Can anyone help me do the Geography Instructional Design and Reflection 100

When to do it? It will take some time.

Basic Information. Problem.

The movement of water on the plate in the geography of the first year of high school.

Author and affiliation.

Textbook analysis. 1. The requirements for the content of this section in the course standards; the body of knowledge covered in this section; The position of the content in this section in the textbook, and the logical relationship between the content of the textbook before and after.

2 The function and value of the core content of this section (why you learn the content of this section), and the analysis of the learning situation.

1 Subjective analysis by teachers, interviews with teachers and students, analysis and feedback of students' homework or test questions, and questionnaires are more effective means of measuring learner analysis.

2. Analysis of students' cognitive development: It mainly analyzes students' current cognitive foundation (including knowledge base and ability base), and forms the cognitive development line that should be taken in order to form the content of this section.

3 Students' cognitive impairment points: the main obstacle points when students form knowledge in this lesson.

Teaching Objectives: Attention should be paid to the determination of teaching objectives according to the three-dimensional objective system of the new curriculum.

Teaching focus and difficulty.

Teaching process. The description of the teaching process does not have to be so detailed as to record all the conversations and activities of teachers and students verbatim, but the main teaching links, teacher activities, student activities, and design intentions should be clearly reproduced. ）

Teaching sessions. Teacher Activities.

Preset student behavior.

Design intent. Board book design (need to stay on the board all the time on the board book).

It refers to planning before the geography classroom teaching activities, stating the broad teaching objectives as specific teaching objectives, organizing and processing the teaching content according to the clear classroom teaching objectives, determining the teaching methods and teaching modes, selecting the teaching **, forming a detailed teaching plan, and implementing the main teaching behaviors in the classroom.

Truly record your teaching situation and shortcomings, or just the highlights. In the early stage, it is recommended to invite an experienced teacher to listen to the class, or listen to the lessons of other teachers, and you will find your shortcomings.

Reflections on how we learn to teach geography are as follows:1. Questioning and self-study.

1. The teacher asks questions and allows students to learn on their own with questions.

2. Students solve problems in the process of self-study.

3. Ask students to list the questions they don't understand.

1. Students read the text to find out what they are interested in.

2. Find out what you know before.

3. Find out what you didn't know before.

4. Students give different types and types of maps.

2. Solve doubts and learn together.

1. Teachers inspect and guide.

2. Analyze the discussion of different groups.

3. Point out the deficiencies in learning and life.

4. Students discuss and study in small groups.

5. Solve problems through mutual assistance.

3. Question and re-learn.

Modern society is an information society, there are many ways to obtain geographic information, books, magazines, newspapers, television, libraries, the Internet and daily life can become information, and what you see, hear the geographical knowledge can not be completely remembered at one time, can not be said to forget, but also must learn to think.

It is necessary to consider various natural and social factors, the distribution, connection, and comparison of various phenomena, and to find the laws therein, and the causal relationship that complements each other. Encourage students to collect more in life, use their brains diligently, think carefully, ask bold questions, and make more assumptions, and can also take the opportunity to encourage students with potential, ability, and interest.

1. Junior high school geography teaching Wang Xiangjun has had a lot of gains and losses in his teaching in the past few years, but he has always been reflecting on it, hoping that his work can improve. The following are three reflections on my teaching of geography in recent years.

2. Reflection 1: Get out of the textbook and approach the cases in the geography textbook, some of which do not conform to the empirical basis of local students. Therefore, it is necessary to create scenarios and design cases based on our local characteristics, students' existing experience base, and knowledge background.

3. Reflection 2: The hand of learning life should have "quality", that is, it embodies the new concept of thinking and requires students to be given more opportunities for independent activities, practical activities, and personal experience. But if the classroom activities are not qualitative, the value of the activities is lost.

After a class, it is lively and lively, I am afraid that only the lively scenes remain in the students' minds, and it is difficult to have real thinking activities. Student activities in the classroom are designed to accomplish the teaching objectives more effectively, so the "activities" that are mere formalities are useless. In order to be able to engage all staff in classroom activities and improve their effectiveness, efforts should be made to improve the "quality" of activities.

The design of the problem or task should be appropriate to the student's level of experience; The creation of situations should be close to the students' real life and resonate with them. In the process of the activity, we should encourage more, create an atmosphere of "thinking discussion", stimulate the desire of all employees to participate, and pay attention to the appropriate price.

4. Reflection 3: Transform the traditional role of teachers and students, students are the protagonists of the classroom, and let students act as the masters of the problems in the process of classroom activities. This shift from facilitator to organizer has fundamentally changed the role of the teacher in teaching and learning.

From a thinking point of view, the learning process is a process of divergent and creative thinking.