaching activities are well organized and do not meet the expectations of the school. The specific work of the two months is summarized as follows:
I. Actively and seriously participate in education and research activities
Every week, I actively participate in the weekly teaching and research and preparation activities, discuss the teaching strategies with excellent teachers, study the teaching effects, reflect on the students' situation, and exchange their teaching progress. I am more to learn from them. Just grow up once. In addition, assist Master Gold’s teacher to carry out high-level geographic interest group training activities to ensure that the activities are carried out in an orderly manner.
Second, actively participate in new teacher training
According to the unified arrangement, I and other school teachers participated in the new teacher training in "High School Geography Teaching Material Training and Classroom Training" in Beijing No. 1 Middle School. Although there are only 6 hours, the teacher's brilliant interpretation of the new teaching version of the textbook Reform, how to pursue an effective classroom, geography teaching under the new curriculum concept, and scientific training have enabled us to have a certain understanding of the background, theory, goals, strategies, and steps of the new round of high school curriculum reform in the country. Strengthening is the first important barrier to entering the new curriculum.
Third, love geography education and teaching
Prepare for the lesson, study the teaching materials and curriculum standards, try to make full use of the characteristics of the newcomers, and dare to dare to do it, and have new ideas. In teaching, I use multimedia courseware more frequently. In the course of preparing lessons, I humbly ask Master, and I will do a student before each new class. I will listen carefully to Master’s class, listen to Teacher Cao’s class, and learn from them. Excellent teaching methods, and actively looking for a variety of materials, including a variety of pictures and animations, videos, and strive to achieve vivid image, so that students are more acceptable, the results reflect well, students' interest in geography has been greatly improved. In addition to teaching the knowledge in the class, timely insertion of relevant extracurricular knowledge not only links the reality of life, but also stimulates the interest of students in geography exploration, and timely conducts moral education. Corrective work is serious. When you change your homework, you will be able to write small notes to students, pointing out the advantages and disadvantages of their homework, and encouraging them with strict requirements and enthusiasm.
Fourth, earnestly do a good job of teaching reflection
As a new teacher, the mastery of the teaching situation is not familiar enough, which requires constant reflection on teaching. Not only reflect on the teaching design and implementation of the teaching, but also ask the teacher to listen to the class, actively deepen the student group, understand the teaching effect, accept the students to reflect the situation, do a good job, do poor improvement. Teaching is a two-way process, which is a process in which the two sides interact with each other. If one party is doing well, it can promote the other party to do well, so that the whole teaching effect is continuously strengthened. On the contrary, it is weakened and may eventually lead students to lose the subject. Confidence, therefore, teaching reflection is essential.
At the same time, I also have many shortcomings, including: First, just graduated, no teaching experience, the analysis of textbooks is not transparent. Some things in the book are very simple to write, but in fact, many things have to be added by themselves, so that the content is full and perfect, what kind of way students are more acceptable, and what should be done before a knowledge point... These need to be prepared beforehand to do the fine, do the position, listen to the lessons of Master and other teachers, and then make timely adjustments.
Second, the difficulty of teaching is not in place, and the simple problems are often complicated, the complicated problems are simplified, and the key points are not broken and the difficulties are solved. I am always afraid of missing something. I have talked about everything in the new class. The result is that students will feel that there is a lot of lessons and a lot of capacity, but they can’t tell the difference. Compared with some old teachers, the new lectures must be told in this lesson. Let the students understand that things are not very comprehensive, but students learn easily and use them, so their confidence in learning will increase. Some things can be explained when the topic comes across.
Third, the ability to regulate the classroom is weak, and the classroom atmosphere is dull. The question is relatively large, how can we mobilize the students' enthusiasm for class, so that students are interested to listen to learn and achieve real teacher-student interaction. My master is very good at grasping the classroom. His language is humorous and humorous. He often uses life examples to talk about knowledge points such as the atmospheric heating process. He uses cooking to make it easy to understand and students are interested. I need to learn from Master.
Fourth, the language of instruction is inconsistent, and there will be “short circuit” and “open circuit” phenomena. In addition, the introduction of new courses, the convergence of knowledge, the reasonable transition of content, etc., need to be further improved in the future teaching.
Fifth, it is prone to tension. When a teacher or a leader comes to the class, he will be nervous and cannot take the class well.
Sixth, there are fewer exercises in the classroom and after school, and there is no timely understanding of the mastery of the students in order to achieve the consolidation and application of knowledge.
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