Reflection on the teaching of earth revolution

Part 1: Reflection on the teaching of the earth's revolution

After finishing this lesson, I calmed down and savored it. There are both joys of success and regrets of the fly in the ointment. The reflection is as follows:
First, the success: the whole class is centered on the students' inquiry
At the beginning of the class, I asked: "Everyone has this kind of experience. During the day, it is over at night, and at night, after the day and the day, why do day and night alternate, never stop?" Nowadays students have more extracurricular knowledge, many The students said that it was formed by the rotation of the earth. I did not immediately conclude. Instead, ask one sentence: "Hey! How can I not feel that the earth is moving?"
At the beginning, the students also stunned. Yes, I really don’t feel the earth moving. But after a while, some students broke the silence. "That's because we are on Earth. If we see the earth moving in the universe." Then the children took the experience of flying, flying, and understanding. It is only by observing the scenery outside the earth that the movement of the earth can be discovered. Then, the rise and fall of the sun, the moon and the stars are powerful witnesses. The earth is moving. In the children's sentence, I got a proof in my conversation. I feel strongly that students are a valuable teaching resource. The key is how our teachers develop and use it.
"Is the day and night phenomenon formed by the rotation of the earth? Can you design a simulation experiment to confirm?" I hit a hot research topic and throw a research topic to the students. Not to be expected, a simple experimental program was introduced. The children started the simulation experiment with excitement. After the experiment, they scrambled to report the results of the experiment: the phenomenon of day and night was formed by the rotation of the earth. Through their own inquiry, they experienced the inquiry process, gained knowledge, and tasted the joy of success, which fully reflected the spirit of the new curriculum reform.
Second, the inadequacies
Although it was fully prepared before class, it was carefully designed. However, after reviewing and calmly reviewing and thinking, I found that there are still many shortcomings. Although the whole classroom is basically for students to talk, let students do, let students sum up, but think carefully, still feel that some places do not fully respect students, for example, when importing, some students mentioned that the phenomenon of staying up late is due to the formation of the earth's revolution of. Because only a few students have proposed it, and because the class designed by the teacher is the first lesson, it has avoided this problem. Now, in retrospect, can we study the rotation and revolution of the earth at the same time? This allows students to study on their own. They have their own topics and will have a high level of interest. They will also find ways to design experiments to verify their ideas. This may be more likely to develop student potential and more effectively reflect student-centeredness.
In short, experience is accumulated in constant practice, and I will also elevate myself in constant teaching practice.

Part 2: Reflection on the teaching of the earth's revolution

The content of the Earth's revolution is more difficult, and it is more abstract for students, and there are more contents, from the basic knowledge of earth revolution to the movement of direct sun points, to the formation of the four seasons, and the division of the five belts. Therefore, in the teaching design, I divided the part of the earth revolution into two lesson hours. The first lesson is mainly two parts of the teaching content, that is, the basic knowledge of the earth revolution and the movement of the direct sun point. This lesson is the first lesson.
In the process of teaching, teachers try to use intuitive teaching methods to let students summarize the basic knowledge of the earth's revolution, including the cycle, direction, orbit shape, etc., by letting students demonstrate the earth's revolution around the sun; The compass display allows students to understand the concept of direct sun points; through an intuitive flash presentation, students can understand the movement of the sun's direct point within a year and read it out in the picture. Finally, with the problem of taking the bus that students often encounter in life, the whole class is expanded to let students feel the close relationship between geographical knowledge and life.
Throughout the class, teachers try to engage students in a relaxed and happy atmosphere, and inspire students to learn. However, there are still many details in the classroom that need attention, such as the accuracy of the teaching language and the reasonable placement of teaching aids. In addition, timely recognition of students is also a positive way to stimulate students to learn geography. In these respects, more improvements are needed.

Part 3: Reflection on the teaching of the earth's revolution

The new textbook of Guozhong Geography has clear knowledge and rich content, which is a concrete manifestation of the teaching purpose of “getting the basic knowledge of natural geography and human geography useful for lifelong development”. Therefore, teaching should avoid the use of textbooks, so that geography classroom teaching becomes a platform for students to gain knowledge and understand the laws of natural development through active participation. There are many natural phenomena that reflect the movement of the Earth, such as day and night, seasonal changes, extremes, and nighttime phenomena. I chose the knowledge of the earth's revolution to introduce it. This part of the knowledge is more difficult, the students are difficult to understand, but the students are very interested.
Although the students' movements on the earth are commonplace to the various phenomena on the surface of the earth, they may not be able to truly grasp the laws of change. Such as: the position of the direct sun point in a year, what time is there, what will happen. This series of questions has some knowledge in the new textbooks without textual explanation. How can students be better able to grasp the phenomena produced by the Earth movement? In thinking about how to make students better understand this part of the content, I have thought of two teaching methods:
First, the chart is combined with the explanation. In view of the image and text system in the textbook is what we have to master. In the process of learning, you can use the thinking method of spatial imagination, and through reading the pictures, students can deepen their understanding and understanding of the knowledge of the writing system. It helps them to establish a relatively complete knowledge system and grasp the spatial location, spatial structure and spatial connection of geographical things. However, the content of this lesson is more abstract. Because the students' knowledge of geography in the country is relatively weak, and the imagination of space imagination, especially female students, is relatively poor. If you only use the method of chart combination, rely on the students' spatial imagination, store them in the brain, and then process, analyze, compare, and form the image of new things to acquire new knowledge, it is very difficult for them. of. Therefore, I have given them a preliminary concept in this way.
Second, use teaching equipment to demonstrate the schematic diagram of the earth's revolution. The school's geography teaching equipment is not complete. After finishing, I used a globe, a flashlight, and a drawing on the blackboard to combine and demonstrate the changes in the Earth's movements during the year and the location, time, and phenomena of the direct points.

Part 4: Reflections on the teaching of the earth's revolution

From the teachings, human beings have experienced a long and difficult process in the revolution. Although most of our students have already read the books and know that the earth revolves around the sun, how do people discover that the earth is in the revolution? What evidence is there to explain the earth's revolution? What students know is a pure conclusion, and they don’t know where the conclusion comes from. This is the problem that the teaching of this lesson needs to solve: it is necessary for students to experience the process of human discovery of the earth revolution, seek evidence of earth revolution, and Let students understand the history of human exploration of the earth's revolution, let them know that any scientific discovery requires a long process, scientific conclusions yield reliable and effective evidence, and with the development of modern science and technology, scientific conclusions may come out Multiple forms and evidence.
Before this class, I asked if you think the earth is in a revolution? Almost 90% of students believe that the earth is in a revolution, and most of their knowledge comes from popular science books or parenting education. However, there is almost no such scientific knowledge to provide scientific evidence to prove the earth revolution, and more to describe the characteristics of the earth's revolution. Information, since most of the students already know the conclusion of the question. Therefore, the focus is on finding evidence on scientific evidence and experiencing the process of scientist exploration.
When dealing with the simulation experiment, I first asked the students to discuss the differences in the observation of stars in different positions in the first picture. Under the premise of full discussion, let students try to talk about how to operate this simulation experiment by reading books, and what problems need to be paid attention to. The teacher can set the problem guide here: What is the right place to replace the stars? How to stand when simulating the earth revolution? Why are you facing the sun? It is more appropriate to observe several times, etc., and it is necessary to prompt students to make timely records. In this link, I think the experiment is relatively easy to operate, but there are also some problems, such as the position of the two stars is more reasonable? What is the distance from the Earth's orbit? This directly affects the deviation between the stars observed by the students, and in the process, if the distance is too far, the data observed by the students are all estimated by themselves, and the error is relatively large. Of course, after the experiment, students can observe the parallax between the stars, and the parallax changes as the stars are different from our position.
It’s just that I have some doubts about myself: Is the phenomenon of stellar annual parallax happening by all stars? We are unaware of the operation of most stars themselves. Some students ask if the operation of some stars is similar to the orbit and speed of the Earth, will the same phenomenon occur? Of course, this method of reasoning to build a model to build facts is very important in scientific research methods. Students can learn from this experiment how to use this method, that is, when using this method to explain the phenomenon of celestial body movement, I don’t know Does the student's own knowledge and cognition have a prior knowledge? Can such a seemingly simple simulation experiment make students realize the fact that the earth is in a revolution? And the stellar anniversary parallax should be a new concept for most teachers, and the book does explain it so easily. Since we can easily see the star's annual parallax according to our experimental method, how can scientists prove that the earth is in the revolution when proposing this point of view?
In the end, the process of interpreting day and night is smooth. After introducing the process of scientists discovering the parallax of stellar anniversary, students have more and more understanding of the process of human understanding of the earth's revolution, but they do not know that such a simulation experiment is mastered by students. What role does the search for evidence of Earth revolution play?

Part V: Reflections on the teaching of the earth's revolution

"The revolution of the earth" is another difficulty in the teaching of geography in the seventh grade. The teaching materials are not very demanding. The students only need to remember the two pictures of "two-two to the schematic" and "five-band on the earth". There is not much problem with the exam. Over the years, I have not thoroughly studied why the earth revolution has caused the four seasons to alternate. I can't remember which round of teaching. One time the students asked this question, it caused me to ponder over this issue.
I used it for a long time, holding the globe constantly to simulate the revolution of the earth, and then holding the globe around me, turning the globe alone, and suddenly found the mystery in the constant rotation. When I kept turning the globe base in place, I noticed that the equator, which was level with my line of sight, was moving up and down, reminding me of "the direct sunlight moves back and forth on both sides of the equator during the Earth revolution." At the same time, it inspired me and created the idea of ​​using the globe to demonstrate the alternation of the seasons. There is such a passage in the textbook, "When the earth revolves, the earth's axis is tilted and its spatial orientation remains unchanged." This feature of the earth's revolution is very important, and this is the root cause of the alternation of the four seasons.
In teaching, I first simulate a hypothetical situation, that is, “the earth's axis is vertical when the earth is revolving.” When I moved around the students with a globe that was “justified” by me, most of the students came out. The conclusion that the sun's illumination is constant is that the same sun is shining everywhere the earth travels to any position on the earth, and there will be no seasonal changes.
When I held the "slanted" globe and kept the axis pointing towards the North Star and moving around the students again, I purposely let the students pay attention to the situation of the four positions before and after, and found that two of them can only see the North Pole or the South Pole. The other two locations can see the two poles at the same time. With the students representing the sun, the globe represents the earth, everyone "seeing" is equivalent to the earth being "irradiated" by the sun. At my suggestion, the students found that the earth's exposure to the sun at different positions of the orbit is really happening. Changes, for the Northern Hemisphere, sometimes the sun is received more, sometimes less received, and the height of the sun is also changing, which will inevitably lead to changes in the surface heat, and there are four seasons. Replacement.
The difference between the two cases is whether the earth axis is tilted. Under the mutual control, the students can conclude that the “earth axis tilt” is the root cause of the four seasons.