First, with the sincere feelings of teachers and students to stimulate interest
Some educational documents and materials show that emotional relationship is an important aspect of psychological relationship between teachers and students, which has a great influence on teaching effect. The teaching process is not a process of mechanically transplanting knowledge from one mind to another, but a process of spiritual contact and communication between teachers and students. Therefore, harmonious feelings between teachers and students can shorten the space and psychological distance between teachers and students, and produce friendly, intimate, ringing and trusting effects. The sincere affection between teachers and students is a catalyst in teaching, which can effectively mobilize students' enthusiasm, stimulate students' self-confidence and self-motivation, and stimulate students' interest in learning, which is conducive to the development of teaching process and the improvement of teaching effect.
Second, skillfully use interesting language to stimulate interest
(1) Proverbs: Proverbs are the wisdom crystallization of people's long-term observation and experience of the natural environment. They are philosophical, simple and interesting.
For example, when talking about the northwest region, I quoted "wearing a fur coat in the morning and wearing yarn in the afternoon, eating watermelon around the stove" to illustrate the characteristics of Chinese mainland; When talking about frontal rain, use "the cloud is wet over the hillside and the rain is bright over the hill" to arouse students' strong interest in learning.
(2) Song: When talking about the Inner Mongolia Plateau, he quoted: "White clouds float in the blue sky and horses run under them" to describe the vastness of temperate grasslands; When you say "Xinjiang", play "Xinjiang is good" with Xinjiang pictures; Before talking about "the Yangtze River", let the students listen to an affectionate song of the Yangtze River. At this time, it seems that there is a surging river flowing in the hearts of students. Next, "You are from Snow Mountain". Which mountain does the Snow Mountain refer to? All the students' interests have been aroused.
(3) Ancient Poems: Beautiful poems can make students immersive and create a poetic teaching environment.
For example, when talking about the movement of the earth: "Sit on the floor, travel 80,000 miles a day and look at thousands of rivers"; When talking about the Yellow River, use "Don't look at how the water of the Yellow River moves out of heaven, it will return to the sea forever"; Talking about the climate: "If the spring breeze comes at night, the petals of ten thousand pear trees will be blown open"; Talking about the Yangtze River: "A thousand miles away in Jiangling, monkeys on both sides of the strait can't stop crying, and the canoe has passed Chung Shan Man." These poems are like "monosodium glutamate", and students have endless aftertaste.
(4) Story: For example, Shanxi people love to be jealous. Can we find out the reason why Shanxi people love to eat sour from the geographical environment? Shanxi is located in the Loess Plateau, and the soil and water contain a lot of calcium. It is easy for calcium to deposit in the body to form stones through diet. Eating more acidic food is conducive to reducing the development of diseases such as stones. By cultivating students' geographical thinking through stories, I understand the importance of geographical knowledge and my enthusiasm for learning is particularly high.
(V) Riddle: Riddle is the quintessence of our country, with a broad mass base and a long history. "No one knows how big it is, nor does it go up or down" (the universe); "There are thousands of stars, and the number of stars in the North Pole is bright, so it is not necessary to fly at night" (Polaris); "There was an old man who got off work at dawn" (Sun). Another example: "Draw a circle with compasses"-Taiyuan; "Don't be ashamed to speak"-Haikou. Using riddles to enliven students' thinking and classroom atmosphere.
(6) jingles: such as: two lakes (Hunan and Hubei), two rivers and two Haian, and six thousand three hundred clouds in western Sichuan; The river basin exceeds1800,000, and the mouth of Yichang Lake is in Jiela section.
Grasping the interrelated laws of regional geography and appropriately quoting folk proverbs in teaching are easy to understand and interesting, and deepen the understanding and application of geographical knowledge.
Third, "teacher-student interaction" creates scenes to stimulate interest.
Students are the main body of teaching activities, and the choice of teaching methods should be based on the actual situation of students. Nowadays, geography class is no longer the only way for students to acquire geography knowledge and skills. Teachers should change the habitual teaching method of one-way teaching in the past, introduce "teacher-student interaction" into geography class, give full play to students' dominant position and teachers' leading role, so that teaching activities can be carried out in a pleasant teaching environment. Its model can be "classroom design-discussion and communication-tasting success or failure-returning to life".
Classroom design: create an activity stage, and teachers help students put forward the overall idea of the classroom.
Discussion and communication: Start with students' life experiences, and conduct group discussion and communication among groups in combination with practice.
Taste success or failure: let students experience the success or failure of their learning process in activities, enjoy the joy of their success, or sum up the experience of failure. In this process, it is necessary for teachers to comment on students' works or ideas, so that students can understand the bright spots and blind spots of their own thinking and further stimulate students' interest in learning geography.
Return to life: internalize the knowledge system built in the activity process and use it to explain the practical problems in life, and then put forward reasonable suggestions and measures for the practical problems.
The process of "teacher-student interaction" should fully reflect students' initiative. We can make rational use of the activity design, case teaching, social practice and other contents in the textbook, so that students can draw, speak and think, so that the whole teaching activity is practical and interesting, which can stimulate students' thinking, strengthen cooperative learning, make students find happiness in learning, learn knowledge in happiness, and cultivate geographical interest unconsciously.
In short, in geography classroom teaching, adhering to the basic concepts of "student-oriented development", "learning geography useful for life" and "learning geography useful for life", geography teaching is closely linked with life by cultivating good teacher-student relationship, skillfully using interesting language, multimedia teaching and conveying geography thoughts in class, and finally cultivating middle school students' interest in learning geography, so that students can easily change from "understanding geography" to "understanding geography"