How to introduce new lessons in the changing weather geography

Preparation for teaching.

Teachers can divide students into four groups one week before the week, using simple homemade tools or other means, one group of students will observe the weather conditions for each day of the week, and the other three groups will observe and record the weather conditions of the day at 6 am, 12 pm and 6 pm.

The teacher himself wants to make a ready-made **, which can be marked out in advance with a small blackboard. As shown in the table below.

Weather conditions. Time.

Six o'clock in the morning. Weather conditions.

Twelve o'clock in the afternoon.

weather conditions.

Six o'clock in the evening. Weather conditions.

Total in one day. Weather conditions.

Monday. Tuesday.

Wednesday. Thursday.

Friday. Saturday.

The teacher prepares some weather symbol cards beforehand.

First period. Import a new lesson.

Introduction: Students, we are all very concerned about the changes in the weather, please think about what weather phenomena you have seen, and think about what kind of relationship these weather phenomena have with our life and production activities?

Class Activity 1: Students speak freely and discuss weather phenomena and their relationship to human life and production (omitted).

Board Book: Weather and its Effects.

Transition: Through the discussion, we know that the weather is closely related to human production and life. What we often say about cloudy, warm and cold, wind and rain is the state of the weather, what has the weather been like in recent days? Ask the students to present their observations.

The teacher presents the prepared ** (see Teaching Preparation 2).

Classroom Activity 2 Teacher: Ask each group to select one student and fill in the group's observations in **.

Teacher: Next, please observe and analyze the weather changes in **, and summarize what are the characteristics of the weather changes?

Students summarize (omitted).

Board book: characteristics of the weather.

Teacher's summary: From this, we can conclude an important characteristic of the weather, that is, the weather reflects the short-term weather conditions of a place, and it changes frequently.

Teacher: So we often say that "a mountain has four seasons, ten miles of different days", what does this mean about the characteristics of the weather?

Student: The weather can vary greatly from place to place at any one time.

Teacher's summary: This is the second characteristic of the weather.

Transition: Zhu Kezhen wrote in "Looking at the Clouds and Knowing the Weather" that "the weather is like a child's face, and it will change", and the weather has a close relationship with human production and life, so what way can we understand the relationship between weather changes and our human life and production?

This is easy, that is, to contact the recent weather changes, there are a lot of them on the Internet, but they are most interested in contacting the things around them...

There are different ways to introduce different classes, but there are two main ones:

1. Consolidate the knowledge learned in the previous class and use a certain knowledge from the previous class to introduce a new lesson. This is a very popular introduction and can be used in many classes.

2. List some interesting phenomena in life, guide students to think about the reasons, and then gradually reveal some of the content to be studied in the new course to the students, and introduce the new lesson. This method is more limited, and the link to knowledge is not as good as the previous method, but it can attract students' attention.

Are you talking about high school geography? High school geography is more difficult in the first year of high school, the geography of the second and third years of high school are very simple, the geography of the first year of high school is mainly calculated more, and then it is often dizzy by the problem of direction, it is recommended that you buy a small map, the specific name is not clear, it seems to be a new high school curriculum map, there are sales in the bookstore, do more questions, if you don't know how to do it, buy a problem solver, see how others do it, and then do it yourself, see more and think more, is not good to find a teacher.

There is no fixed way to teach, and the introduction is also diverse, which can be fascinating, and it can be closely related to the theme!

List knowledge or problems in your life that are relevant to the content of the lesson.

Know the difference between "weather" and "climate" and use both terms normally in your life. Recognize common weather symbols and be able to understand simple weather maps. Illustrate the impact of human activities on air quality with examples.

Read the map of the annual average temperature distribution of the world and the average temperature distribution map of January and July, and summarize the characteristics of the world temperature distribution. Read the map of the world's average annual precipitation and summarize the characteristics of the world's precipitation distribution.

Using the data of temperature and precipitation, the temperature curve and precipitation histogram are drawn to tell the characteristics of temperature and precipitation over time. The distribution of major climate types is illustrated using the World Climate Type Distribution Map. Illustrate the influence of latitude, land and sea distribution, topography and other factors on climate.

Give examples of the impact of climate on production and life.

The method of introduction is actually the same for any discipline. I'm a geography major. The main geography import skills learned in our professional courses are:

Review the import. Linking existing knowledge with new knowledge and introducing new topics. It can be a narrative introduction by the teacher, or it can be a question based on a brief mention of the review content by the teacher.

Introduce new lessons. It can also be a direct question from the teacher, which leads to new content from the student's answer.

Set up the issue story import.

Starting from the reality that students are exposed to, starting from the geographical things and geographical phenomena around them. Put forward suspenseful questions to introduce new lessons, and skillfully put forward learning tasks in the questions to stimulate students' interest and curiosity.

Narrating Geographic Events Story Import.

Such as ** tsunami ah celebrity story import.

Provide representations to observe the import.

Look at geographical models such as geological formations, geographical landscape maps. Arouse students' desire to go to school, ask questions from observation, and let students start from the questions and make a natural transition to the content of the new lesson.

Render Targets Direct Import.

This method is the target introduction, it is said that the teaching effect of the target introduction will be better, and the purposeful learning will be better for the rock to master the lack of sheds.

Design activities Practice importing.

The introduction of design activities has high requirements for teachers, such as allowing students to simulate weather forecasts, demonstrate moon phase changes, and demonstrate the movement of the earth, all of which require teachers to have strong classroom control skills.

I've learned all of this, and I don't know if it will help you. Typing word by word, it's really tiring.

Interest is the best teacher for students. In his autobiography, Darwin wrote that when he was "indulged in what interests him, he will take the initiative to get to know any complex problem." "Interest is the mother of learning and the starting point of all teaching.

In the teaching of geography classroom, how to make students have an immersive intimate feeling and emotional experience, stimulate their cognitive interest in complex geographical phenomena and their internal laws, develop students' cognitive thinking ability, spatial imagination ability and practical ability, and promote students' independent learning are important issues worthy of every geography teacher's consideration. As the saying goes, "A good start is half the battle".

Therefore, teachers need to use certain teaching strategies in the process of classroom teaching, and creating scenarios and introducing new lessons will determine the success of a lesson, and will also directly affect students' interest, enthusiasm and desire to learn geography.