Reflection on physical education teaching of geographical earth?

The earth movement is the first difficulty in geography teaching in senior one, and it took three class hours to basically comple

Reflection on physical education teaching of geographical earth?

The earth movement is the first difficulty in geography teaching in senior one, and it took three class hours to basically complete it. Next, I hope you will like the reflection on the teaching of earth movement. ? One? This lesson is the first lesson of the first chapter "Earth and Map" and the second section "Movement of the Earth". The content of this lesson is extremely knowledgeable, with many key and difficult contents, and it also involves many abstract invisible and intangible geographical things. Because the abstract thinking ability of junior one students has not yet formed, it is difficult to break through the difficulties. Therefore, in this class, I adopted the methods of teacher contact examples, multimedia courseware demonstration, analogy analysis, students' experimental exploration in groups, teacher demonstration, inspiration analysis and explanation, and gave full play to the role of "learning as the main body and teachers as the leading factor". Let me briefly talk about my feelings. ? First, skillfully introduce from daily life phenomena to arouse students' interest? When introducing, ask the students two questions: which direction does the sun rise and which direction does it set? When you were a child, did you think the sun was turning or the earth was turning? What about now? Then, by playing the video of "the process of human understanding the earth movement", the two forms of the earth movement are easily shown to the students. ? Second, use analogy method to guide students to analyze life cases or contact real life experience, and acquire geographical knowledge through analogy analysis and reasoning. ? For example, for the study of why we can't feel when we live on the earth, the earth keeps moving, we adopt the analogy method-draw a conclusion according to the analogy analysis of the feeling of the car driving on a very straight road; Another example is the time difference caused by the earth's rotation. As I mentioned, when the London Olympic Games was held this summer, the time for Beijing and London audiences to watch the games was different, and the relevant results were obtained through analysis and reasoning. ? Third, make good use of multimedia courseware to increase intuition. ? In order to teach this class well, we carefully designed the courseware. First, insert video and audio files to enhance students' vision and hearing. The second is to insert flas *** into the courseware to make the demonstration process of sports more delicate and vivid. For example, in the dichotomy diagram, the revolution of the earth, the movement of the direct point of the sun, and the rotation direction of the earth from the North Pole to the South Pole are all played in the form of animation, and the effect is better. ? Fourth, give full play to the role of the globe? In class, students hold a small globe in their hands and demonstrate their own rotation and revolution, which makes students more interested in learning; When explaining the phenomenon caused by the earth's rotation, I first put a red note on the big globe along the meridian, and then slowly rotate the globe along the direction, so that students can observe the positions where the red lines rotate in rows and distinguish whether it is morning, noon or night, which is intuitive and vivid. ? V. Give full play to the cooperative inquiry function of the group? Group cooperative inquiry is helpful to cultivate students' diligence and innovative spirit, and improve their hands-on operation ability and generalization ability. In this class, there are many local groups that work well together. For example, the four solar terms are divided into groups; During the revolution of the earth, the group members used birthdays to discuss where the earth runs in the revolution orbit. What is the length of day and night? These activities not only aroused students' interest, but also deepened their knowledge consolidation. ? Sixth, make full use of students' demonstration activities to correct mistakes and achieve the effect of feedback while learning. ? For example, after learning the revolution of the earth, let two students play the roles of the earth and the sun respectively and demonstrate how the earth and the sun move. Other students observe and judge whether their demonstration is correct. If there are mistakes, please ask them to come down and demonstrate until the demonstration is correct. This not only activates students' excitement, but also deepens students' impression. In a word, this lesson highlights the concept of new curriculum reform in design, and pays attention to the application of the spirit of new curriculum reform in implementation, which completes the expected teaching content well. Students give good feedback, understand knowledge and break through difficulties. In the group inquiry experiment, the team cooperation ability is enhanced and the students' practical ability is improved. But there are still some shortcomings: 1, the transition between various links is still relatively stiff, and personal activities have not been well utilized. Students' understanding should be explained accordingly. ? 2, the time control is not very good, the two goals of this class are more difficult, but the time for students to master memory is too short, mainly because I talk too much. ? In short, I still have little training and lack of experience. I hope you can give me more valuable advice so that I can teach at a higher level in the future. ? Two? The earth movement is the first difficulty in geography teaching in senior one, and it took three class hours to basically complete it. However, there are many teaching contents, students' acceptance ability is very different, and students' spatial imagination ability is limited, which brings great difficulties to teaching. In this section, teaching difficulties appear constantly, such as sidereal day and solar day, terminator line and solar day boundary, local time and time zone, hemisphere day and night, winter solstice and summer solstice, extreme day and night. The intersection angle, angular velocity and linear velocity between the ecliptic and the height of the noon sun. This part plays a vital role for students to learn geography well. At the same time, there are many geographical skills, such as drawing the rotation and revolution direction of the earth, judging the morning line and dark line, determining the direct position of the sun when determining the location, converting the time zone, comparing the length of day and night in different places at the same time with the height of the noon sun, and determining the time of sunrise and the length of day in a certain place. 1. Grasp the main line of this section-the relationship between the sun and the earth and the direct point of the sun and its changes. For example, in the process of the earth's revolution around the sun, because the orbit around the sun is elliptical, and the sun is located in one focus, the earth has two special positions from the sun in a year, perihelion and apohelion, and the reference points selected when the earth rotates are different, resulting in two rotation periods of the sun and sidereal day. Because at a certain moment, only one point can see the highest position of the sun, and the time of this point on the meridian is 12 hour. The movement of the sun's direct point and its direct direction to a specific latitude have great influence on the length of day and night and the height of the sun at noon. For example, the hemisphere where the sun's direct point is located has a long day, and the polar circle of the hemisphere where the direct point is located has an extreme day phenomenon. When the direct point is located in the Tropic of Cancer, it is the longest or shortest day in the hemisphere, and it is directed to a certain latitude. The height of the sun is the highest at noon, and the height of the sun decreases from straight latitude to north and south at noon that day. The movement of the direct point of the sun is also closely related to the gradual change of daytime time, the gradual change of noon sun height in the south of the Tropic of Cancer and the gradual change of the appearance range of polar polar day and night. ? 2. Comparing the relative geographical concepts in this section can draw inferences and save time. For example, the comparison of the revolution speed between perihelion and apohelion can be summarized as "near fast and far slow". For example, on the summer solstice, there is an extreme day in the Arctic Circle, an extreme night in the Antarctic Circle, a long day in the northern hemisphere and a short night in the southern hemisphere. On the solstice in summer, the sun height in the southern hemisphere reaches the minimum value in a year, while on the solstice in winter. For example, the judgment methods of early line and faint line are just the opposite? 3. Give full play to the initiative of students' autonomous learning, and set up different forms of appropriate exercises on the basis of understanding the basic principles and laws of this section, focusing on cultivating students' spatial imagination ability, graphic conversion ability, geographical knowledge transfer ability and geographical calculation ability? 4. Give full play to the advantages of multimedia, break through the teaching difficulties in this section, such as the relationship between the intersection angle of yellow and red and the movement of the direct point of the sun, the change of the length of day and night, the change of the height of the sun at noon, and use multimedia animation and other tools to intuitively reflect the process of the earth's movement, simplify the complex, inspire students' thinking, and solve the contradiction between more teaching capacity and insufficient class hours. ? Three? 1. Because the teaching content of this course is dynamic, it is more intuitive and vivid to use multimedia courseware for teaching, and it is also convenient for students to understand: * *1* * For the time difference caused by the earth's rotation, the animation demonstration method is used to intuitively show that different regions, especially those with large longitude difference, have different time to see the sun. * * * 2 * * is demonstrated by animation, which also vividly shows that the light and heat obtained at different latitudes and at different times on the earth are different due to the inclination of the earth axis, so there are five alternate zones. This kind of animation demonstration is very popular with students. However, I think it is difficult because of the change of seasons. While using animation, we should also use blackboard drawing to restore the moving picture to a still picture, which will leave a deep impression on students and help them digest knowledge. ? 2. The teaching focus of this section is mainly in the form of charts, and the difficult content is the knowledge of the inherent laws of geography, which is solved in the form of animation. I feel that this design can't best express the connection between knowledge structures. In particular, the rotation and revolution of the earth are synchronous and harmonious in the whole earth movement. I think I failed to explain in class that the rotation of the earth exists in the revolution of the earth, and these two movements are carried out together in space. ? 3. In the teaching process, because there are many difficult contents, there are many places that need to be explained by teachers. So after the whole class, students have less time to study independently. They always want to give lessons to students, but they can't. This is very confusing.