How to make geography teaching a little more life

Talking about the revitalization of geography teaching

AbstractGeography originates from life and serves life, only by letting life come into geography teaching and letting geography's splendor unfold in life, can we arouse students' interest in geography learning, and meet the new concept of "close to the students' lives, useful to the students' lives, and useful to the students' lifelong development. It is only in line with the new concept of "close to students' lives, useful to students' lives and useful to students' lifelong development". Living geography teaching should be one of the important issues in the current geography teaching reform. In this paper, we put forward our own views on the necessity, foundation and implementation strategy of geography teaching living.

Keywords Geography Teaching and Learning Living Theoretical Basis Implementation Strategies

The Geography Curriculum Standards emphasize in the implementation suggestions that the selection and organization of teaching materials should be linked to the actual production and life, especially the geographic things, geographic phenomena, and geographic issues familiar to the students, and reflect the "usefulness to the students' life, useful to the students' lifelong development. ". Make geography class closer to the students' real life and social reality, and change the past single concept to concept teaching situation.

How to bring geography teaching to life, open classroom teaching, break through the classroom teaching space, so that life into geography teaching, so that the wonderful geography in the show towards life, has become one of the important topics of the current geography teaching reform.

The living geography teaching means that in the process of geography teaching, geography principles, geography laws and practical life problems, to avoid too rationalization of abstract geography principles teaching situation. Taking students' interest and experience as the starting point, taking living teaching as the breakthrough, through optimizing and integrating teaching materials, presenting the learning content of geography in a living and popular way. First, the foundation of living geography teaching

1, the theoretical basis

Whether it is Dewey advocated "education is life" or Tao Xingzhi advocated "life is education", their educational theories advocate the consistency of education and life, emphasizing the educational environment. Both theories advocate the consistency between education and life, and emphasize the harmonious development of the educational environment. The basic education curriculum reform emphasizes the openness of school management, and one of the most important points is that students should go out of the classroom, put themselves in the society, and learn in life.

2, practice basis

The author in the teaching practice, has been trying to geography teaching life, so that students in real life learning geography, due to meet the learning ability of the students, can fully mobilize students to learn enthusiasm, stimulate the students' interest in learning, so that students experience the success of the joy of learning geography, and set up a good geography of self-confidence, so that the classroom teaching atmosphere Harmonious, natural, good results. Second, geography teaching life implementation strategies

1, capture life materials, arouse interest in learning

Geography teaching to provide students with students' lives and the world around them closely related to geographic knowledge, focusing on basic knowledge and skills, and cultivate students in the life of a variety of abilities (this ability to include the ability to understand life, adapt to life, enjoy life, create life, etc.) so that geography from the "science of science" to the "life of the world". Geography has been brought back from the "scientific world" to the "living world" of the students. This requires teachers to refine the content of the textbook on the basis of their own interpretation, bold change, innovation, with students familiar, interested, and close to the students' actual life materials to replace, transform the teaching content, as far as possible to make the content of life. More students are familiar with but may be "oblivious" to the geographic phenomena in life to guide students to stimulate students' curiosity, desire to explore, so that students become passive learning for active learning. For example, why do domestic and foreign athletes often go to the Ridge Training Base for training? Why "eighteen monsters in Yunnan" in the "four seasons clothing with wear" said? Why "go out to see the weather"? Another example: in today's boom in the development of commercial real estate, developers develop, buyers buy real estate to consider what geographical factors? By introducing these life examples into the teaching, it stimulates students' enthusiasm and enlivens the classroom atmosphere. Not only can you broaden your knowledge, expand your horizons, but also teach students to live with the necessary knowledge and life must master the skills to effectively deal with a variety of difficulties in life, to solve practical problems in life, to enhance the ability to take care of their own lives, to maximize the need to meet the needs of survival, to adapt to the complex and ever-changing environment.

2, with the help of life experience, to cultivate cooperative inquiry

Traditional geography teaching emphasizes too much on the logical system of the subject and ignores the real experience of the students, the new curriculum requires teachers to lead the students to the life of the problem, pay attention to the life of the students based on the experience of life to carry out meaningful learning, to build a new geography of the open-ended classroom. Students use geographic principles or geoscientific ways of thinking to analyze and solve geographic problems in life, which becomes an important part of inquiry activities. For example, in the junior high school geography "differences between the northern and southern regions", you can start from the students' life experience, encourage students to list the characteristics of the northern and southern regions in clothing, dietary structure, residential, folk activities, travel and transportation, etc., and then guide the students to use the similar "southern rice and northern wheat", "southern water and northern drought" to summarize the difference between the northern and southern regions. Then guide students to use similar "south rice, north wheat", "south water, north drought" to summarize the difference between the north and south, and in the scenario set up in the cooperative exploration of the reasons for the differences between the northern and southern regions. This not only cultivates the students' ability to find problems and solve them, but also cultivates the learning method of combining independent inquiry and group cooperation in the process, and at the same time stimulates their enthusiasm for learning geography, highlights the students' main position, establishes students' self-confidence, and forms a good ability to learn, explore, and innovate.

3, the use of life media, make life geography

Newspapers, magazines, radio, television, the Internet and other modern media, for students to learn geography provides a broad space, but also an indispensable part of students' lives. It is through these media that many students come into contact with geography, perceive geography, pay attention to geography, and then love geography. Teachers can train students to use their "geographic eyes" to discover geography in life, and collect geographic news, geographic information, natural scenery, natural phenomena and other geographic knowledge involved in social life with the help of newspapers, magazines, radio, television and the Internet, etc., and present them in the speech platform of "Geographic Knowledge in Life". In the platform of "Geography in Life", the students will display their knowledge and then raise questions from the perspective of geography on some international and domestic hot issues to trigger discussions.