Keywords junior high school geography effective review course
Review class is very important, but it is often easily overlooked. Especially at the end of the term, the class hours are tight and there are many contents, and other things in the school are under great pressure. At this time, many teachers may choose simple treatment methods, such as drawing key points, memorizing outlines and asking sea tactics. This is not conducive to students preparing for the exam, but also increases the burden on students, which is equivalent to transferring the review task to students themselves, which is an irresponsible behavior. In the past two years, I have been devoted to the research on the topic of effective review course of junior high school geography, and passed the opening and mid-term evaluation of this topic. In the process of research, I read a lot of lessons about review class and effective geography classroom teaching, and drew lessons from the experience of many excellent teachers. Combined with the actual situation of students in our school, I have done a variety of practical research on the types of review classes and accumulated some experience.
First, the necessity of effective review study
Every teacher in the office is busy at the end of the term. When stealing time, I will vomit my bitterness from time to time: "I hate going to review classes." I had to talk about it, but I didn't. I can describe it in one word: tired! " Why are you tired? Because teachers want to help students check for leaks and fill vacancies at the last minute, they laugh at themselves as "firefighters." In the classroom, the students are also busy, and everyone wants to make a final sprint at the last minute. There are a lot of contents in each class. The rhythm and speed of the teacher's lectures rotate rapidly with the countdown of time, and students gradually become powerless and inefficient. The effectiveness of teaching includes the effectiveness of teaching and the effectiveness of learning. Students can't master the review content well, and it's useless for our teacher to talk too much. Such a review class is invalid.
Ushinski, a Soviet educator, once said, for example, the review is not to repair collapsed buildings, but to strengthen the original structure and build new floors. This sentence brilliantly tells us that review should improve and sublimate knowledge. This has become the guiding ideology of my research. If my review is to repair the collapsed building, it means that I didn't work hard to build it before and didn't lay a good foundation. Repairing it with half the effort is a waste of manpower. Review is to "strengthen", which is my basic goal, and adding construction is icing on the cake and a long-term goal.
Second, prepare for the goal of effective review class.
For teachers, first of all, we should understand the teaching materials, make clear the test sites and give students a clear review direction. We still have textbooks, teaching references, excellent lesson examples and other materials for reference in ordinary new teaching, but there is a relative lack of guidance series on review lessons. Teachers can refer to the curriculum standards, syllabus, examination scope and distribution of test sites in previous years, and review students with experience. Therefore, I think the review class is the most challenging and can best reflect the teacher's basic skills and understanding of the teaching materials. In order to improve the effectiveness, teachers should do the following:
1. Define the review objectives and choose the appropriate review class type.
A clear review goal is the premise for us to choose the type of review course. The review goal is which test sites in this review class and how to implement them. We can achieve our goal by training typical problems, constructing knowledge framework or training problem-solving skills. After the goal is determined, you can determine the type of review class. According to the teaching period, there are single chapter review classes, study period (semester, school year) review classes and graduation and entrance examination review classes; According to the review content, there are special review classes, unit review classes and comprehensive review classes; According to the functional objectives of review, it can be divided into two categories: knowledge classification review, test review and ability training review. For example, I specially reviewed the climate in my graduation review. First of all, I classify the knowledge points related to climate and build a knowledge framework. Here you can review all the knowledge related to climate, such as temperature, precipitation, climate distribution and so on. At the same time, you can also review climate-based knowledge such as agriculture, rivers and lakes, water resources and population distribution. The unified presentation of relevant knowledge points can make students understand macroscopically, think clearly and simplify the complex. This review is more efficient.
Prepare teaching materials
The review class requires the teacher to analyze the textbook as a whole first, and clarify the relationship between various knowledge points or chapters. Then study the syllabus and curriculum standards, list the review syllabus, and determine the focus and difficulty of review, which is what everyone calls "reading book". Reviewing the syllabus should be based on the syllabus and curriculum standards. Whether the teacher handles this link accurately or not is the key point that affects the effect of the review class.
study for a test
Test sites include knowledge test sites, skill test sites and emotional attitude and values test sites. For example, the knowledge test center of the final exam is clearly marked by the municipal teaching and research section, and then through the study of curriculum standards and syllabus, a detailed test center is obtained, and the test questions over the years can also be referred to. Skills test sites include chart ability, data analysis ability and position analysis ability. In particular, the table processing ability of various charts is an important link, and training should be strengthened. The test sites of emotional attitudes and values mainly focus on current hot issues, such as low-carbon life, Yushu earthquake, southwest drought, World Expo, Asian Games and so on.
Get the students ready
It is necessary to comprehensively consider students' intelligence level, mastery of various knowledge, psychological state, preferences, etc. to design review classes. First of all, we should understand the students' intelligence level and knowledge level, which is the basis for us to formulate the difficulty and breadth of the review class. In order to review effectively, it is also necessary to ensure that there is no duplication of work. Students can talk less or not about what they have mastered, and students can strengthen training in weaker parts. At the same time, students are encouraged to improve their preparation ability, so that they have enough confidence to meet the exam.
Third, the exploration of effective review classes
What is the purpose of the review class? One is to let students review old knowledge, the other is to improve their skills, and the third is to summarize relevant knowledge. At an appropriate time, they can also improve their knowledge in their future work and infiltrate students' life and practical guidance. Practice has proved that the combination of "speaking", "thinking" and "practicing" in review class is indispensable. "Speaking" includes teachers' speaking and students' speaking. Teachers should pay more attention to "conclusion", problem-solving skills and encouraging words; Students' "talking" is the embodiment of students' "thinking", and "thinking" is the reflection of teachers after "talking". Encouraging students to speak more can deepen students' impression of knowledge, and also help to find out what students have not mastered and strengthen training in time. "Practice" means putting into action after "talking" and "thinking", consolidating what you have learned, and improving your skills through practice after eating thoroughly. Only by combining the three can we master and consolidate knowledge.
So how can we do the above "three points and one line" training? Over the years, I have been exploring, referring to previous cases, and trying several schemes after incorporating some personal ideas. The following are three review lessons that I think are more effective.
1. activity review class-content integration method: a review class that effectively integrates review content.
When the review content is more, less difficult and easier for students to master, I like to effectively integrate these complicated contents, create scenes for students and reproduce knowledge in a relaxed atmosphere. In the geography review class in the second volume of the seventh grade, I designed such a class (excerpt):
Students' Activities Teachers' Skills in Guiding Learning Objectives (Review Knowledge Points)
mutual understanding
1) introduce the representatives of exhibitors from various countries.
2) In order to promote understanding, all countries have brought a question to test partners' understanding of the company and learn to communicate.
Japan's "Honda" automobile company raised a question: watch the video, do you know the secret of Japan's economic development? Guide students to find the secrets of Japan's economic development from video materials, understand Japan's development of processing trade economy by taking advantage of island countries, and understand the important influence of maritime transportation on economic development (video) Comprehensive ability of data analysis and data processing.
The American "Children" International Automobile Company raised a question: Do you know where our country is? It is one of the important factors for the economic development of the United States to describe the geographical location of the region, describe the geographical location of the United States and know that the geographical location of the United States is superior.
(Omit some contents)
After getting to know each other, determine the intention of cooperation and carry out activities such as lobbying, competition and cooperation.
Where should the "Bentian" automobile company be built? Guide and analyze the main factors considered in the factory location, and understand the distribution characteristics of Japanese industrial zones and the filling method of causality diagram.
What ocean does the sea lifeline of Tehran Capital Refinery pass through in turn to transport oil to Japan? Strait? Know the meaning of Japan's "lifeline at sea" and look at the map.
The "Dada" rubber plantation in Thailand is located in Southeast Asia. Is it convenient for him to transport rubber to Japan and America? This paper analyzes the transportation modes that Thailand should consider when transporting crops abroad. Understand the geographical features of Southeast Asia and the ability to read and use maps at crossroads.
Where can American Children's International Automobile Company set up a factory? Analyze the distribution of industrial areas and industrial cities in the United States; Analyze the distribution characteristics of industrial areas and industrial cities in the United States; Read and use maps and extract information from them.
Activity-based review class focuses on students' "speaking" and "practicing", which has the following advantages:
① The content of this review course is moderately integrated and has a large capacity, but the burden on students is not heavy. If you review so much content with traditional review classes, it will be monotonous and complicated. Monotonicity means that a single explanation and practice will be boring, while complexity means that knowledge connection cannot be reflected, knowledge cannot be integrated, capacity will be large, and students' burden will be heavy. Now I have integrated so much content through a very interesting clue, and the connection between the contents is obvious. For example, through the cooperation between Tehran Refinery and Japan Automobile Factory, students can easily understand the origin and importance of the "lifeline at sea". By designing the transportation route for transporting oil from Tehran refinery to Japanese automobile factory, students can clearly remember the sea areas and straits that the "lifeline at sea" passes through, and all the test sites are consolidated in relaxed activities. The design of activities is closely related to life, which highlights the practicality of geographical knowledge. This is completely in line with the concept of "learning useful geography in life" in the new curriculum reform. In this way, we can make the boring review class lively and interesting.
② During the activity, we trained the corresponding geographical skills in time, which was highly targeted and effective. For example, students must master the ability to read and use maps, read temperature curves and precipitation histograms, extract information from maps, compare and synthesize maps, describe the geographical location of regions, and draw causal maps, all of which are practiced and consolidated in activities. If it is a traditional review class, students will be overwhelmed and overloaded by reviewing so many skills in one class. Now, students have reviewed knowledge and skills with ease and pleasure, and mastered them easily.
Requirements for teachers and students in activity review class;
(1) This review class is fast-paced and requires students to have a certain learning ability and geographical foundation.
② In group activities, although all members need to participate in order to get the activity ranking, the students with higher level are still the core. Other team members, especially some students with introverted personality or poor foundation, may not keep up with or follow the trend, and the learning effect must be ideal. Therefore, when designing, teachers should set up activities more carefully and pay attention to hierarchical education.
2. Lecture review class-graphic method: It will be more efficient to review the principles of geography and nature by graphic method.
For the principle of nature, we can use the eight-character method of "drawing guidance, illustration, drawing variation and drawing practice" to cultivate and improve students' agile geographical thinking ability. The method of "drawing instruction and illustration" is often used in junior high school geography review. Drawing Guide is to visualize the important and difficult contents in the textbook, which is intuitive, easy to remember and understand, and to broaden students' thinking space. "Example" is to make the test questions that examine students' comprehensive thinking ability difficult and easy by drawing, so as to cultivate and improve students' speed and flexibility in solving problems. In other words, we can use maps, schematic diagrams or contact diagrams to link related elements and promote students' comprehensive understanding. In the new teaching, some elements of natural phenomena may be taught separately, such as the third chapter of the first volume of grade seven, in which the first section introduces the world temperature, the second section introduces the world precipitation and the third section introduces the world climate. In the review class, you can borrow the map of Asia-Europe ideal climate distribution (see attached figure 1), fill in the distribution position of each climate, and analyze its temperature and precipitation distribution characteristics according to the characteristics of latitude position and land and sea position, which can help students understand and remember relevant knowledge macroscopically. At the same time, by comprehensively listing various elements on the map, students can summarize various climate characteristics by themselves. This is more efficient, easier to understand and easier to remember than explaining the climate one by one. Another example is reviewing the influence of monsoon climate on our lives. Instead of asking students to recite the passage in the book, "The airflow brought by the winter wind is cold and dry …", it is better to draw the wind direction with pictures and guide students to analyze the source and nature of the wind, so as to get the different characteristics of the winter wind and the summer monsoon, and then bring out the climate characteristics of winter and summer in China. In this case, showing geographical elements with maps is the most effective review method. For another example, when reviewing the four geographical regions of China, the multiple identities of the dividing line have always been a sore point for students, and it is also the dividing line between dry and wet areas, and the dividing line between warm areas and climatic zones-too many and too complicated, and students are confused. To this end, I adopted the schematic diagram explanation method to guide students to draw pictures while explaining and analyze, presenting the dividing lines of the four geographical areas and the main features of each area introduced in the eighth grade book one by one, so that students can fully see the relationship between the elements on the map (attached Figure 2), giving people a feeling of being suddenly enlightened, integrated and reduced in capacity. This graphic interpretation method is effective.
Advantages of graphic method: paying attention to teachers' "talking" and students' "thinking". Help students to clarify the relationship between various elements and clear their minds.
The requirements of graphic method for teachers and students: First, teachers must ensure that the thinking is very clear, and the relationship between elements should be naturally derived, and illustrate the relationship between them with examples. At the same time, we should pay attention to students' acceptance ability. If students' acceptance ability is weak, they should slow down and step by step.
3. Practice review course-independent proposition method: encouraging students to make independent propositions is an effective way to implement test sites.
It is necessary to implement the test center in the review class, which is equivalent to narrowing the scope of our review. We can present the test sites in the following ways: 1, and mark the key points; 2. Outline; 3. Do typical exercises, etc. However, these methods are passively accepted by students, and the form is boring, and the students' mastery rate is low. In the process of exploration, we tried such a method that students can make a set of test questions by themselves according to the exercises they have done before and their own understanding of the chapters. This can be used as the content of the non-paper-and-pencil exam, which can be arranged in advance at the beginning of the semester to encourage students to collect good questions in their usual study and practice. Students have a wide range of participation and high enthusiasm. Activities run through the whole semester, which means that students are studying textbooks, paying attention to test sites and even learning curriculum standards throughout the semester. This will certainly play a long-term and effective role in promoting students' geography learning. This activity not only encourages students to study actively, but also urges them to pay attention to the accumulation of knowledge. The proposer requires that reference answers be attached, so that students can learn all kinds of knowledge points from a higher angle, and their mastery of knowledge will undoubtedly be more solid.
Advantages of self-proposition method: paying attention to students' "thinking" and "practicing". Students take the initiative to pay attention to the test sites and participate in the review, which has a good review effect.
The requirements of self-proposition method for teachers and students: First, teachers must give enough guidance to make students have clear goals. When you first start using this course, you should start small, such as chapter tests and unit tests.
Fourth, effectively review the research direction of the next class.
Improving students' interest in geography is the guarantee to realize effective geography review class. The teaching mode of "double action and two cases" emphasizes the importance of students' learning activities and the design of students' learning plans, which shows that we should attach importance to mobilizing students' subjective initiative in learning. Students can actively participate in learning, and a strong interest in learning plays a decisive role. The new curriculum standard puts forward that students should learn the geography around them and learn the geography that is useful to life, which highlights the practicality and interest of geography and is conducive to improving students' interest in learning geography. In the daily teaching process, we also pay attention to the use of vivid and flexible teaching methods, with video, landscape maps, maps and other multimedia-assisted teaching, so that students can enjoy every geography class. Students like to take geography classes, listen carefully, learn efficiently, master and consolidate knowledge points, and review classes will naturally be handy. Therefore, in the next stage, I will focus on the strategy of improving students' interest in learning and combine it with the class type of effective review class.
In fact, only by carefully designing each review lesson and adopting different types of review lessons for different review goals can students be helped to do a good job in each review and summary. The improvement of review class can not only help students consolidate their knowledge and prepare for the exam, but also help to improve their interest in geography.
Of course, this is just a little attempt to learn effective review courses these days. In the future, we should adhere to our quality education through longer practice and more support of modern educational theory, which has a long way to go!