What's the experience of being a geography teacher in high school?

The way to stimulate students' interest in learning geography Confucius said: "Knowing is not as good as being a good person, and being a good person is not as good as being a musician." Good and enjoyment here actually refers to interest. For various reasons, students find geography difficult to learn. In this case, if teachers can use superb teaching art and non-intellectual factors such as emotion and will to stimulate students' strong interest in geography learning through various ways and means, arouse doubts with interest and guide thinking with interest, then students will be enthusiastic, active and tireless in learning. In a relaxed and happy classroom atmosphere, students will no longer feel that learning is a heavy burden, and the speed and degree of understanding and digesting knowledge will be greatly improved. So how can we cultivate students' interest in learning and achieve the goal that students love and enjoy learning? I have made some explorations in the practice of geography teaching in senior high school, and the following points are reviewed and summarized. (1) Show the personal charm of geography teachers Sometimes, students are willing to spend time and energy on a certain course, not because the course is very important or interesting, but because he or she likes to be a teacher of this subject. Therefore, geography teachers should be diligent in "cultivation" and "internal strength and external strength" to enhance their personal charm. For example, the use of superb teaching skills: humorous, infectious and appealing eloquence; "Dragon and Phoenix Dance" and "Feast for the Eyes" on the blackboard; Lively board paintings, etc. If you can draw a realistic map of China on the blackboard in a few minutes, the students will certainly admire you. Another example is to take an active part in the competition and win the prize, so that students think you are very powerful. You can also start from the following aspects. Geography teachers infect students with their noble moral image, rigorous attitude towards learning, high mental state and exemplary leading role. In education and teaching, I love my major and have the spirit of assiduous study and improvement. Really care about the growth and future of students. Starting from the needs of students, students will actively cooperate with teachers' teaching activities, learn from each other, and truly give full play to students' dominant position in teaching. Shaping the image of a "knowledgeable" geography teacher. Because of the professional influence and wide knowledge, geography teachers often give students the impression of erudition. A geography teacher should try to climb a flight of stairs, so that students can feel that you know everything. In addition, geography teachers prepare a lot of lessons, but they have less homework to correct and more spare time. Geography teachers should make full use of this advantage to "cultivate" skills, such as ball games, singing and dancing, painting, calligraphy, magic and computer programming. It can not only enrich your spare time, please your body and mind, but also make students feel that you are versatile and admire you. "The meaning of drunkenness is not in wine", paying attention to problems other than students' study. If teachers only care about students' study, they will easily get bored. Therefore, geography teachers should cultivate a pair of "golden eyes" (keen observation should be the strength of geography teachers), pay close attention to students' emotional world, hobbies, health, after-school life, experiences and family, and let students feel the care of "sneaking into the night with the wind and moistening things silently". Students will naturally appreciate you and like you, thus "love me, love my dog" and like geography class. (2) Classroom teaching should be intuitive and vivid, and interest cultivation should run through 1. Design the introduction of each lesson, create suspense appropriately, arouse students' curiosity, constantly open the way for the teaching process with interesting questions, and create problem situations covering every chapter, every section, especially every specific topic. For example, "pressure belt and wind belt" can start with introducing historical facts. "Columbus discovered America's first voyage from Spain, south to the Canary Islands near 30 north latitude, and then turned to the west. Sunny and calm all the way, sailing slowly. It took 26 days to cross the Atlantic to reach America. The second time, he sailed the boat to the south 1000 kilometers, and then crossed the Atlantic Ocean to the west. The fleet was smooth sailing, and it took only 20 days to reach America under the northeast wind. Later generations sailed on the route he walked twice, and the wind was the same. What does this fact mean? It shows that the distribution of wind on the earth is regular. What is the law of wind distribution around the world? " Then learn the distribution of pressure zones. At this time, some students will ask the reasons in their hearts, and the teacher will clearly ask: "How is this regular distribution of pressure belts formed?" So as to bring all students into the situation that causes problems. In the process of explaining the reasons, we should constantly stimulate students' need for in-depth exploration through a series of specific questions and guide students to understand step by step. 2. Carefully organize classroom teaching and pay attention to the artistry of teaching language. In order to keep students' interest in learning geography, students are often in a state of "learning with pleasure". On the basis of preparing lessons carefully, teachers should also carefully organize classroom teaching and pay attention to the artistry and diversity of teaching methods. In classroom teaching, teachers should pay attention to the beauty of language and use refined, vivid, logical and diverse languages; Use a clear, loud, slow and smooth voice; Use cadence, beautiful expression and rhythmic tone to give students a sense of hearing beauty. In classroom teaching, we should also adjust our emotions according to the teaching content, and carry out teaching activities with passion, so that students are constantly infected, their emotions are excited, and their brain nerves are properly stimulated, leaving a deep impression on what they have learned. Geography involves the universe, atmosphere, rivers, earth, ecological balance, resources and other rich and colorful contents. Teachers need to use accurate and vivid language and cadence to infect students with their love for nature and persistent pursuit of scientific truth. For example, when talking about the Yellow River, the mother river that feeds the Chinese nation, teachers should be full of pride and pride. When it comes to soil erosion caused by our lack of scientific knowledge, deforestation and destruction of vegetation, teachers should feel sorry and worried. Infect students in this way, make them love their motherland and realize the importance and urgency of maintaining ecological balance and protecting the environment. 3. Carefully choose colorful geographical knowledge to enhance the knowledge and interest of classroom teaching. The key lies in the encouragement, guidance and strengthening of teachers. Geography course has a wide range of contents, including many interesting geographical things and phenomena, such as the mystery of the universe (BIGBANG, aliens, flying saucers, etc. ), magical geostrophic deflection (forming many strange phenomena), "willow shoots meet people at dusk on the moon" (moon phase), "there are four seasons in one mountain, and different days in ten miles" (vertical change of temperature) and "put on cotton-padded jacket early. Geography teachers should consciously accumulate these materials and connect them with the content they teach whenever they have the opportunity to make geography classes full of fun. Some contents, compiled into jingles, can also increase students' interest For example, how do students remember the provinces where the Yellow River and the Yangtze River flow? I made up such a jingle: "Qingchuan, Gansu, Ningxia, Inner Mongolia, Shaanxi, Henan, Shandong", "Qinghai-Tibet, Sichuan, Yunnan, Chongqing, Hubei, Hunan, Jiangxi, Anhui, Jiangsu and Shanghai" Interest is the best teacher. If we give full play to the interest of geography, we won't worry that students don't like geography and can't learn well. 4. Create situational teaching by using modern teaching media. Modern teaching media mainly include slides, projection, audio recording, video recording, movies, computers, laser discs and so on. It has the characteristics of visualization, reproducibility and advancement. Using this feature of modern teaching media, we can reproduce or create situations needed for teaching, such as various natural and cultural landscapes, so that students can see their shapes and feel immersive. The reappearance of situation creates a harmonious, beautiful and pleasant learning environment and atmosphere for students, and makes abstract theoretical knowledge intuitive. This greatly mobilized students' enthusiasm and initiative in learning geography. For example, when talking about the chapter "Plate Structure", the teacher installed the floppy disk of the hypothesis of continental drift and the theory of submarine expansion on the computer, and then simulated the process of continental drift from 200 million years ago to the present, which can greatly stimulate students' interest in learning, thus improving the efficiency of classroom teaching. In the comprehensive review of senior three, the advantages of multimedia-assisted teaching are also quite obvious. For example, in the review of tourism topics, I used multimedia teaching to link some typical cases in recent years, summed up the answering skills of such topics, and improved the students' ability to obtain information, transfer knowledge and express language, and the students responded well. (3) Simplifying the complexity and making students happy to learn the teaching difficulty is the most confusing knowledge point for students in the classroom. It is like a stumbling block on students' learning road, which hinders students from further acquiring new knowledge and also affects the cultivation of students' interest in learning geography. According to students' cognitive rules, the difficulties in middle school geography teaching can be roughly divided into three categories: understanding difficulties, memory difficulties and application difficulties. The difficulties in understanding are mainly geographical concepts, the causes of geological phenomena and geographical principles. The high abstraction of this knowledge, or the high demand for students' spatial imagination and spatial connection ability, and the too rough explanation of facts are the key to students' understanding difficulties. Teachers should pay attention to the intuition, visualization and concreteness of teaching methods, the connection between old and new knowledge, the supplement of relevant perceptual materials, and the application of graphic solution, demonstration experiment, connection with life and image memory. For example, the fundamental difference between anticline and syncline is not only the focus of teaching, but also the difficulty of teaching. If the teacher uses the textbook as a teaching aid, let the students imagine the book as a class, squeeze the two sides of the textbook with both hands, so that the textbook rises upwards and sinks downwards until it is folded in half, and ask the students to observe the composition of the pages on the center and wings at one end of the textbook, so that the students can learn the ability of leaning back (to) structure by themselves. Memory difficulties and solutions: the memory difficulties in middle school geography teaching are mainly geographical knowledge with too concentrated geographical facts and loose connections. In order to reduce the memory burden, strengthen the memory effect, and strengthen the knowledge accumulation, the following measures can be taken in teaching: (1) Strengthen the horizontal connection. For example, the initials of English words east, west, south and north, which represent east-west longitude and north-south latitude, (2) endow memory materials with certain meaning. For example, the nine planets in the solar system can be regarded as "submerged (golden) earth" in order of distance from the sun. The practical difficulties in composing music and constructing knowledge structure lie in reading maps, using geographical principles to explain specific phenomena and solve practical problems. We should pay attention to the pertinence of application obstacles, strive to skillfully set up problem situations, increase the level of problems, slow down the slope of problems, and provide relevant charts or even objects or models when necessary to guide students to deepen step by step, achieve results, and achieve the purpose of applying what they have learned. (4) Connecting with the reality of life, so that students can learn "useful" geography to connect with reality, close to life, and always have geography everywhere. There are many geographical connections in high school, but there are also many abstract geographical concepts. This requires geography teachers to use geographical things that students can easily see, hear and touch as teaching cases, so as to play a key role at a glance. Let students feel that the geography class in senior high school is close to life and practice, and learning geography well can solve the practical problems encountered in life and production, and the teacher also plays the role of preaching and dispelling doubts. In teaching, we often contact the recent weather changes and things happening around us, so that students feel that there is geography everywhere in their lives. Such as: 1. In the days when Senior Three reviewed Common Weather System, it happened that the cold wave came, so I introduced classroom teaching, and the students were in high spirits. 2. When talking about climate resources and agriculture in the "Climate Resources" section, we should closely contact the agricultural reality in our hometown and ask students: What are the favorable natural conditions for tea production in our hometown? Warm and foggy climate, well-drained hillside, acidic soil; 3. When the climate forming factors in the section "Climate Formation and Distribution" are related to the underlying surface factors, which slope has more vegetation on the north and south slopes of our hometown mountain? (Nanpo) Why? (Sunny slope is full of sunshine) Is there more masson pine on the south slope or on the north slope? (South slope, because Pinus massoniana is a light-loving plant, and there are many sunny slopes) The students are very interested and feel that there is no good observation before. It strengthens students' methods of observing things, and learning must be combined with real life, so as to learn geography knowledge from around them. Geography is a useful subject. (5) The connection with other disciplines reflects that the content of geography curriculum in comprehensive senior high school is related to all disciplines. Appropriate introduction of interdisciplinary knowledge in teaching to solve the problems encountered in geography class can simplify geography problems and show the advantages of geography teachers in comprehensive course teaching. Of course, we need our vast number of geography teachers to keep learning, learn well the knowledge of mathematics, physics, chemistry, biology, history, politics and other disciplines closely related to geography classes, master and be familiar with the geography content in Chinese and English classes in senior high schools, so that students can feel that they can solve problems that are difficult to solve in other disciplines while studying geography classes, and enhance their interest in learning geography classes. For example: 1. When talking about the tropical desert in Nature Belt, the construction of the Aswan Dam, which is designed in combination with the English class in senior high school, has caused problems such as land salinization, ecological destruction, disease epidemic and soil fertility decline in the Nile Delta, which makes students feel that learning geography can solve many problems in English class. 2. Combining the synthesis and decomposition of the forces involved in the geostrophic deflection in senior high school physics with the knowledge of the decomposition and reaction of the resultant forces in the tide, not only easily solved the difficulties in geography class, but also made students feel the rich knowledge of geography teachers and became teachers that students respected and trusted. 3. When talking about karst landform and ozone hole, write the chemical equation of limestone dissolution and precipitation and the equation of ozone consumption by hydrochlorofluorocarbons. (6) Pay attention to the problems and hot issues around us, guide students to explain with geographical knowledge, and stimulate students' desire for learning. We must pay close attention to important geographical current events at home and abroad in teaching, because these major events are of great interest to students. These events are closely related to the geography class in senior high school, and they are also the material for the proposition of geography college entrance examination and other subjects. In recent years, high schools have carried out quality education, and the college entrance examination has paid more attention to the proposition of combining with major events at home and abroad. For example, the Panama Canal, GATT and sustainable development were reviewed in 2000. 200 1, tested the hot issues of the year, such as the Palestinian-Israeli issue, sandstorm and so on; In 2002, I took an examination of the hot current events of that year, such as the World Expo and Central Asia. In 2003, he took an examination of hot issues such as the law of the sea, land management and the Three Gorges Project. In 2004, some hot issues such as ozone hole and Shenzhou 5 spacecraft were tested. The Indian Ocean earthquake and tsunami in 2005. When the Indian Ocean tsunami happened in 2005, I told the students the daily trends in time and contacted the relevant knowledge of textbooks. Through examination, questioning and discussion, I found that students' mastery of this part of knowledge is better than other knowledge. The close combination of students' attention to geographical hotspots, study and production and life practice greatly improves students' ability to learn geography, discover geographical problems and solve geographical problems, and is also conducive to the improvement of college entrance examination results. In a word, interest, as a teaching method, can not only make students actively, actively and consciously engage in learning, but also play a role in developing students' potential. As the German educator Dostoevsky said, "The art of teaching lies not in the ability to impart, but in inspiring, awakening and inspiring." Through teachers' stimulation, students' interest can be guided, and students can actively participate in the whole process of teaching activities, thus changing passive learning into active learning, forming a virtuous circle between teaching and learning, realizing the change of students' learning consciousness and establishing correct learning methods, thus better improving the purpose of geography teaching.