Reflection on topography and topography

Part 1: Reflection on topography and topography teaching

Looking back at the teaching of the whole class, I think that I have made breakthroughs in the following two aspects and have certain value:
1. Using the “inquiry” teaching method to solve the teaching key points and difficulties.
The topography is one of the key points of this lesson. Students can intuitively derive the characteristics of “west high and low east” from the hierarchical color map, but it is not easy to form a “stepped” distribution. Through my step-by-step teaching guidance, especially the student's inquiry activities---drawing, this feature is displayed on the blackboard intuitively, leaving a deep impression on the students. This is much better than the student's conclusion from the book. The effect is much better.
2. Carefully organize teaching and change the way in which knowledge is presented.
The new curriculum reform requires teachers to be able to use the materials flexibly. In this lesson, I take the following teaching ideas: What is the topography? → Perceived topographical features by layered color maps → Explore the topographical features from the elevation data of each stepped terrain → map the terrain to show the topographical features → present evidence to prove the topographical features. Change the "China's east-west terrain map" in the textbook to the student drawing competition, and then compare it with the textbook, which makes the students feel interesting, and let the students deepen the "Himalayan Mountain" and "The Hengduan Mountains" in the comparison. The latitude, altitude and horizontal distance of the “Sichuan Basin” and “the middle and lower reaches of the Yangtze River” have a deeper understanding. Convert activity 2-4 into a student's evidence to prove the topography. Such characteristics will inevitably have a certain impact on climate, river flow, traffic, etc., prompting students to consider from everyday phenomena, proverbs, ancient poetry and so on. This is also the highlight of this lesson. After a joint discussion between teachers and students, the final harvest is quite rich: "The east wind is not enough, the heavy rain is not enough", "One river spring water flows eastward", "flying down three thousand feet", "the difficulty of the road It’s difficult to go to the sky, and I’m looking forward to the side.” “I live in the Yangtze River and live in the Yangtze River.” Because of the related subject knowledge, the students are particularly excited and the teaching effect is naturally very good.
Inadequacies: When I led the students to analyze the textbook "China's east-west terrain profile" and required mapping, did not deliberately pay attention to the longitude under the abscissa, so when I changed a terrain profile, I asked the students to map When the range of the three steps of the terrain is drawn, there are many students who have mistyped the scope!

Part 2: Reflections on topography and topography

This section is a new addition to the semester. It is mainly for students to recognize the following aspects: 1. Topography includes plateaus, mountains, basins, lakes, canyons, plains, etc. 2. There are many kinds of topographical features such as rivers, oceans, mountains, and plateaus on the surface of the earth. The surface of the earth is high and low, rugged and rugged. 3. Observe and describe the characteristics of common terrain. 4, will see a simple topographic map, can be identified on the topographic map: such as the plateau, plains, valleys, mountains, rivers, oceans and other terrain. 5. Cultivate interest in the study of the earth's surface topography and consciously focus on and collect relevant information.
Through the teaching of this lesson, the above goals are basically achieved. I use a variety of pictures in the teaching to let students know a variety of terrain, understand a variety of terrain according to the characteristics of the terrain, and then based on some perceptual knowledge, so that students can understand a variety of terrain from the topographic map. Secondly, the students also prepared a lot of photo materials to go to the field. The students know each other and understand the various terrains in China. However, there are many places in the preparation process for students who are not prepared enough, so some students are not well mastered. In addition, when I was designing the class, I didn't think about it at the level. I didn't understand enough about the teaching materials of the content of this lesson, so that the students' effects were not satisfactory.
Secondly, my language organization in the teaching process is not well organized, the teaching methods are not flexible, and there are few ways, so the classroom is very dull and not very active. The design link is also a bit not compact and looks very blunt. Communication with students is not natural. The arrangement of time is not reasonable, resulting in insufficient time in two places: one is not enough time to fill in the form of the terrain features of the hometown, and the other is not enough time to fill in the contents of the card. Based on the unreasonable timing of these two places, students do not have more time to understand the terrain of their hometown, better combine the local terrain to know the characteristics of the terrain, so that students have more time to understand and digest, There is also no more time for students to fully express their opinions. The third is that in the processing of topographic maps, students should have more time to see and discover. More understanding of China's various complex terrains from topographic maps should be based on topographic maps to understand China's topography. , from the topographic map of China, from east to west, from south to north. From the ocean to the land, know each other one by one, so that students will master better.

Part 3: Reflection on Terrain and Topography Teaching

This is a lesson that implements the teaching design of the Dulangkou model according to the requirements of the school. First, the students are divided into four large groups, each of which is responsible for the learning of one module, and tries to make the students of other groups understand. The advantage of this kind of instructional design is that the students are willing and autonomous to be good teachers, fully mobilize the enthusiasm of students to learn, exercise the courage of students to attend classes, and cultivate the eloquence of students. In the long run, students can find a good job with their own eloquence. They dare to recommend themselves, dare to show their own advantages, dare to accept criticism from others, etc., and their emotional intelligence has been well cultivated. However, after all, people have a lazy side. As long as the supervision is not strict, students are likely to be lazy. They just passively make a "radio" and their learning is greatly affected. Therefore, I believe that advocating students' self-learning is a very good teaching philosophy. At the same time, the rewards and punishments mechanism of schools or classes must keep up, urge students to learn independently, and provide students with a fair and equitable platform. Really "the sea is wide and the fish is leaping, and the sky is high and the birds fly."

Part 4: Reflections on topography and topography

The teaching results in this class are good, most of the students can quickly and accurately answer the questions behind each knowledge point, and some students can go to the stage to accurately point out the mountains on the three-level ladder. Mainly because of the following aspects:
Knowledge is systematic and logical, interlocking
The teaching content of this class is organized in this way: the basic knowledge related - the general characteristics of China's topography - the outline of the ladder at all levels. For each knowledge point, I also set the issue of interlocking, step by step to guide students to think until they reach a conclusion.
Reinforce the explanation from multiple perspectives on important knowledge points
For example, the study of "the general characteristics of China's topography" is analyzed from four angles: 1. Reading of hierarchical color maps; 2. Judgment of schematic diagrams; 3. Verification of topographic profiles; 4. Corresponding multiple choice exercises. Through four intensifications, students have mastered the general characteristics of our country in the classroom.
Pay attention to teaching skills and stimulate students' interest
1, from near and far
For example, the introduction of this lesson, I use the terrain of Zhenjiang as the material background, in the form of language topics for students to think and answer, so that students realize the conceptual difference between topography and terrain.
2, it is difficult to make it easy
For example, in the reading of “topographic profile”, I first introduced the drawing of the section by multimedia, and then taught the students to draw a 32° latitude on the layered color map, and then asked the students to fill in the section with the layered color map. The name of the geographical object in the brackets, and the interpretation of the altitude, and finally the conclusion that the terrain is high in the west and low in the east, in a three-step ladder.
Another example is: “The main terrain types of ladders at all levels in China”. I first let the students find the main terrain areas of this ladder by step ladder, and then let the students summarize the main terrain types. When looking for the main terrain areas, The way of the letters allows the students to find one by one. In this way, the students will quickly find out, and it is easy to generalize the main terrain types of the ladders at all levels.
3, refine the knowledge points
For example: the study of "the general characteristics of China's topography", I refine it to 2 points: West high and low east - a three-level ladder-like distribution; another example: "Overview of the ladders at all levels in China", I refine it into three knowledge points. : Boundary line, average elevation, main terrain type, and terrain area.
Focus on student participation, guidance in place
In order to allow every student to participate in thinking, I have adopted the "learning case" teaching method. In the process of enlightenment and guidance, the students write their answers while writing, facilitating the formation of coherent thinking and drawing conclusions. The use of "study case" is also conducive to improving teaching efficiency.
Inspiration
Teaching should have clear goals, clear thinking, focus on key points, implement knowledge points, and stimulate students' enthusiasm for participating in teaching and interest in exploring problems.

Part 5: Reflections on topography and topography

The successes and shortcomings of the teaching design of this lesson are mainly:
More successful aspects:
1. The transition of knowledge points is better handled. For example, the lyrics from the “Great River to the West...” lead to why the river flows westward. What does this have to do with China's topography? What are the characteristics of China's topography?
2, the design of the blackboard is scientific and reasonable, concise and concise, and strong.
3. Make full use of the multimedia teaching tool to present the knowledge points through vivid images, simplifying the difficulty of knowledge points, such as the characteristics of the three-level ladder, the topographic map of China, and the influence of the terrain on the waiting.
Insufficient aspects:
1. Analysis from the teaching objectives
The three-dimensional goals of “knowledge and skills, processes and methods, emotions, attitudes and values” are not well integrated, and there is still insufficient training in analysing, summarizing and summarizing students' ability. How to supervise the students’ own advantages in terms of the superiority of China’s topography .
2. Make an analysis from the processing materials
The key points and breakthrough difficulties are not well highlighted. The impacts on the climate of the west high and low east and the difficulty of the ladder transition to the water resources are not explained in detail. The students seem to understand.
3. Analysis from the teaching program
In the classroom structure arrangement, the time allocation is reasonable, the teachers speak much, and the student activities practice and think less time. The content of the course is too much. After the characteristics of the terrain and the superiority of the terrain, the students are then guided to understand the main terrain areas of China, which exceeds the students' ability to accept and is prone to fatigue.
4. Analysis from teaching methods and means
In the teaching method, I mainly use the inductive summary, the method of reading the picture to find the law, and the teaching method of inquiry and discussion. However, due to too much content arrangement and tight time, the teaching method becomes the teaching method, and the reading pattern is supplemented by the law. To make teaching activities a bit monotonous. In terms of language organization, it is not concise and vivid. Under one class, teachers are lying in a straightforward manner, which is not vivid enough and lacks appeal.
5. Analysis from the teaching effect
Students have a preliminary understanding of the characteristics of China's topography, but this part of the understanding of the superiority of the terrain is not thorough enough. Due to the large amount of teaching content, the burden on students is a bit too much, and the enthusiasm is affected.