Reflection on the teaching of earth's movement

Part 1: Reflections on the Teaching of Earth's Movement

Before the teaching unit, I used the questionnaire to test the students' pre-scientific concepts about the shape and movement of the earth, and found that almost no one in the whole unit can explain the shape of the earth and its movement more clearly. The reason for the formation of the four seasons is that there are many wrong opinions. Even if some students know, after detailed inquiry, the understanding is superficial. Therefore, we can know that the celestial movement is a blank area for the scientific knowledge of these students. Only by carefully designing the teaching process and carefully preparing the teaching materials, it is possible to allow more students to master accurate scientific concepts through exploratory activities.
There are two difficulties in this lesson: one is the difference and connection between stellar day and sun day, and the other is the speed difference between the speed of the revolution and the point of the near future. For the first difficulty, the textbook was deleted in order to reduce the difficulty. But I think that since two different reference standards are mentioned, it is necessary to let them understand the principles. Moreover, the student base of our school is relatively good, so it is entirely appropriate to go deeper. Of course, the key to understanding their differences lies in the ability to understand the fact that the light emitted by distant stars is parallel. As for the second difficulty, it is relatively easy to solve. As long as the second law of Kepler is explained, basically there is not much problem. As for students asking why such a law is another problem. No one can solve this problem except God. So Newton specializes in the first impetus in his later years and classifies it as God, not as stupid as some of us imagine. Maybe this world is like this.
I feel that the success of this lesson is to grasp the small examples in life and put them into teaching to play a role in stimulating students' interest. For example, at the beginning, it introduced the phenomenon that can reflect the movement of the earth in life; when the sun day and the star day were adopted, the calculation of the date and the generation of the leap year were appropriately designed; when the line speed was mentioned, the "God Seven" and The launch of the rocket. These examples, which are closely related to life, can bring some vitality and vitality to the study of boring theoretical knowledge.

Chapter 2: Reflections on the Teaching of Earth's Movement

1. Since the teaching content of this lesson is dynamic, the use of multimedia courseware for teaching is more intuitive and vivid, and it is also convenient for students to understand: the difference in time caused by the rotation of the earth is visually demonstrated by using animated demonstrations. In different regions, there are differences in the time when the sun is seen, especially in areas where the longitude difference is relatively large. Animated demonstrations also vividly show the different latitudes of the Earth due to the tilt of the Earth's axis. The light and heat obtained at different times are different, so there are five bands of alternating seasons. This kind of animated demonstration is very popular among students. However, I feel that it is a difficult point because of the change of two points and two seasons. When using animation, it is also supplemented by a plate map to restore the moving picture to a still picture. The students’ impression is deeper and is beneficial to students. The digestion of knowledge.
2. The teaching focus of this section is mainly in the form of graphs. The difficult content is the regular knowledge of geography. It is solved in the form of animation. I feel that this design has not yet best represented the knowledge structure. Contact between. In particular, the rotation and revolution of the Earth are simultaneous and harmonious in the entire movement of the Earth. I feel that when I was in class, I did not reflect that the rotation of the Earth exists in the revolution of the Earth. It is impossible to show that these two movements are carried out in space.
3. In the teaching process, because there are more difficult contents, there are many places that teachers need to explain. Therefore, the whole class is less time for students to study independently. I always hope to give the class to the students, but I can’t always do it. Very confused.

Part Three: Reflections on the Teaching of Earth's Movement

Affirmative place:
1. Using students' life experience and multimedia-assisted teaching, they mobilized their enthusiasm and initiative.
2. Pay attention to the connection before and after knowledge, and guide students to think about the relationship between the study and the first two sections of knowledge, so that the integration of new and old knowledge can be achieved. The classroom sets up inspiring questions that work well and help students think about problems and work hard to find solutions.
3. In the study, the emphasis is on the strengthening and reading of basic knowledge, the analysis of pictures, and the cultivation of abilities.
Some areas for improvement:
1. Students should be given sufficient time for activities and opportunities for self-exploration.
2. The feeling of poor students is neglected in the teaching process.

Part 4: Reflections on the Teaching of Earth's Movement

This lesson is the first lesson in the second chapter of "Earth and Maps", "The Movement of the Earth". The content of this lesson is extremely knowledgeable, with many difficult points, and involves many more abstract invisibles. Untouchable geographical things. Since the abstract thinking ability of the first-year students has not yet been formed, it is difficult to break through the difficulties. Therefore, in this class, I took the teacher's contact with practical examples, multimedia courseware demonstration, analogy analysis, student group experiment exploration, teacher demonstration heuristic analysis, etc. The method is to give full play to the role of "study as the main body and teacher-led". Now simply talk about feelings.
First, starting from the phenomenon of daily life, clever introduction, arouse the interest of students
At the time of import, by asking students two questions: From which direction did the students observe the sun rise, and from which direction? When do you think that the sun is turning or the earth is turning? What now? Then, by playing the video "Humans know the process of the Earth's movements", the two forms of the Earth's movements are easily presented to the students.
Second, use the analogy method to guide students or analyze life examples, or connect with actual life experience, analogical analysis and reasoning to obtain geographic knowledge.
For example: for us to live on the earth, the earth has been moving, and the research we can not feel, the analogy method - based on the analogy analysis of the feeling of driving on a very straight road; Another example: When the time difference caused by the rotation of the Earth, I introduced the London Olympic Games this summer, the time for Beijing and London viewers to watch the event is different, and the analysis and reasoning lead to relevant results.
Third, make good use of multimedia courseware to increase intuitiveness.
In order to better take this class, we have carefully designed the courseware. First, the video and audio files are inserted to enhance the visual and auditory stimulation of the students; the second is to insert the flash animation into the courseware to make the demonstration process more delicate and vivid. For example, in the second to the second, the earth's revolution, the movement of the sun's direct point, and the direction of the earth from the north pole and the south pole in the rotation, are played in the form of animation, and the effect is better.
Fourth, give full play to the role of the globe
In the classroom, the students have a small globe, and they have demonstrated their own rotation and revolution. The students’ interest in learning is more intense. When describing the phenomenon caused by the rotation of the earth, I first put a red note on the large globe along the warp. Then slowly rotate the globe in the direction, let the students observe the red line to the position, and say whether it is morning, noon, or night, both intuitive and image.
V. Give full play to the team's cooperative inquiry
Team-based collaborative inquiry helps to develop students' diligence, innovation, and ability to improve students' hands-on ability and generalization. In this lesson, there are many local group collaborations that work very well. For example, in the case of two-thirds to the map, the group completes the filling of four solar terms; when the earth revolves, the team members use their own birthday to discuss where the earth is in the orbit of the revolution? What is the length of day and night on this day? These activities not only stimulated students' interest, but also deepened the students' consolidation of knowledge.
Sixth, make full use of the student's demonstration activities to correct errors, and achieve the effect of learning while feedback.
For example, when studying the earth revolution, find two students to play the earth and the sun to demonstrate how the earth and the sun move. Other students observe and judge whether they are correct. If there is something wrong, then find the students to demonstrate. Until the presentation is correct. In this way, it not only activates the excitement of the students, but also deepens the impression of the students. In short, this lesson highlights the new curriculum reform concept in the design. In the implementation, it also pays attention to the spirit of the new curriculum reform, and better completes the expected teaching content. The students feedback is very good, and the knowledge is understood. The degree and breakthrough of the difficulties, in the group inquiry experiment, enhanced the team's ability to cooperate and improve the students' practical ability. However, there are still some shortcomings:
1. The transition between the various links is still relatively blunt, and individual activities are not used well. Students should be given corresponding explanations for students to understand.
2, time control is not very good, the two goals of this lesson are difficult, but the time for the students to master the memory is too short, the main reason is that I talk too much.
In short, it is still less honed and less experienced. I hope that everyone can give more valuable advice and let me take it to the next level.

Part V: Reflections on the Teaching of Earth's Movement

Earth movement is the first teaching difficulty encountered by Gaoyi Geography. It takes three classes to complete the basics. However, there are many teaching contents in this section, and the students' ability to accept shows great differences. The students' space imagination ability is limited. It brings great difficulties to teaching. In this section, teaching difficulties appear continuously, such as stellar day and sun day, morning faint line and date line, local time and area, 昼 hemisphere and night hemisphere, winter solstice and summer solstice. With the polar night, the yellow-earth angle and the midday sun height, angular velocity and line speed, etc., this section is of great importance to students in learning geography and geography, and at the same time requires more geography skills, such as the ability to draw the earth's rotation and revolution. It is possible to determine the morning line and the faint line. When the location of a certain place can be determined, the position of the direct sunlight can be determined, and the conversion of the area can be performed. The length of day and night and the height of the midday sun at different places at the same time can be compared, and a certain place can be determined. When I was at sunrise, I spent a lot of time. During the teaching process, I mainly started from below.
1. Grasp the main line of this section - the relationship between the sun and the earth and the direct point of the sun and its changes. For example, during the orbital revolving process of the earth, since the orbit around the sun is an ellipse, the sun is in one of the focal points, causing the earth to leave the sun during the year. The position has two special positions. The near point and the far point, the reference point selected when the earth rotates, causes two rotation periods of solar day and stellar day. At some point, only one point can see that the sun is at the highest position, and the point where the point is located is 12 o'clock. The direct movement of the sun and its direct latitudes have a great influence on the length of day and night and the height of the midday sun. For example, in the hemisphere where the direct sun is located, the hemisphere has a long period of time, and the direct point is in the hemisphere of the hemisphere. When the direct point is at the regression line Just the longest or shortest day of the hemisphere's daylight, when directing a certain latitude. At noon, the height of the sun is the highest, and at noon on that day, the height of the sun decreases from the direct latitude to the north and south. The movement of the direct sun point is also closely related to the gradual change of the daytime, the gradual change of the midday sun height in the north of the regression line, and the gradual change of the range of the poles in the polar circle.
2. Using the relative geographical concepts in this section to compare, can save time, such as the comparison of the speed of the recent and the distant point of the revolution, with "near fast and slow" to summarize, such as the summer solstice, the extreme phenomenon in the Arctic Circle In the Antarctic Circle, there is a night phenomenon. In the Northern Hemisphere, the night is short, the southern hemisphere is short and the night is long. The summer sun has reached the minimum midday sun in the southern hemisphere, and the winter solstice reaches the minimum in the year. For example, the morning line and the faint line are just the opposite.
3. Give full play to the enthusiasm of students' independent learning. On the basis of understanding the basic principles and basic laws of this section, set appropriate different forms of practice, focusing on cultivating students' spatial imagination, graphic transformation ability, geographic knowledge migration ability and geographic calculation. ability
4, give full play to the advantages of multimedia, break through the relationship between the yellow-red angle and the direct movement of the sun in this section, the change of the length of day and night and the change of the height of the midday sun, etc., and use tools such as multimedia animation to visually reflect the process of the earth's movement. It is simple and simple, inspiring students' thinking, and can solve the contradiction between teaching capacity and lack of class time.