教学是高中地理课堂开展研究性教学的有效手段(组图)(2)

论文五：高三地理教学反思

通过多年的高中地理教学实践，我认为应该从高考能力的要求来反思教学活动，不断探索完善，优化教学环节，提高教学效果。

1、教学理念反思

长期以来，教师的教育思想往往是在被动条件下形成的，走的是“死背书、做题多、打架时间长、效率低”的老路。如果没有增强教师的自我反思意识和学科能力，往往只是简单的重复或继承，效果极不理想。

我们应该从单纯的复习知识转变为“知识+方法=能力”，优化复习活动高中地理教案下载，教师讲解更有启发性，多接触多分析，学生多思考（分析、比较、概括），多动手（绘图、列出）、多说（提出问题、讨论、交流）和多总结。例如，在复习《影响产业布局的区位因素》相关内容时，我首先以鲁尔钢铁工业区为例，让学生回忆影响创建、衰落和再造的主要区位因素。工业区的出现，从而了解产业布局。它是多种区位因素共同作用的结果，而这些因素对产业布局的影响会随着社会经济因素的变化而变化，说明影响工业区发展的因素在发展变化。然后以上海宝钢为例，了解影响其布局的区位因素，并分析其与鲁尔钢铁工业区的布局有何不同，并分析原因，从而说明某个工业板块是什么一个定向的行业。针对特定时期和特定地点。同时，指导学生分析钢铁产业布局变化的根本原因？这种变化的总体趋势是什么？最后，让学生分析比较沿江五大钢铁工业基地，并告诉他们形成它们的主要区位因素。

2、教学设计反思

在高中地理教学复习的实践中，我们有时会发现，由于学生已经掌握了所有的基础知识，如果老师只是跟着课文走，没有一定的新奇和难点，地理教学的效果或目的就会受到影响。大于预期的设计。差异，所以这就需要我们不断探索教学目的、教学工具、教学方法等问题，积极改进，从而优化教学，有效促进学生的学习。智力理论告诉我们，每个学生都有不同的智力组合，有自己的智力弱点和智力强项，也有独特的适应此的认知方式。学生的知识有宽有窄，学习能力有高有低，认知能力有强有弱。教师必须正视学生之间的这种个体差异。例如，可以在内容呈现、文字资料、图像信息、多媒体等方面进行认真的构思和设计，以满足不同学生的学习兴趣和能力要求。

比如高中地理主要知识复习中，大气环境是难点，天气、气候、季风等内容就更难了。如果像复习新课一样，一是时间不准，二是学生不感兴趣。所以我在教学设计的时候就做了精心的准备，尝试编写这样一个案例，通过案例教学的方式来突破难点。事例如下：赤壁之战前夕，曹英在江北，东吴在江南，周瑜出兵。打黄盖，献出一连串招数，小心为曹影开火做准备。忽然，他想起自己疏忽了一件大事，突然病倒了。诸葛亮在探病时指出周瑜的病根是“东风所致”，同意借东风帮忙。事实上，诸葛亮只是做了一个准确的天气预报。

然后问以下问题：

（1)赤壁位于我国哪个省？尝试分析当地气候类型。

（2)为什么东亚会成为世界上最典型的季风气候区？

(3)我国东部季风区的气候特征及其成因。

（4)为什么这个时候会出现“欠东风”的现象？

（5)孔明你怎么又借东风了？

（6)你认为季风对军队有影响吗，还会有哪些方面的影响？

这样，通过案例将要学习的内容转化为小问题。老师只提供背景资料，通过学生自己的探索寻找答案。这不仅复习了天气、气候、季风等知识，还了解了气候的形成。地理因素，同时扩大地理能力。事实证明，这样的教学方式让学生很感兴趣，将抽象原理转化为直观材料的效果比盲目灌输要好得多。

3、教学过程反思

目前的课堂教学主要是在教师的指导下进行，以课本内容为中心。学生通过死记硬背课本知识学习更多。从近年来高考的参考答案和评分标准来看，直接要求完整表达基本概念和原则的点并不多。需要记忆的观点和方法论知识的点数和比例越来越少，而更多的点数往往放在组合材料的分析和应用上。 记得高考有一道题让学生分析兰州化工厂的布局是否合理。 At that time, some students only analyzed the layout of the chemical plant from an economic and social point of view, ignoring the impact of environmental benefits on the industrial layout. It is completely reasonable, and the result is completely different from the standard answer.

Therefore, in teaching, I often choose some relevant materials to discuss and explore together with students, and I have achieved very good results. For example, review questions about site selection. After giving a lot of background information about "table salt" and "table salt chemical industry" (omitted), I proposed: a company is considering building a new table salt and table salt chemical plant near a certain town, giving a part of a certain town Maps and some related information. Please compare the map and data to discuss: In the picture, the "location proposed by the company" and the "location proposed by the council" are more reasonable. Each big group represents a different role: company legal representative, factory manager, council representative and community representative. After the discussion, a large group report will be conducted. At the same time, it is emphasized that: (1)When considering a problem, you must think in many ways, and you must integrate existing knowledge to solve the actual problem under study. (2)The way to solve the problem is often not a single method. In a sense In other words, it is to compare the pros and cons of various problem-solving methods, so as to select the best solution. (3) Any problem should be analyzed with a scientific, dialectical, and comprehensive attitude and method.

In the subsequent large group report, the students rushed to express their views and opinions: the students who played the role of the legal representative of the company, from the perspective of the factory operation that must make more profits, hope that the factory will be built closer to the original industrial area The student who plays the role of factory management personnel, from the perspective of facilitating the purchase of raw materials and product sales, it is recommended that the factory be built in a location close to the traffic line; the student who plays the role of the council representative, from the perspective of protecting the greening, appeals to the new factory not to destroy the trees , The factory should be built in the swamp; the students acting as community representatives, from the perspective of maintaining the community environment, require the factory to be built in the outskirts perpendicular to the wind direction throughout the year. Afterwards, during the free speaking time, the students compared the pros and cons of the above-mentioned opinions and agreed that although the proposed proposals seemed to be reasonable from their respective interests, they should consider everyone’s opinions from a holistic and comprehensive perspective. The problem is that the location proposed by the company is more appropriate.

4、Reflection on own teaching behavior

Teachers should carefully review their own words and deeds in the teaching process: whether to switch from an authoritative professor to equal communication and dialogue between teachers and students; whether there is a fair quality, open-minded mind, rich feelings, and keen judgment and Rich imagination and so on.

For example, in the "Desertification Prevention and Control in Northwest China" section, a student said: "I think tree planting and afforestation may not necessarily solve the problem of desertification, because trees grow to absorb more water, which will cause Less water enters lakes, rivers, and underground, which will lead to intensified desertification.” This view is contrary to the textbook, and I refuted it at the time. In the after-class reflection, I deeply felt that this stifled the student's interest in active thinking and the courage to boldly innovate. In fact, the student's thinking is not unreasonable at all. Therefore, in the next class, he criticized himself in front of all the classmates. In the subsequent teaching, he paid attention to tolerating various viewpoints and encouraged the students to actively explore and innovate.

This means that as a teacher, you must carefully handle your own teaching behavior. You must be able to positively affirm the students' "ingenuity", but also provide timely and appropriate corrections.

5、Reflection on teaching feedback

In teaching, we should not only pay attention to observing the learning behaviors of students in the classroom, but also obtain teaching feedback information through student homework, and acquire students’ knowledge, ability development, and emotional experience in learning through information feedback. All-round experience. We often find that the teaching content and exercises that teachers explain in class, students still have a lot of confusion during the exam.有很多原因。 One of the important reasons is that the acquisition of student knowledge is not learned by the students themselves, but taught by the teachers. Yes, so we teach students how to learn is more important than teaching students the knowledge itself.

Therefore, I pay more attention to communicating with my classmates individually to understand their problem-solving ideas and methods. I usually explain them from the perspective of their abilities in class, in order to obtain better teaching results.

You can also search for more sample essays of other high school geography teaching reflection cases compiled for you by the editor on this site.

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