Changeable weather teaching reflection

Part 1: Reflections on Changing Weather Teaching

In this section of the teaching activities, I can focus on students as the main body, actively create problem situations that meet the teaching content, and organize students' full activities to motivate students to learn. It embodies the teaching philosophy of “learning the geography useful for life”. Only students have a strong interest in learning, active learning, can learn well, and apply geographic knowledge flexibly in real life.
To this end, I provided rich multimedia teaching materials such as pictures, texts, animations, and voices in the teaching process, evoking the desire of students to learn and stimulating students' interest in learning. For example, when explaining the "satellite cloud map", the students showed the shooting animation of the satellite cloud image, which vividly showed the origin of the image and gave the students a very deep impression.
Make full use of the “activities” designed in the textbooks, and provide students with weather forecast maps, so that students can simulate the weather conditions of the city by simulating the TV weather forecasters, so that students can consolidate the weather symbols learned in this lesson and understand them more quickly. The relationship between weather and humans. Guide students to become the host, perform real-time performances in the classroom, and cultivate students' ability to read pictures, express language and actual application.
In the process of teaching, students are attracted by multimedia courseware and become the main body of teaching activities, which makes knowledge problems, problem activities, and activities interesting. It creates a relaxed and harmonious teaching atmosphere of teacher-student interaction and interaction, and establishes exploration. The new learning style of experience, cooperation and cooperation laid the foundation for lifelong learning and development in the future.

Part 2: Changing weather teaching reflection

This lesson is the first section of the third chapter. The weather is closely related to our life and the students can perceive the content. It is still very good for the entrance of teaching. My instructional design begins with the impact of the weather on our lives, asking students to find out the weather-related words, and then let the students describe the weather today, from which the students can conclude that the words describing the weather can be used: Wind and rain, hot and cold. Next, through the information display and let students contact the real life, they know the characteristics and influence of the weather. In the second part, let students watch the Weather Forecast, learn about satellite imagery and weather symbols, and use the form of competition to consolidate knowledge in a timely manner. For this lesson, I think that the more successful place is to make full use of courseware and visualize the knowledge in front of the students, but for the details, there are still many places that need to be revised and worth reflecting.
First, the introduction: the use of "Haier Brothers" title song introduction is relatively appropriate, can attract students' attention to the classroom, but there is a small problem, I use video directly when importing songs Before listening to the song, the students were asked to pay attention to what the lyrics sang, but during the broadcast, the students were attracted by the video cartoons, forgetting the tasks I explained. In this respect, I can make the following changes: directly play the songs in MP3 format, and display the lyrics on the screen, so that the task of the students is obvious and can be done very well.
Second, the connection: the first part explains that the transition between the definition and characteristics of the weather and the impact of the transition language is not good, a bit blunt, will inevitably lead to the students can not keep up with the idea, when using three materials to guide students to summarize the weather characteristics, the classroom atmosphere sinks Going, the problem that was originally thought to be very easy suddenly the student was dumb, and I was very anxious. Now I want to come, my guide language is not precise enough. In the future teaching process, I will pay attention to my own words, so that the questions raised can be answered in a concise and clear manner, and the foundation of my own language can be improved.
Third, the mobilization of the atmosphere: In the second part of the teaching, the feeling has entered the state, the enlightenment effect is obvious. This part mainly uses the method of competition than the memory of the weather symbol. Through comparison, students' enthusiasm is improved and the effect is obvious. In addition, in the end, the role-playing method was used to allow students to play the host to broadcast the city weather forecast. Each student in the class had the opportunity to broadcast the report, mobilizing the attention and participation of all students, and the effect was obvious.
Fourth, teachers and students: As a geography teacher, there are still many places that are not in place. Their own language organization is not precise enough. The guidance for students to think about it needs to be strengthened. The wit of temporarily answering the answers to students' questions is not in place. In the classroom, the teacher is dominant, and the status of the student subject is not very obvious.
The last point of doubt can not be solved. In the section “Changeable Weather”, I heard several famous teachers have gone through open classes. The main reason why I dare not imitate them is that I have no confidence in handing over the class to the students and let the students complete it themselves. The preparation and teaching of knowledge, the teacher makes a summary. I hope that in the future teaching, I can break through this limitation and let the students truly become the masters of the classroom.

Part 3: Reflections on Changing Weather Teaching

Last week, I used the time of the teaching and research group activities. I taught the course "Changeable Weather" and summed up the lessons learned. The reflections are as follows:
At the request of the school, during the summer vacation, I conducted the courseware production in a targeted manner. Although the level was limited, when I explained this class, I improved and processed the content of the courseware on the basis of downloading some courseware. Making the content of the courseware more conducive to the teaching process, I feel a lot of gains. As a teacher who has just been engaged in geography teaching, this class has made me more aware that it is not feasible to use the method of textbooking in geography teaching. It is necessary to carry out necessary and targeted exchange of some knowledge points. The teaching process is achieved in a natural way. Due to the lack of knowledge reserves, many shortcomings were exposed during the lectures. For example, the knowledge points are not accurate, the difficulties cannot be thoroughly explained, the geographical terms are not used to explain the points, and they need to be tempered in the future teaching.
This lesson was carefully guided by the teacher Zhang Wenjing from the teaching and research group in the field. Both the teaching arrangement and the use of teaching tools gave me great support and help, which also gave me a deeper understanding of the teaching of geography. .

Part 4: Reflections on Changing Weather Teaching

"Changeable Weather" is the content of the first section of the third chapter of the seventh grade. Looking back at this lesson, there are successes and there are many deficiencies that need improvement. The following is a summary of the teaching experience of this lesson.
Success:
According to the practical characteristics of the teaching content, this lesson has designed flexible and diverse teaching methods. The key points and difficult points are properly handled. The multimedia teaching method is used to optimize the teaching process. The whole class is characterized by “living”. In the whole course, in the teaching design, follow the new curriculum standard "learning the useful geography of life", "learning the useful geography for lifelong development" as the concept, as far as possible to explore the content of the textbooks that can contact the students' actual life, so that students feel Meteorological knowledge actually permeates students' daily lives.
Before class, I asked the students to observe the weather conditions in the last 3 days and introduce new lessons with the question “What kind of weather do students like best?” to mobilize the students' attention and interest. In the course of the lectures, use the group interaction, the drawing between the same table and other activities to learn and effectively master the classroom. In the mutual cooperation and active participation, the students firmly grasped the geographical knowledge of the new school and gave full play to the main role of the students. Through discussion, the spirit of self-exploration of students has been stimulated. When talking about the weather and human beings, I designed such a question: "Students, what phenomena or ways do you usually use to understand the weather changes?" Some students answer the weather and some students watch the weather. Other students collected online and called "121" to query and other small knowledge, which effectively stimulated the students' enthusiasm for observing life and accumulating knowledge. At the same time, they also cultivated students' ability to collect information and let each student Realizing that “all the minds are learned,” the only way to constantly discover the geographical phenomenon around you.
When learning the wind vane symbol indicating wind and wind direction, I introduced the "left-hand rule" to the students, let the students extend their left hand, palms facing outwards, the direction of the four fingers is the wind direction, and the direction of the thumb is the wind tail, although the "left-hand rule" "It's not the content of the textbook, but by letting the students do the demonstrations, I found that the students are quick to understand the content that is difficult, and the enthusiasm is also very high, and the learning effect is also very good.
As a organizer, guide, and collaborator of student learning, I will follow the sequence design problem of "focusing on weather conditions - summarizing the characteristics of the weather - using satellite clouds and weather symbols - for production and living". I feel that there is geography everywhere in my life. Learning geography is very helpful to myself, and my interest in learning has greatly increased.
Of course, this lesson also has a lot of shortcomings:
My leading role in the lectures was fully exerted, but the main role of the students was not enough. I did not mobilize all the students to answer questions and analyze the enthusiasm of the questions. Perhaps they ignored the wonderful explanations of many students. In this regard, I still need to constantly strengthen my business quality in the future, so that I have enough ability to control the classroom flexibly.
The knowledge points of the teaching link are not designed to be compact enough. Although the small activity “left-hand rule” is designed, students can learn the wind direction and the wind tail in the small game, but there is not enough time to guide the students. Some students judge the wind upwards. Not flexible enough and accurate.
Through classroom teaching, the ability to cultivate students' inquiry learning and innovative learning and the sense of group cooperation need to be strengthened. At the same time, it is necessary to strengthen the timely detection and consolidation of students' knowledge in the teaching process.
In addition, the level of my courseware production needs to be improved. In the future, I should strengthen the production and operation of multimedia courseware. I should also learn from the excellent teachers to learn courseware, learn from each other's strengths, and take the essence from the past to go to the dross.
In short, in the future geography teaching, I must constantly strengthen my business quality, and constantly expand my professional knowledge, so that my geography teaching path is getting wider and wider.

Chapter 5: Reflections on Changing Weather Teaching

With the vigorous development of the new curriculum reform, the advanced concepts related to education and teaching are recognized by everyone. But I think the most important and most important thing is to implement these concepts in daily classroom teaching in order to achieve the original intention of the curriculum reform. The teaching methods and design ideas selected in this lesson are basically based on the students' age, psychological characteristics and living environment, from the participation level of students' learning activities, the maintenance of interest, the implementation of knowledge and the sustainable development of learning ability. In terms of aspect, I think it is more appropriate and basically achieved the expected goal. In the future, this part of the content should be noted that the content of this teaching design is slightly excessive, and the completion time is tight, and it is necessary to make appropriate trade-offs.
The teaching content of “Changeable Weather” is very relevant to the life of middle school students. The teaching design and implementation of this lesson has the following characteristics:
1. Focus on the geography close to student life. Create a good environment, let students observe the basic methods of geography learning such as observation, description, induction and analysis in the observation of surrounding weather activities, help students learn to actively care about life, care about social methods, and cultivate their social responsibility from childhood.
2. The teaching design and implementation process better reflects the students' independent learning. The interactive design of teachers and students helps to change the passive acceptance learning of students, and integrates the activities of acceptance, experience, perception, discovery and inquiry. The harmonious communication between teachers and students greatly mobilizes both teacher teaching and student learning. Enthusiasm. Teachers are no longer the authority and indoctrinator of knowledge. Teachers become the leaders and collaborators of student learning, sharing the joy of geography learning in a harmonious atmosphere.
3. Encourage students to question and use this as a starting point for student inquiry activities, expand learning time and space, try collaborative learning, and promote the sustainable development of student learning.
4. Pay attention to the application of information technology in the geography curriculum, and pay attention to the cultivation of students' awareness and ability of geographic information.
Trying the reform of geography teaching evaluation can give play to the incentive mechanism of evaluation.