Geography teachers (or interns) recommend and guide students who love geography to read geography books, magazines and newspapers according to the knowledge level of students of different grades. For example, astronomy, meteorology and geosciences in 100,000 Why, Ten Lectures on the Earth, the Palace of Scientific Knowledge and Geoscience, and many other geoscience popular science books published at home and abroad; Popular science magazines and newspapers related to geography, such as Geography Knowledge, Geography Teaching Reference for Middle School, Geography Digest, Astronomy Enthusiast, Environmental Protection, Middle School Geography Newspaper, etc.
In order to overcome the shortage of books and materials in middle schools at present, we can organize a "geography books and periodicals lending exchange group" to make such books and periodicals held by students into concise catalogue cards (indicating the names of books and periodicals and the names of the holders' classes), and focus on the lending exchange group to provide students with this information. Students can contact and borrow them themselves after consulting the cards. If possible, these books and periodicals are best kept in the school library, or put in a "small book box" composed of grades (or classes) and borrowed directly from students.
Two. Geographic audio-visual activities
It refers to organizing students to watch geography slides, movies, videos, TV programs and listen to geography radio programs. There are many geographic audio-visual materials that have been released to the public, such as Geography of China and Geography of the World, with a series of slides and explanatory tapes. Movies and videos about astronomical knowledge, volcanoes, earthquakes, animal world and local scenery; Encourage students to watch TV programs such as News Network, Around the Motherland and Around the World; Students can also be organized to watch feature films with strong regional flavor. Through these activities, students can broaden their horizons, expand their knowledge of geography and cultivate their interest in geography.
Third, geographical visits.
According to local conditions, students can be organized to visit planetarium, meteorological station (station), natural museum, economic construction achievement exhibition and national customs exhibition; Visit factories and mines, visit agriculture, forestry, animal husbandry and by-product production; Organize geographical outings and enjoy the natural scenery of mountains, rivers, lakes and seas and various human and geographical landscapes. Through these activities, students can learn more about the natural and social environment and enrich their intuitive feelings about various geographical things and phenomena.
Fourth, the geographical special report meeting
Invite experts engaged in geosciences to make special reports on popular science geography, or geography teachers collect and sort out information themselves to make special reports. Such as astronomical knowledge, meteorological knowledge, earthquake knowledge, mysterious Antarctic, desert wonders, Everest investigation, Dujiangyan, Gezhouba water control project, cascade development of the Yellow River, Huaihe River basin management and so on. When organizing such special reports, we should pay special attention to the age characteristics of middle school students and highlight the interest. To this end, the content of the report should be easy to understand, which can stimulate students' interest, and be accompanied by maps, pictures, slides, videos or movies, so as to make the report as lively as possible and avoid tedious narration.
Verb (abbreviation of verb) geographical "three movements" activities
The so-called "three movements" refers to the extracurricular activities of geography carried out by every student who participates in the activities. These activities are very conducive to cultivating students' practical skills, collecting and sorting out information, oral expression, spatial imagination, blackboard design and other abilities, focusing on cultivating students' ability to work independently. These activities include:
(1) Production activities
Such as making small globes, time zone calculators, contour models, school models, local terrain models, simple theodolite (or making horizontal goniometer and inclined goniometer respectively), sundials and scale maps.
(2) Competition activities
That is, the geography knowledge contest. The content of the geography knowledge contest is very extensive, and each activity should focus on a certain theme, not too extensive. Especially in the primary stage, we should pay more attention to the theme and cooperate with the content of classroom teaching as much as possible. Such as jigsaw puzzles and cartography competitions, astronomy, meteorology, earthquake knowledge competitions, individual knowledge competitions of various geographical elements, and geographical knowledge competitions in China or other continents. Once the theme is determined, under the guidance of the teacher, mobilize students to collect data and prepare, set up a proposition group, and write a quiz. Finally, the students host the activities.
(3) Exhibition activities
Around a certain theme, students collect pictures, photos, objects and other materials and hold small exhibitions. Such as "World Scenery Exhibition", "There are so many beautiful women in the motherland", "Hometown Beauty Exhibition" and "Achievements Exhibition of Soil and Water Conservation in Loess Plateau".
(4) Editing activities
Students collect information by themselves, digest and process it by themselves, and compile and distribute special geographical publicity issues on various topics. Such as geographical wall newspaper, blackboard newspaper, mimeographed tabloid, current affairs and political map, geographical newspaper clippings, etc.
(5) Geography lectures and performances.
Students who usually like geography, according to their own research experience in some aspects, preach and perform to students in a lively form. Such as "Singing the Motherland", "I Love the Yangtze River", "Yellow River Self-Report" and "Praise of Hometown". Its specific forms can be poetry reading, song singing, cross talk, allegro, dialogue, riddles, games and so on. This kind of activity needs a lot of time and energy, so it is not advisable to do more. It can usually be inserted into class festivals. Fully prepared, when conditions are ripe, it can also be held specially.
(6) Geographical field investigation activities
It is a field trip for teachers to lead students out of the classroom and towards nature. It is more demanding than a geographical outing, and it is an in-depth observation, analysis, measurement and research activity of geographical things and phenomena. This is an extremely important form of integrating theory with practice, verifying book knowledge on the spot and applying it flexibly. For example, observation, observation, analysis and research on astronomical phenomena, topography and geology, meteorology and climate, hydrology, vegetation and soil. Through these activities, students' understanding of the geographical environment can be more true and accurate, which is especially conducive to cultivating students' observation and analysis ability and practical operation ability, greatly promoting students' interest in learning geography and forming a keen geographical vision. This activity is characterized by the comprehensive and diversified application of knowledge and intellectual training, the comprehensive cultivation of skills, and the full combination of theory and practice, which is very effective for the formation of students' dialectical materialist views. Therefore, it is a form of extracurricular activities in geography that should be strongly advocated.
Geographical investigation activities of intransitive verbs
This is a way for students to get in touch with the society and directly understand the human and geographical environment, and it is also a purposeful and planned investigation and visit activity. Through investigation and interview, students can understand all kinds of human geography elements, master the ways and means of collecting human geography data, strengthen the connection between students and society, and improve their social communication ability. Before the survey, a detailed survey outline and survey form should be drawn up. This kind of activity is mainly carried out in cooperation with the teaching of human geography in senior high schools. The scope of investigation mainly includes:
(a) residential survey
It is to investigate the distribution of residential areas (draw a map of residents), the growth of population, and the composition of residents: nationality, gender, age, education level, occupation, etc. And the population development plan.
(2) Factory investigation
Survey type, location, scale, output value, profits and taxes, raw material sources, product sales channels, labor quality, technical level, development planning, etc.
(3) Rural investigation
Investigate rural natural conditions and resources, composition of residents, main crops and their distribution, farming system, irrigation and water conservancy facilities, land use, mechanization level, composition of township enterprises, transportation, rural development planning, etc.
(4) Environmental investigation
Understand the environmental status, environmental pollution and pollution sources, current treatment status, existing problems and suggestions for future environmental protection.
The investigation report written should fully reflect the geographical characteristics and be reflected by charts.