attemptedinthejuniorhighschoolgeographyteac

1、卡!扌Attempted in the junio r high s choo1 g e ography t eachingCompr e hensively p u sh forw a rd with t he new ba s i c ed u cat i on c u r r i c ulum r eform, cla s sr o om t eachin g, vi g o r o u sly advoc a t e for all stu d e n tstocarryoutava riety o f i n qu i ry - b ased lear ning un d e r t

2、he g uid a n c e of t h i s new cu r ricu 1 um id e a s z a new j u nior high s cho ol g e og r aphy cu r r i c ulum standards so that st u den t s The new con c ept of ue a rn the u seful life geo g r aphy and useful to th e life 1 o ng develo p ment of geog r ap h icH a c t ive 1 y p r omot e sei

3、f -lea r ningz ac t ive part ici p ation, coop e rative I e arn i ng z i n t e racti o n/ New Te a c h ing M o dez explore lea r n ing, 1 ear n i ng explore the c o nt i nua t ion and d evelopment of stud e nts# cur i o s ity throu g h i n quiry a c ti v iti e s, st u de n t s g x plo r e scienee h

4、o bby0Teacher s i n guidin g student s t oexplore I earn ing should f ocus onis s u e s and pr incip 1 es ? He r e a few r emark s :One, tryt he o r gani c integr a ti o n of in q uir y I e arning and n orr i n q uiry b as e d f, lea rning S c i e n tific inq u ir y is the use of s t u den t s th i

5、n king , be h avior; wa y of th i nking st u dent s 1 i nq u iry act i vitie s is to seek knowled g e, t r uth f a miliar wi t h the ac t ivitie s , of whi c h there mus t be i de a s and spark fla s h, i t ca n g u i de the stud e n t s from the experi g n cg of I i v i ng and experie nee, cone ern

6、 s thevariousge ogra p h i c phe nomen on， and t o enco u rage their spirit of i n quiry , s t u d e n ts an a lyze prob 1 e m s , p r oblem s olv i ng skills z stu d ents of th e sc i ent i fic exp 1 o r at i on and re search spirit , are extremely impo rtant。 inquiry learning what can not replace

7、t h e noninq u i ry- b a s e d le a rning a n importan t position in the classroom or to the non inq u i rybas e d lea r n ing b ased, teac hers shoul d be ac c o r ding to their o wn t eachi n g p r a c tic e , t a rge t ed to orga n ize stude n ts to e x p 1 ore : do not expl ore and e x plore our

8、 teachi ng missi on really need t o o rg anize stu de n t s t o /yexp lore some of the i ssues t o st u dents t h r o u gh i n q u i r y ” t o solve, we wil 1 have a scient i fic desig n iss u es r a ise questi o ns for scie ntific guid a nee , orga nize stu d ent s to e x plore learni ng Otherw i s

9、e, we d o not i nq uiry such as learning a N th e wor 1 dz s popu 1 ation, I a s ked : wo r Id popu 1 at i on growth spe e d o f th e imp act of today7 s society? Th e cor r ect population po 1 icy ? I s sues , t o orga n iz e s t uden t s into inq u iry learn ing an im po r tant p a r t of st u de

10、n t s and at the same ta b le to d is c u s s and inspire each other , ca n also be d iscuss ed in th e group cons isti n g of a few p e o pie, brai n sto r m i n g z b r oade n s the mind can seize the ce n t er and key to t he c I a ss dis c ussi o n to expre s s their view s 0 S om e stu d ents t

11、hink : n atural pop u I a tio n growth r a te faster ze r o pop ul a tion growth or n e g a t i ve growth i n the g o od of t he country , the natura 1 populat i on g r o wth rate is slow thes e c o u ntries rapi d popul a t ion g r owt h g ood, and so me studen t s also rais e d: th e occ u r r e n

12、ee o f n at u ral di s aste r s orwar w h ichled to th ed ea th sof larg e n umbers o f peopie,the natural popul ation grow t hrate i s fast er wo uId b ebenefic ialwh e n t ea c her s should gu idestudents tothink about a fu ndame ntal i s s ue i n this sect ion: k i nd of pop u lati on po licy is

13、correc t ? by thi s guida n c 巳 i n o r der to enab 1 e th em t o truly understand the r e lationship between p o pu 1 a t ion g r owth and t h e n atural, enviro n men tai, soc i al, economic , and t h us e s tablish a c o rrect v iew o f the po p ulation in t hi s part of life a nd Ufe betwee n ex

14、p 1 ore th e a c tivities of t he dialogue z the r espon dent, t he a r g ument betwe g n stu d ents and tea c hers to promote s tu d e nt e xcha nges of thou g hts a n d em o tion and c u Itivate th e spiri t o f u n ity a nd c oo pe r ati on am ong te a c h e rs in a t i me 1 y manner to g ui d e

15、the f i n i sh i ng point 4Try to explore the question textboo k s com p r eh e nsive inqu i ry a n d ind e p endent des i g n com bine to s elect the appro pr i ate scient i fic inq u ir y conte ntThe new junior high s c hool geogra phy tex t boo k s at t he end of each c h ap t e r are desi g ned

16、to be a co mprehe n s i v e inquiry z p ro v id e s a goo d mode r for the t each e rs tea ching a nd s tudents 1 ea r ning. In teach i ng, the te a chers want to ta k e full adva n t a ge o f this comprehe ns i vg inquiry t o guide stude nt s to ca r ry ou t activities。 B u t not ri g i d 1 y a dhe

17、re t o t he fixed pattern, explore” to pics shou 1 d b e de s i g ned accord i ng to t he tea ching content and the students actu ally around for stude nts to app r o achable z easy to under s ta nd，easy to gra s p the id e a s and acti v it i e s to arra n ge, s o th a t fi nan c i al kn owl e dge,

18、 a bilit y, practice the p r ocess o f e x p 1 o r a tion activiti es or allow stud e nt s to de v e 1 op th e ir i n itiative and ingenui t y to in dependently de s i g n t h e i r hobby /y explo r ez, issu e s , so not o n ly to mob i 1 ize the en t h u s i asm o f stu dents I earni n g, but also

19、ful 1 y emb odi es the 1 earn ing I i v i ng in the geog r aphic a 1 n ew c o u rse s a nd I i f e I on g d e v e lopmen t o f us e f ul geograph i cal concept0 Fo r examp 1 e : to explo re the Cent r a I Asian n a tural e nvi r onment and human a c tivities z in add ition to c omp 1 e t e te x t b

20、o ok on th g inv e s tig a ti o n topic, I a Iso in s pi r e stud e nt s u n d e r th e pr i or col 1 ect to Qingd a o , top o gra p hy and precip i tation , as wel 1 as whe a t, corn, o rchard s and o t her c rops , the d i stribut ion of t h i s dis trib u tion w ith our Q in g dao n a t u ra 1 e

21、nvi r o nmen t not only impro v e t he stu d e n t s1 self1 e a rning abi 1 ity , ob s erva t ion abi 1 i t y and a bi 1 i t y t o t h i nk i nd e pen den t 1 y, a nd m o re me a ningful is to en h a n c e the s t ude n t s fo r the f u t u r e, linking t heo ry wi t h p r acti c e to solve t he pro

22、blem o f c onsciousness , wh i ch grea 11 y dee pened t extbook kn o wledge, so that they appr e ciate t he clos e re 1 a tions h ip o f t he geog r a phy of ou r 1 ives, I i fe is i n sep a r a b I e f r om the g eog r aph y 0Third, accordi ng to stude nts lev e1 of ph y s ical a n d m e ntal devel

23、opmen t an d cog nit i ve abili t y, t r y to desi g n to explore ste p s 0Ph y sic a I and m e ntal deve 1 opm ent o f the6 / 14卡!扌j u nior high s c hool stu de n ts are not y e t r i pez an a lyze prob 1 e ms z explo r e th e ab i lity oft h e problem is not very strong, jO r gan i ze s t ud e n t

24、s t o i nq u iry - b ased 1 earn i ng com b i ned with stud e nts cogn i tive cha r a c terist i c s , can not be too sim pie , not t oo beyond the s t udents practi cal ab i lity z d e signed t o e n ab 1 e s t uden t s to not o nly f e el a bit d i f f i cult bu t af t er so me e ffort c an solve

25、t he g rasp o f t he bind i ng s ite s rely on ou r teacher s t o study , to s entim e n t, f o r e xamp 1 e , I teach west ern Europe , t e mp e ra t e climate, when , fi r st of all to guide s tude n t s from th e latit ude, land and sea I o cat to analyz e t he impact of th e Wes tern E u r ope a

26、n cl i m a te f orma t ion co n d i tions o b t a i n e d inthisarea istheworld/ s t em per at e c 1 i m a te, the most typ i cal feat ures of the largest dist rib u t i o n a rea z these f our f a c t or s a re tr a nsfe r red t o the NortheastPac i f ic Rim, s o stud ents to ana lyze t he simi 1i

27、on,to pography, ocean c u r r e nt sfour a sp ectsarities and diffe rencesbet wee n the four f a c t o r s affect th e f orma t i o n o f the c 1 ima t e he r e and Wes ternEurope, and guidestudentsto d i scu s s , debate, explore, an d the n let the gro u p exp r ess views0 Altho u gh this problem

28、in te rm s of the junio r middle s c hool st u dents h a v e s om e d i f f i c u Ity , but a g r oup of ran dom among the northeast Pa c i f ic c oastal areas due to the t errain, th e o c e a n, t he s ea b reeze, and ot h er factors r e due e d the s p here of inf 1 ug n c e of t h e I a nd, to f

29、 o r m th e conclu s i o n s o f this oceanic area a 1 so r educe s theDespite t hisi s onl y a f ew peo p le the answ e r and the answer is s i mple , bu t f u lly r ef 1 ects:讦 we can guide proper 1 y, eve n if th e re is a cert a in d iff i cu 1 ty, students can use know 1 edge to solve, so as t

30、o achi eve le a r n by a nalogy, b y analogy to e xp 1 ore t he pur pose o f Sha r e Free pa p e r D own Io ad Cente r 00 comjdes i gn , the a c tu a I te a c hi n g c o n dit i on s in schools t o try to ex plore topic s F or various r eason the s c h oos tea chi ng condi tion s va r y r with the r

31、ura 1 secondary s cho o Is, the hard wa r e facil i t ie s var y gre a tlyo New Geography T e xtbook is des i gned for t he basic situati o n of the national a verage, an d most sc h ools in g uidi n g s t udent s inquiry-ba s ed learning desig ned to ex plo r e th e i ssu e s mu s t b e c ombine d

32、w i th the a ctual situat i on of their own s choo I, t h e condi t ions to r each do no t far-fetched, sho u 1 d give full co n s idera t ion t o th e te a c h ing conditions i n sch ools wit h hardw a re and softwa r e f a c i 1 ities, stud e ntsz familie s th e actual sit u ation, the onl y way i

33、n tea ch i ng inq uirybased 1 earning can be implemented. For example: i n t he s tudy of Eart h and Maps, in o rder to a llow stu d e n t s a better under s ta nd ing o f the relati onsh i p of t h e Earthandthegl obe, I arrang e d fo r student s with pi n gpong ball, wire, t ape, ru b ber mud and

34、other materi a Is p r od u ced simple ea r t h i nstr u m e nt hands, s tu d ent s not o n 1 y u n derstand t he rela t ionshi p b etwee n the Earth and Earth s instru men t o f and u nderstand the 1 ong i tu de and lat i t ud er long i t ud e and latit u d e and oth e r abst r a c t know1 ed g e z

35、to ac h i e v e a of this s e c ti o n t o learn t h e p u rpose . Fo r som e pro b I e m s in the textbook, I will be according to the textboo k needs and the actu a I school to p r ov i de stude nt s wi t h condition s , to make th e ir own exp erie nee. F or examp 1 e: learning a world p o pulati

36、on p r oblem , I made about th e o ve r p o pu 1 a t i onbring a seri es of m u 1 timed ia co urseware, s tuden t s wa t c h th e c i t yz s c I ogg e d roads, pigeons bu i Iding li ke ho using z th e mo t her o f the s uf f ering and d y namic p i c t u r e o f the hung r y ch i 1 dren i n Africa a

37、 t the same time , to d ee p I y und e r st a nd the im p a ct of population issues in today s soc i ety .T r y t o tea cher s u n der t he gu i dan c e of the students to expl o re the f o rm of i n d e p e nde n t Fi r st, the i nquiry-bas e d learnin g is the s t ud e n tsz s e If- 1 earningz aut

38、onomous learning z means in a n a tmosphe r e o f s el f educ a tion s t u d ents thr o ugh the su b jec t iv e co n s cious n ess , a c t iv e play to s u bje c t i ve i nitiat i v e and crea t ivity to take the i n it i at i ve to pa r ticip a te in lear n ing a c tivities。 For e x a mplef i n the

39、 fi e Ids of tea c h ing before the new r egion a I or na t i on a 1 , the teache r s ac c o r d ing to th e geo graphic al c harac t e r i s tic s z the c rea t ion of the problem sit uation , to make s ome insp i red t h ink ing, caused a ho b by0 Jap an a lea rnin g , I p ropo set hat : J a pan h

40、 a s b e c ome the worldx s f i r s t two e c o nomic powe r in t he p r ocess , how to avoi d we a knes s e s to use their own geogr a p h i c al cond itionsof? compar e d with Japan z the d evel o p me nt of the Unite d S t ates j u st benefi t e d from the s u per i or geogra p h i c al c onditio

41、n s z and th e se c o n d i t i o ns the n what is i t ? Ano t h e r e x ampl e is in t h e M i d d 1 e Ea s t, wi t h th e e xceptio n of oil, the wh y behind the Gulf War; what g eographi c al reasons ? Gulf reg i o n wi 11 be attracted to the Uo So e ntanglement? which i s wo r th U . S. to c o m

42、 p et e for it ? wh i ch insp irat i on f rom t he exam p le of t he mo r e succ e ssf u 1 de v elo p i ng count r ies, we can get and 1 e a r n from it ? th esett i ngs of th e pro blem situation , much 1 ike detective nove Is of suspe rise, ca n play a f a s ci nating ro 1 e in stude nt s cognitiv

43、e ho b by guided b y t hei r own 1 e a r ning, te a c h g r s1 g u i d a nee, the 1 ast i s n ot d i ff i cult to fin d t he an s wer , so tha t t he th i r st for knowledge contin u e t o b e met, then a new t hir s t for know 1 edge.Howe ver; in this i nquir yp ro c e s s , is to sug ges t th a t

44、not the g u idance of t e a c he r s, the more or g a n i zed student s to cond u ct i nqui r y, t e ac h e r sz g uidan c e mor e nece s sary and i mpo r t ant z the t ea c h er is a gu i d e for stud e nts in i n qu i r y bas e d le a r n i ng and pilot when the s tud e nt i s in an a lysis an is

45、s u e i s in tro ub Igz the tea c he r s n e e d to fig u re i t out, astr a yof the stu d ents i nt he ana1 ysis of c er ta i nis suesandun ab 1 e toextricate himself t eac hers with a s ci e nti f ic way h e leadout,s ohegotont r a ck.an ger doe snot s tar tnot cannotspe a kwith out hair; at a n y

46、 time neces sary f o r t eac h ers to tim e ly and effect! v e guid a n cg. Of co u r s e, s uch guidance i s not t o teac hers in stead o f s t udents t h i n king, no t pre em p t the need to focus o n s tudent initiati ve, th e o rg a ni c inte g r at i on of the role o f creative p 1 a y and inst r u ctoro For e x ample , t o expl o r e the No r th America n relat i on s h ip b etween topogr a phy, climate z r i v e rs, topograph i c maps in N orth A meri c a N orth Amer i ca