Reflection on Geography Teaching in Gao Er

Part 1: Reflection on Geography Teaching in Senior High School

As a geography teacher, in this year's geography teaching, I feel that many teaching links have failed to do so. There are many places worth reflecting. Geography is a highly comprehensive and wide-ranging discipline, and it pays great attention to practical application. To enable students to truly learn it, on the one hand, it is necessary to continuously emphasize the importance of geography to students and guide students to pay attention to geography. To ensure the necessary time investment, on the other hand, it is necessary to continuously improve teaching methods, cultivate students' geographical thinking ability, and do everything possible to create a good geography teaching atmosphere, and mobilize students to learn geography enthusiasm and initiative.

This year, I coached the second year of high school, reflecting on the inadequacy of teaching in the past, improving teaching methods, and thinking about how to improve the quality of teaching in the future is particularly urgent and necessary. The following are some of the shortcomings in my teaching work and the countermeasures in the future. I hope that it can always remind myself that in the future teaching process, we will no longer follow the same detours, adjust and correct teaching methods, and improve the quality of teaching.

1. Although I have my own design and arrangement in the setting of teaching objectives, teaching materials processing, teaching methods, and teaching methods, each time I prepare for the lesson, in the real teaching process, more teachers are taught. Students learn the knowledge of the cramming teaching method; I am afraid that I don’t have enough lectures. Sometimes, after a class, I will be able to fully realize the original teaching objectives, and the teaching goals cannot be discussed.

Countermeasure: The establishment of teaching objectives should surround and enable students to master the geographical knowledge closely related to their lives and the surrounding world, and stimulate students' interest in learning geography through the association of students; the implementation of teaching objectives must correctly handle teachers and students, teaching The relationship with the students makes the students wholeheartedly devote themselves to the learning activities, giving the students the space for thinking, highlighting the main position in the students' teaching activities, and effectively achieving the knowledge goals, ability goals and moral education goals of the teaching activities.

Second, the current geography textbooks are written under the guidance of new education, teaching ideas and concepts. They are contemporary and forward-looking, especially emphasizing the geography of life and the practicality of learning, in line with the learning psychology and requirements of contemporary students. However, in my teaching process, I still can't abandon the traditional thinking and methods, and even move the teaching materials. Therefore, the students feel that the classroom is empty and boring. Over time, it has caused the suppression of geography learning, affecting the interest in geography learning and the mobilization of non-intellectual factors. .

Countermeasures: closely follow the characteristics of geography, fully tap the characteristics of geography, and optimize the teaching of geography. In particular, we must pay attention to the establishment of teaching objectives, the processing of teaching content and the selection of teaching methods to achieve the most optimal. For example, in the selection of teaching materials, it is necessary to fully focus on the geography useful for life, and the useful geography for students throughout their lives; the teaching methods should emphasize individualized teaching to satisfy students' desire for participation, expression, competition and sense of accomplishment. Through the optimization of geography classroom teaching, students' interest in geography is cultivated, and learning difficulties caused by non-intellectual factors are overcome.

Third, how to teach students, I will say to teach students in accordance with their aptitude. In actual teaching, I use the same standard to measure each student, what knowledge each student should master, and each student to complete the same difficult work. This has greatly limited the improvement of students' geographical achievements.

Countermeasure: Each student's inherent genius, learning attitude, and learning ability are different. Students who have spare time in learning should help them to advance at a higher level. When you usually arrange your homework, let eugenics finish the exercises on the book, plus two or three difficult questions, so that students can think more and improve their content. For students who have difficulty learning, they must lower their learning requirements and strive to meet basic requirements. When assigning homework, students who have difficulty in learning should try to complete the exercises in the book, and the after-school exercises are not added.

There is no perfect person. With the growth of my teaching work time and the progress of the times, there will be more deficiencies. I only have to reflect on the teaching work, correct the shortcomings and deficiencies in the teaching, and keep improving. Perfection can make you a good people teacher.


Part 2: Reflection on Geography Teaching in Senior High School

Since I was a high school geography teaching work in July, I have been trying my best to explore and understand the current status of geography and his attitude towards geography learning, so that I can integrate into this new learning team. Through these months of study and coexistence, the following points are summarized:

First, students' attitude towards geography is not correct

As the saying goes: attitude determines everything, although it is not perfect, but for students to learn, attitude plays a decisive role to a certain extent. Many students believe that geography only needs to be backed up before the exam, and it can be solved by hard memory. Some students also use geography to refer to geography. This phenomenon is particularly evident in science classes. Attitude has already committed the "big taboo" of learning. The study of high school geography has been clearly distinguished from the so-called "place name school", not simply remembering the common sense knowledge of "Beijing in northern China, Guangzhou in southern China" and so on. It is more important to understand, and to memorize, analyze, and apply textbook knowledge to solve practical problems on the basis of understanding. This is the focus of learning in the context of the new curriculum standard.

Second, the basic knowledge is weak

At present, due to various factors, our students are weak in basic knowledge and have a high rate of forgotten knowledge. In normal times, we will always encounter various knowledge problems in the process of system review and knowledge network construction.

Third, the student's answer to the question needs to be improved

During the usual practice, most students can understand the knowledge points, but the language used in the answer to the questions is not standardized. It is not possible to use "geo-language" to answer the actual geographical problems, so that the points are affected in the test.

In response to the above questions, we have carried out profound reflections and identified some specific measures, hoping to play a guiding role in our teaching.

First, the theory links with the reality, improve learning interest

In daily teaching, teachers use concrete examples to prove the close relationship between geography and real life. Use the examples around to improve students' interest in geography, and fundamentally correct students' attitude towards geography. Secondly, in peacetime with classmates They explained the importance of the level of academic testing, so that students have a certain sense of urgency and pressure in the process of learning.

Second, study and practice, focus on practice

In view of the current situation of the weak basic knowledge of students, we should explain some of the knowledge points properly, and supplemented with certain exercises to deepen students' ability to understand and use knowledge. Through practice, improve the speed and accuracy of students' answers, and lay a good foundation for our seniors.

Third, the review is in place, the specific promotion

Correctly correct the students' homework, explain and comment in a targeted manner, standardize the answering questions for specific questions, strictly request, and start to guide and improve from the details.


Part Three: Reflections on the Teaching of Gao Lei's Geography Zhang Lei

Traditional geography learning overemphasizes the acceptance and mastery of knowledge, and makes students acquire knowledge into a process of directly and passively accepting book knowledge and purely memorizing. This kind of learning stifles students' interest and enthusiasm for geography learning, ruining students' thinking and intelligence, and often creating a large number of "high scores and low energy" students. Therefore, in the new curriculum reform, special emphasis is placed on independent learning, cooperative learning, and inquiry learning, so that the learning process becomes more and more a process of students discovering problems, asking questions, analyzing problems, and solving problems. To complete this transformation, we should first cultivate The student’s awareness of the problem begins. The so-called problem consciousness means that the problem becomes the object of student's perception and thinking, and thus creates an unresolved state of knowledge in the student's psychology. Here's how to develop a student's problem awareness in geography teaching and talk about my views.

1 The status quo of student problem awareness

Einstein said: "It is often more important to ask a question than to solve a problem." Because the problem is the source of new ideas and new knowledge. Student learning is a process of constantly discovering new problems, asking questions and solving problems. Once there is no problem, learning will be interrupted, and there will be no ideas and methods for explaining and solving problems. Without problems, it is difficult to induce and arouse Students' curiosity; without problems, students will not think deeply, the spark of wisdom will be extinguished, and learning will only float on the surface and form. Therefore, modern learning methods emphasize the importance of problems in the learning process. So, our students, do they have "geographic problems"? How is their awareness of geography issues? With such doubts, we conducted a questionnaire survey of 100 students in the fourth and fifth classes of the first grade. Through the statistical analysis of the questionnaire survey, it is found that the students' problem awareness is relatively weak. Specifically in:

1.1 Ideologically passive, lack of willingness to ask questions

The survey showed that only 10% of students raised their hands on the teacher's questions in the classroom, waiting for the teacher to ask questions, 68% of the students did not raise their hands, waiting for the teacher to ask questions. 45% of students like to listen to others, but they don't interject, and 39% of students don't like to interject, thinking that the insertion will affect the class. For teachers' questions, 49% of students think seriously and wait for others to answer. All of these show that the current middle school students are more passive in their thinking, only willing to listen and not willing to express. The main reason is that I am afraid that the mistakes or the problems are too simple. I feel that the teachers and classmates think that the knowledge is shallow and they feel no face. There are also some students who are timid, closed, and shy.

1.2 Passive learning, lack of habit of asking questions

The survey shows that 57% of students do not question the textbooks and believe that the materials are not wrong. 42% of students have no doubt about the answers given in the teacher's class. Under traditional education, textbooks and teachers are authoritative, and the answer is only one. The situation often seen in the classroom is “study answer” rather than “learning.” Therefore, 52% of students do not have to talk to the teacher after class. For the doubts about the answers given in the teacher's class, 29% are too busy to be able to. This also reflects the faint awareness of students' problems. After a long time, the learning and learning becomes a student answer.

1.3 The teacher is not guided enough, the problem atmosphere is not strong

In the second question survey, “Do you have geography teachers often ask questions in class?” 32% of students chose “sometimes” and 18% chose “occasionally”. This reflects that our geography teacher is not designed enough for the problem. The main reason is that teachers think that the problem teaching takes a long time, and they are afraid that they cannot complete the teaching task. Too much emphasis on the requirements of knowledge and skills. The teacher is the center of the classroom, and the teaching of knowledge points is emphasized. The teacher's will is too much and the subjectivity of the students is not exerted. The teaching design shows the contradiction between the knowledge structure and the cognitive structure of the students. In the process of teaching, students' learning methods and learning habits are not valued, and they are indifferent to how to improve students' ability to analyze and solve problems. This seriously restricts the cultivation and improvement of students' geographical thinking ability and problem solving ability.

2 How to cultivate students' problem awareness in geography teaching

2.1 Create a teaching environment for students to actively discover and ask questions

Middle school students are active in thinking, have a strong desire for knowledge, and have a strong curiosity about things. This is the seed of problem consciousness. However, whether this seed can germinate depends on whether there is a suitable environment and atmosphere. However, in many realistic geography classroom teaching, students are still accustomed to asking teachers to ask questions. They dare not go beyond the threshold. Even if they have doubts, they dare not ask questions from teachers. Even if they find problems, they dare not express their opinions. The reason for this state is that teachers have not really changed the concept of education. They are afraid that students' questions will affect their authority, and they will be afraid of disrupting the teaching program. In the classroom, students only have problems around teachers. Second, students have psychological concerns. : Is it too simple for me? Will it be laughed at by classmates and be criticized by the teacher? Or I will think again: Will my teacher not answer the question, so that the teacher can't get off the stage? ... All these fears are banned from the students, so that students can not ask, and lose the initiative and enthusiasm to find and discover problems.

Therefore, in geography teaching, in order to cultivate students' problem awareness, we must first strive to create a relaxed, harmonious and psychologically safe learning environment for students, and eliminate students' sense of tension and oppression. This teaching environment must have the following conditions:

2.1.1 Teachers should effectively change the concept of education, regard the teaching process as the process of participation and equal exchanges between teachers and students, and provide students with a relaxed, democratic and harmonious teaching environment, allowing students to express different opinions from teachers, classmates and textbooks. Views and opinions, and give understanding, encouragement and guidance.

2.1.2 Respect students' findings and questions, encourage students to ask “why?”, and let students realize that being able to ask questions is to participate in creation, thereby generating a happy emotional experience and developing good questioning habits.

2.1.3 Change the tendency of over-emphasizing organizational and orderliness in geography teaching, give students a certain degree of freedom, and allow students to have some “off-topics” and even “wrong” questioning behaviors, and give timely and correct guidance. Only in such an environment and atmosphere can students be led by the dare to ask the dare to ask, not to ask questions, from passive discovery to active discovery.

2.2 Create a problem situation in which students actively discover problems and ask questions

Leading students to ask questions is to “find problems”. To enable students to discover problems and ask questions, teachers need to create certain problem situations to guide students. So, what kind of geographical situation can effectively stimulate students to ask questions?

2.2.1 Contact the reality of life, create a problematic situation of authenticity

Knowledge comes from life. In the setting of the problem situation, when the learning materials are related to the students' existing knowledge and life experience, it will arouse great interest of the students, and interest will inevitably generate learning motivation [4]. Let students take the existing life experience to observe, discover, ask questions, and explore and communicate, so as to realize the transformation from perceptual recognition of rational understanding.

For example, when talking about "water pollution and its causes", you can create such a problem situation: in the song of "Taihu Beauty", play the beauty of Taihu Lake fish fat before the 1950s, and the latter part of the film is 2007. Taihu Lake cyanobacteria broke out and triggered the situation of Wuxi citizens rushing to buy mineral water. For students growing in the Taihu Plain, they are very familiar with the 2007 Taihu Lake cyanobacteria event. This situation, which is closely related to life, can best provoke their problems:

1 What is the cause of the outbreak of cyanobacteria in Taihu Lake?

2 Is the outbreak of cyanobacteria in Taihu Lake related to industry, agriculture, and cities along the Taihu Lake? What kind of relationship? Besides, is there a natural reason?

3 What are the effects of the cyanobacteria outbreak in addition to affecting people's living water? How to prevent it?

In the process of teaching, due to the setting of the problematic situation that is closely related to life, students fully feel the geographical problems happen to themselves, and fully enjoy the use of geographic knowledge to solve problems.

2.2.2 Using story allusions to create interesting problem situations

interest is the best teacher. If we can create interesting and interesting problem situations for students, students will be proactively discovering problems and exploring problems with strong curiosity and curiosity. The students' exploration of the problem realizes the self-experience, self-discovery and self-sense of the learning content.

For example, in the study of density flow, it is possible to create a problem situation: during the Second World War, German submarines often came and went without a trace from the Mediterranean to the Strait of Gibraltar and attacked the Allies in the Atlantic. The Allies used sonar to monitor for many days without any noise. German ships are still coming and going, and the Allies have suffered heavy losses. This interesting story is strongly inspired by students:

1 How did the Germans enter the Atlantic? Is the Allied monitoring device insensitive or is the German technology more sophisticated?

2 Is there a problem with Mediterranean sea water?

The interesting situation of the problem provokes students' intense desire to explore. Students around the Germans how to enter the Atlantic, have to think about it, conduct group discussions, experimental demonstrations, etc. to explore the problem.

2.2.3 Strengthen knowledge linkage and create contradictory problem situations

Starting from the students' existing knowledge, the teacher creates contradictory phenomena with the students' existing knowledge and experience, which makes the students feel "strange", causing them to be unusually surprised and form a problem situation, which is easy to cause students' cognitive conflicts. To enable students to actively explore ways and means of conflict.

For example, when studying the content of “large-scale seawater movement”, the problem situation can be set: after the scientists tested the Antarctic penguin in vivo, it was found that the Antarctic penguin contained DDT.

Many students are surprised that in the Antarctic region where the climate is harsh and no one lives permanently, the penguin has DDT in it, and students are asking questions:

1 Where did DDT come into the penguin?

2 Is DDT going with the ocean? What did the ocean flow with?

The concept formed by students in their lives is that the Antarctic climate is harsh, there is no agriculture or industry, and the Antarctic penguin contains DDT. This contradictory problem situation has brought shocks to students, and they have sprouted the desire to ask questions.

3 Train students to find problems and ask questions

“Giving to fish” has always been one of the important goals of people of insight in teaching. To cultivate students' problem awareness, students must master the methods of asking questions to help students achieve the realm of “discovering, asking, and asking questions”. The usual methods for discovering geographic problems are:

3.1 found problems in the comparison

Comparison is a common method of learning geography, and it is usually easier to find problems in comparison. For example, when studying the influence of ocean currents on the geographical environment, the north Atlantic warm current makes the east coast vegetation of 55°-70°N Atlantic coniferous forest and coniferous and broad-leaved mixed forest, and there is a non-freezing port in the Arctic Circle, while the west coast of the same latitude Labrador In the northern part of the multi-peninsula, it was the tundra. The students found differences in the comparison, and then proposed "What are the main factors affecting the vegetation difference between the east and west of the ocean?"

3.2 Finding problems in contradictions

In some geographical contents, some knowledge has contradictory points in information performance. For example, in the section “Development and Protection of Forests”, the vegetation in the tropical rain forest area is tall and dense, and the soil should be fertile in the imagination, but the soil is actually very poor. This is in contradiction with the students' previous knowledge. It is this contradiction that students will find the problem in the contradiction "Why is the rainforest soil barren?"

3.3 Use the hypothesis to find the problem:

For some geographical knowledge, students can be guided to ask questions through hypothesis or reverse thinking. For example, when speaking about the earth movement, this can be reversed. If the earth's rotation direction is not from the west to the west, but from the east to the west, then the northern hemisphere surface level moving objects What is the deflection of the direction? What is the deflection of the direction of the surface moving objects in the southern hemisphere? What is the length of the stellar day and the sun day? By reverse-questioning, students conduct reverse thinking, which opens up the breadth of thinking.

3.4 Find problems in life around you and in social events

The life and environment around the students and the social current affairs all contain a large amount of geographical knowledge, which can guide students to find and think about problems in this information. For example, when learning the formation and development of the settlement form, you can contact the hometown governor, Jiangnan. The ancient town raised the question of “what natural conditions have occurred in the formation and development of Changchun Town? What significant changes have occurred in recent years”. Another example is after seeing the news of the 2004 Indian Ocean tsunami, thinking about "what is the cause of the tsunami in the Indian Ocean? Why is there more earthquakes near the island of Sumatra?"

3.5 found problems in the evaluation

In the process of geography learning, it is often necessary to evaluate some geographical things, such as evaluating the location advantage of a region and evaluating the geographical environment of a region. When preparing to evaluate a geographical thing, it can lead to questions about evaluation. For example, when studying the section “Regional Agricultural Development – ​​Taking Northeast China as an Example”, after evaluating the geographical conditions in the Northeast, students will propose “ What is the impact of the geographical conditions of the Northeast region on the general direction of agricultural development in Northeast China?” After evaluating the differences in geographical conditions in the Northeast, students will find new problems. “The difference in the geographical conditions of the Northeast is small for its agricultural development. What is the impact of the direction?"

3.6 found problems in the analysis

There are always many problems in the text or image of the geography textbook. The teacher should guide the students to find out the problem from analyzing the text or image. For example, when studying the "control of desertification", the text mentions that "drought is the most significant natural feature in the northwest region?", you must ask "why?". Another example is the study of “regional industrialization and urbanization”. From the “growth of industrial output value in the Pearl River Delta region”, it can be seen that the industrialization process of the Pearl River Delta is mainly divided into two stages. After 1979-1990 and 1990, students Then I will think about such a question: "What is the basis for the division of these two phases?"

In short, the key to enhancing students' problem awareness is that our teachers' educational concepts must be changed and truly transformed into a new classroom with teachers as the mainstay and students as the main body. As a "dominant", the task of the teacher is no longer the leader of "problem raising", but should be through various methods and ways to let the students discover the problem and ask the problem by themselves, and then discover the new problem in the process of solving the problem. Forming a "branch-like" "problem tree" that allows students to walk into the classroom with problems and walk out of the classroom with more questions.


Part 4: Reflection on Geography Teaching in Senior High School

As a new teacher in the geography subject of the second year of high school, there have been achievements in the past year, and many teachings have great deficiencies. It is necessary to learn and improve in the future reflection. This semester undertakes the geography teaching tasks of six science classes. For students in science classes, they have to face the next semester. After learning that nearly three classes of students themselves did not seriously study geography in the country, and our second year of high school has to integrate the content of the national geography, these are originally to review the proficiency of content is like a new class. On the other hand, there is a desire to learn but there is no motivation to learn and the autonomy is poor. For example, letting students read books on their own and put forward the requirements to be met in this lesson, there are many people who are blank in the book. Students are required to look at the pictures and draw some key lines. They are at a loss and need teachers to guide them one by one. In general, the situation of students is not ideal enough, which brings many difficulties to teaching. Therefore, in the next step of teaching, we must strengthen their foundation and do more exercises.

High school students must complete the study and review of the first, second and third volumes of high school geography, including the regional geography knowledge in a limited time, that is, to learn three new books and study tasks. Among them, regional geography is the most confusing and anxious, because this is the knowledge that the middle school has learned. Some students have forgotten that some students are completely confused when they master this knowledge comprehensively. There are quite a lot of content related to regional geography in the geography test. And this part of the knowledge is very fragmented, which requires students to learn to look at the map, use the latitude and longitude network to lock the position and master the geographical features. Knowledge is not difficult but the amount of knowledge is large. Students must be strictly required to memorize. In the past, when I was teaching, I noticed the reaction of the students. However, in the guidance of the school, I still focused on myself, and the students’ active participation was not high. Although students can participate more in the process of learning, they are still basically following my pre-set path. At the same time, I dare not let go, always used to arrange. How to make students learn more actively, the space for inquiry is greater, and it is worth further research. 2. It is necessary to improve the efficiency of students' use of class time, and allow sufficient time for students to think independently, let them fully express their meaning and opinions, how to turn the guidance case into the material of student learning, in the depth and breadth of student activities. Make a fuss.


Chapter 5: Reflections on Geography Teaching in Senior High School

As a new teacher in a geography discipline, I have learned a lot from the past few years. Many teaching links have great deficiencies, and they need to learn and improve in the future reflection.

Geography is a discipline with a strong comprehensive and wide knowledge span, and it pays great attention to practical application. Under the new concept of geography teaching, students should really learn it well. On the one hand, they need to constantly emphasize the importance of geography, and guide students to learn geography interest and entertain and educate. On the other hand, they need to constantly improve teaching methods. To cultivate students' geographical thinking ability and hands-on practical ability, create a good geography teaching atmosphere, and mobilize students' enthusiasm and initiative in learning geography. At the same time, teachers are required to be placed in the overall geography teaching situation to stimulate the awakening of self-awareness from a broader social, ethical and educational level.

This year, I coached the second year of high school, reflecting on the inadequacy of teaching in the past, improving teaching methods, and thinking about how to improve the quality of teaching in the future is particularly urgent and necessary. The following are some of the shortcomings in my teaching work and the countermeasures in the future. I hope that it can always remind myself that in the future teaching process, we will no longer follow the same detours, adjust and correct teaching methods, and improve the quality of teaching.

I. Reflection on teaching concepts and methods

In the traditional teaching, the establishment of goals and the processing of teaching methods mainly emphasize the subjective ability of teachers, and do not take into account the subjective initiative of students. The urgency of the second year of high school makes me use more teaching knowledge in the teaching process. After a class, I feel very full, the flexibility time is not long, and the speed of digestion and absorption of students is slow. In this way, the teaching goal is difficult to be reflected in the classroom. The difficulty of the difficulty is such that the students learn passively and the knowledge structure is chaotic.

Countermeasure: The establishment of teaching objectives should surround and enable students to master the geographical knowledge closely related to their lives and the surrounding world, and stimulate students' interest in learning geography through the association of students; the implementation of teaching objectives must correctly handle teachers and students, teaching The relationship with the students makes the students wholeheartedly devote themselves to the learning activities, giving the students the space for thinking, highlighting the main position in the students' teaching activities, and effectively achieving the knowledge goals, ability goals and moral education goals of the teaching activities.

Second, reflection on teaching design

The new teaching philosophy requires students to have more opportunities for independent activities, practical activities, and hands-on experience. The textbook content is gradually concentrated into the main knowledge points. The practice of reading, thinking and activity links makes students better participate in classroom teaching. In this aspect of processing, in order to complete the task, I did not deal well with the relationship between the textbook content and the activity link. The traces of the hard copy were obvious, and did not achieve the expected results. Instead, it became a burden in the classroom.

Countermeasures: It is necessary to pay attention to the establishment of teaching objectives, the processing of teaching content and the selection of teaching methods to achieve the most optimal. Efforts should be made to improve the “quality” of the activity. The design of the inquiry question or task should conform to the student's experience level; the creation of the darkness should be close to the student's actual life and can resonate with the students; encouragement during the activity, create a "thinking discussion" atmosphere, and inspire all the staff Participate in desires and pay attention to timely evaluation. For example, in the selection of teaching materials, it is necessary to fully focus on the geography useful for life, and the useful geography for students throughout their lives; the teaching methods should emphasize individualized teaching to satisfy students' desire for participation, expression, competition and sense of accomplishment. Through the optimization of geography classroom teaching, students' interest in geography is cultivated, and learning difficulties caused by non-intellectual factors are overcome.

Third, reflection on teaching feedback

In the teaching process, I did not pay attention to the level of students, and required each student with the same standards, which greatly restricted the progress of students. At the same time, many students still don't know some basic knowledge after class. The more reason is that I don't have a good teaching method and I just limit the development of students' thinking.

Countermeasures: When arranging assignments, students are required to build a knowledge structure based on book knowledge, learn to give inferences, and master the methods and techniques for analyzing problems. For the analysis of the map, learn to read the name of the map, the legend, and understand the requirements of the topic. For students of different levels, timely counseling and analysis after class, so that they can receive knowledge more directly and more specifically.

No one is perfect, and with the growth of teaching work time and the progress of the times, there will be more deficiencies. I only reflect in the teaching work, correct the shortcomings and deficiencies in the teaching, constantly improve, constantly improve the level of education and teaching, so that each student has more gains, in order to become a good people's teacher.