On the model essay of junior high school geography teaching test paper

In the process of junior high school geography teaching, if we want to improve the quality of classroom teaching, we should start with the construction of efficient classroom, so as to effectively improve the efficiency of classroom teaching and meet the needs of junior high school geography teaching. The following is a model essay on geography teaching in junior high school that I compiled for you for your reference.

Comment on the model essay of junior high school geography teaching "Research on the present situation of junior high school geography teaching research learning"

Abstract: Inquiry learning and geography teaching complement each other, but there are some obstacles in the smooth development of inquiry learning at present. This paper summarizes the main problems and puts forward the corresponding countermeasures.

Keywords: Research-based learning geography teaching status and countermeasures

Research and study complement each other. Learning is to accept knowledge, and knowledge innovation cannot be separated from research. Inquiry learning can organically integrate the two [1]. However, at present, learning and research are separated in school education, which pays attention to knowledge transfer and ignores innovation. In this way, students lack initiative in learning and their interest in learning naturally declines. If inquiry learning can be added to geography learning, it will greatly stimulate students' curiosity and desire to explore, help students improve their learning methods and abilities in an all-round way, and also help cultivate curriculum emotions.

I. Problems

At present, there are many problems in the application of inquiry learning in geography teaching. After investigation and analysis, it is found that the problems are mainly concentrated in the following aspects.

1. The course is not provided or insufficient.

According to the author's investigation of several schools in this area, it is found that there are some problems in the implementation of geography teaching at present, such as the lack of research-based learning courses, the lack of class hours in the courses already offered, or the arrangement of only one or two class hours per week. And there is no research study course for a single subject, let alone geography.

2. Inquiry learning guidance is not in place.

Because most teachers attach more importance to imparting knowledge than cultivating ability, they lack effective guidance for students' research-based learning. The classroom is controlled by the teacher and the students are followers [2]. The way students determine research topics is unscientific, and most of them are directly given by textbooks, schools or teachers. Although students choose from them, there is no process of exploring and choosing research topics independently. Teachers' guidance to students is limited to completing homework, ignoring the research process.

3. The evaluation method of inquiry learning is not perfect.

It is found that most schools offer research-based learning courses more or less, but teachers do not pay enough attention to the evaluation of students' research results. The school ignores the evaluation of teachers' guidance work, and students lack a clear understanding of the degree and effect of the work, which affects the research effect.

There is a contradiction between the study schedule and the examination schedule.

Because of the conflict between the time of national examination and the research-based learning of geography, teachers and students will mainly deal with the examination, and at the same time, the prevalence of the concept of major and minor makes geography ignored, let alone the application of research-based learning in geography. 5. Lack of necessary information and equipment resources in the learning process. Compared with other regions, our region is relatively backward, the investment in education is relatively insufficient, and the family's investment in education is also relatively lacking, which leads to the lack of necessary information and equipment for students to carry out geography research study, which affects the progress and effect of the study.

Second, the countermeasures

1. Set up a geography inquiry learning course.

Due to the pressure of entering a higher school, the school does not offer research-based learning courses or arrange insufficient class hours, and junior high school geography scores are not included in the evaluation of the total admission score, which makes it difficult to carry out geography research-based learning. Therefore, the administrative department of education should change the concept of education, seriously supervise and inspect the situation of research-based learning in schools, and implement the task to schools and teachers.

2. Scientific guidance and standardization of topic selection.

The survey found that most schools were chosen by students from the topics set by teachers, and students could not experience the process of "finding problems".

3. Improve the evaluation process and methods.

If we don't supervise and evaluate the completion of students' research study, it will hinder students' follow-up research and seriously affect their research initiative. Schools should not blindly emphasize exam-oriented education, but should attach importance to the effective development of research-based learning, not just as a task. The evaluation of assurance has at least two parts: process evaluation and result evaluation. According to students' research achievements and established goals, comparative evaluation can be carried out, and a comprehensive evaluation method combining personal self-evaluation, peer evaluation and teacher evaluation can be adopted.

4. Reasonable arrangement of class hours and optimization of teaching process.

The survey found that some schools crowded out the schedule of research-based learning courses in order to complete the teaching progress and improve students' test scores. This also reflects the contradiction between exam-oriented education and quality education in China. Both schools and teachers have the responsibility to liberate students from the "sea of questions" and implement them in accordance with the regulations of the education administrative department. Teachers should give full play to their subjective initiative, arrange teaching links reasonably, and set aside corresponding time for students to explore independently. It not only conforms to the concept of new curriculum standards, but also conforms to the requirements of modern education for people's all-round development [3].

5. Train teachers and increase the investment and guarantee of education funds.

The interview found that most teachers have not received the training of inquiry learning, nor have they instructed inquiry learning. Many teachers and students think that materials, equipment and funds needed for research and study are lacking. Due to the strict opening hours of the computer room, students are restricted in collecting and sorting out information. Therefore, schools should actively encourage teachers to participate in all kinds of research teacher training at all levels, purchase books and equipment necessary for activities, and open the computer room regularly. At the same time, schools should vigorously contact surrounding communities and units to provide resources for students to carry out research and study. At present, there are still many problems in the effective implementation of inquiry learning in geography teaching. However, as long as teachers have dreams, responsibilities and the courage to challenge, they can lay a solid foundation for the all-round development of students and make contributions to the all-round implementation of quality education.

References:

[1] Duan Yushan. Inquiry learning of new geography curriculum [M]. Beijing: Higher Education Press, 2003: 46.

[2] Lin Peiying, Chen Cheng. Case and analysis of the new geography curriculum in junior high school [M]. Beijing: Higher Education Press, 20 12: 105.

[3] Ma Ming et al. Exploration and practice of classroom teaching of research-based learning. Educational Exploration, 2005 (6): 29-30.

The second model essay of junior high school geography teaching paper "Analysis of methods to improve junior high school geography teaching efficiency"

Abstract: Geography is a new subject for junior middle school students, which is closely related to all aspects of life. The requirements of the new curriculum for geography have changed from once understanding to today's understanding and application, which has increased the content of geography teaching. However, many teachers' teaching methods still cannot fully meet the needs of students' geographical knowledge in today's society. Therefore, how to improve the efficiency of junior high school geography teaching has become a problem now.

Keywords: junior high school geography; Efficiency; Teaching efficiency

I. Research background

Geography is a subject that studies various natural and human phenomena and their relationships in the geographical environment of the earth's surface. In recent years, the country's requirements for junior high school geography teaching have gradually improved, and the teaching situation of teachers has also changed accordingly. However, the teaching situation in some schools is not very optimistic, and their teaching methods still cannot meet the requirements of junior high school students' geographical ability in today's society. Therefore, it is urgent to study how to improve the teaching efficiency of junior high school geography, so as to improve students' geographical ability.

Second, the status quo of junior high school geography teaching

(A) students lack interest in learning

Interest is the best teacher, which can make students full of curiosity, promote students' thirst for knowledge, improve students' learning efficiency, and then improve their academic performance. But many junior high school students don't understand geography, are not interested in it and hate it. As a result, these students' geographical achievements are not excellent enough, even below the average level, which affects their understanding and comprehension of geographical knowledge.

(B) teachers' classroom teaching efficiency is not high

With the promotion of the new curriculum standard education in recent years, most teachers have clearly realized that to complete the new curriculum standard education, students should be the main body, students should be the core, and corresponding teaching should be carried out around students. At the same time, we should cultivate students' learning ability and problem-solving ability, and cultivate students' positive learning attitude and correct way of thinking. However, there are still many teachers who have not found the right way of education. Their ideas are traditional and outdated, and they still use traditional teaching methods, which leads to low classroom teaching efficiency and affects students' grades and development.

(C) students lack of learning methods

As we all know, students are the main body of learning, and excellent students should have correct learning methods. After the educational reform, many students have found their own correct learning methods according to the changes in teachers' teaching methods. However, there are still some students who have defects in their learning methods. Some students don't listen carefully in class. In their view, understanding and remembering the contents of the book is equivalent to learning everything, but they have no idea that the book is just a tool, and the knowledge above is not enough to cultivate students' strong geographical thinking ability. There are also some students who attend classes and do not finish their homework after class. They only pay attention to the teacher's teaching in class, and don't pay attention to their deeper understanding and comprehension of knowledge after class.

Third, ways to improve teaching efficiency

(A) to stimulate students' interest in learning

1. Appropriate application of multimedia.

Appropriate multimedia teaching can deepen students' understanding of knowledge and stimulate students' interest in learning. Geography is actually a vivid subject, and graphics occupy a large proportion in junior high school geography learning. Teachers should take this as a starting point and use multimedia appropriately to stimulate students' interest in learning. For example, when preparing lessons before class, teachers can find some related pictures, beautiful scenery or small videos online to attract students' attention like tour guides and make them yearn for these places. Teachers can also make some animations that fit the lecture content through multimedia, so as to make what needs to be explained in class more vivid.

2. Promote students' mutual assistance and cooperation.

Another way to stimulate students' interest in learning is to organize students to cooperate with each other. Teamwork can stimulate students' enthusiasm, and then stimulate students' interest in learning. It is well known that students are competitive. If we can use them properly and let students think and explore as much as possible through mutual assistance and cooperation, we can greatly stimulate students' interest and improve their learning efficiency. For example, in the upcoming lecture on "Latin America", the teacher left homework for the students, asked them to form a group to collect pictures and materials related to Latin America, and asked the students to collect different materials from different aspects by themselves, so as to stimulate their interest in learning this region.

3. Appropriate application of game teaching method.

In the process of learning in junior high school, students will inevitably feel sleepy or cranky in class for various reasons. At this time, if the teacher can make some related games in time, it can make the students wake up and concentrate on completing the games, which is more helpful for the teacher to lecture. For example, the teacher can ask two groups of students to guess the country in class. One group talks about related customs, cities, races, etc., while the other group guesses about countries. This will not only make students awake and listen carefully in class, but also strengthen the review of what they have learned, which will help improve teaching efficiency.

(B) to create an efficient geography classroom

1. Build a harmonious relationship between teachers and students.

Now the classroom is student-oriented, and teachers should carry out corresponding teaching around students. At this time, it is urgent to build a harmonious relationship between teachers and students. Establishing a good teacher-student relationship needs to be done step by step, otherwise it will get twice the result with half the effort. (1) Get to know the students well. This requires teachers to follow the law of students' learning geography, understand what students are doing and thinking, realize students' doubts and shortcomings, and consider problems from the students' point of view. (2) establish a good relationship. Teachers should not only impart knowledge, but also solve doubts and doubts, understand students' thoughts, start from themselves, become students' intimate friends and establish good teacher-student relations.

2. Create a good learning atmosphere.

A good learning atmosphere not only creates a good learning space for students who love learning, but also drives students who don't like learning to study together. This is not only conducive to the better academic performance of good students, but also to the progress of poor students' academic performance, which is of great help to all students' academic progress, and promotes the improvement of students' learning efficiency and teachers' teaching efficiency.

3. Flexible use of teaching methods.

Geography in junior high school is an elastic subject, and the teaching methods can be varied. Different students have different learning styles and learning abilities. Therefore, teachers should be good at using different teaching methods flexibly to improve teaching efficiency.

(1) intuitive teaching methods. The research content of geography is often intuitive and observable. Therefore, teachers should often adopt intuitive teaching methods to increase the richness of teaching.

(2) Lively teaching methods. Lively teaching methods can not only improve students' enthusiasm and stimulate their interest in learning, but also enable students to deeply remember the teaching content and improve teaching efficiency.

(3) Pay attention to the combination of old and new knowledge points. Combining old and new knowledge points can not only promote students' understanding of new knowledge points, but also enhance students' review and memory of data points.

(C) Pay attention to students' learning methods

Correct learning methods can not only help students improve their academic performance, but also enhance their self-confidence in learning this subject and improve their learning efficiency. However, junior high school students are still in the growth and development period. They don't know themselves very well, and they may not be able to find a suitable learning method correctly and quickly. Therefore, teachers should help different students in the teaching process, study their differences, and help different students find suitable ways to learn geography. In short, teachers should constantly sum up experience, constantly explore, find better teaching methods, improve teaching efficiency, and cultivate excellent middle school students with certain geographical ability for the country.

References:

[1] Zhou Hui. Evaluation of junior high school geography inquiry learning style [J]. Geography Education, 2005 (1): 35.

[2] Ye Rukun. Research on effective teaching methods based on junior high school geography curriculum standards [J]. Journal of Guangxi Education Institute, 2008 (6): 229.

On the junior high school geography teaching paper model essay III "Inquiry learning method in junior high school geography teaching"

Abstract: As a junior high school teacher, while teaching students geography-related knowledge, she is also cultivating talents for the country. The traditional teaching mode has not adapted to the requirements of education in today's society, and school education needs innovative consciousness. The teaching scheme of geography experiential learning is the embodiment of innovative education. Experiential learning teaching scheme adapts to China's educational environment, learning habits and learning characteristics of junior high school students, and students can strengthen their cognitive ability and thinking ability through experience. Therefore, the junior high school geography experiential teaching program is a great upsurge in line with the current educational model. Based on many years' working experience, the author studies the inquiry learning method in junior high school geography teaching, which has important reference significance.

Keywords: junior high school geography; Inquiry learning; way

1 Characteristics of inquiry learning in geography

1. 1 Inquiry learning is a process of overall participation and cooperative inquiry: inquiry.

Different from traditional learning methods, inquiry learning requires students to change the passive acceptance state through various forms of open inquiry learning activities, pay attention to guiding students to use cooperative inquiry learning methods, contact the production and life reality around them, and cultivate students' ability to discover geographical problems and acquire applied knowledge. Inquiry learning is based on students' development and centered on students' learning, emphasizing students' participation and cooperative inquiry, forming an active teaching method that allows students to actively explore knowledge and solve practical problems.

1.2 In inquiry learning, teachers encourage students to play and imagine freely, fully respect students' thoughts and pay attention to cultivating students' innovative spirit;

Because traditional teaching mainly adopts indoctrination teaching method, students have little chance to practice and explore. Passive learning makes students lose their interest in learning geography, let alone cultivate their innovative spirit and problem-solving ability. Research-based learning is very helpful to arouse students' enthusiasm and initiative in learning geography and cultivate their innovative spirit and practical ability in geography.

2 the advantages of inquiry learning

2. 1 Students actively explore geographical issues and give full play to students' main role, which is conducive to mobilizing the enthusiasm and initiative of learning;

The core idea of junior high school geography curriculum reform is to comprehensively improve each junior high school student's geographical science literacy, and the core of science is inquiry. Improving junior high school students' geographical science literacy is inseparable from inquiry teaching. Therefore, junior high school geography teaching, especially classroom teaching, should introduce inquiry teaching, pay attention to guiding students to solve some open geographical problems through active inquiry, cultivate students' geographical practice ability and inquiry consciousness, stimulate students' interest in learning geography and patriotism, and sublimate students' ideological consciousness, emotional will and spiritual realm, thus bringing new vitality to junior high school geography teaching.

2.2 Collecting information and acquiring knowledge in practical activities has improved the efficiency of geography learning.

Inquiry learning is not passive acceptance, but active inquiry. In the process of learning, students discover and ask questions themselves, and then solve problems by collecting information. Students gain knowledge from this process. Because students find problems themselves, and then look up information or discuss the answers, it is easier to understand and master. For example, students find that the environment in which we live has changed greatly by watching videos, which has caused various environmental problems, so they have questions, why are there such serious problems in our environment? How to solve these problems? After finding the question, students look for information in the reading room, library or network, and then find the answer to the question. In this way, students gain knowledge from it, which embodies the students' dominant position and improves the efficiency and ability of geography learning.

2.3 is conducive to cultivating students' innovative spirit and improving students' creative ability;

The guiding ideology of inquiry learning is that under the guidance of teachers, students are the main body, so that students can actively explore problems, master the knowledge and methods to solve problems, find out the causes of phenomena and the relationship between things, find out the laws and form their own knowledge. Inquiry learning has established an open, self-developed and creative environment and provided many opportunities to acquire knowledge. At the same time, inquiry-based learning mobilizes students' enthusiasm to the maximum extent, which is conducive to cultivating their innovative consciousness and innovative learning spirit.

How to introduce inquiry learning into geography classroom

It is very important to reform teaching methods and change ideas. Taylor, a famous American educator and curriculum theory expert, pointed out the essence of students' learning: "Students' learning depends on what they do, not what the teacher does. "In the past, many teachers regarded the teaching process as a process for students to' accept' book knowledge, but actually ignored the cultivation of students' curiosity and exploration spirit, especially innovation consciousness. Therefore, the majority of junior high school geography teachers should arm themselves with new educational concepts and ideas that keep pace with the times, which is the key to introducing inquiry learning into geography classroom teaching. At the same time, we should not only be the disseminator of geographical knowledge, but also be the researcher, developer, director and collaborator of students' learning geography in order to improve scientific research literacy and guide students' ability to carry out research study, constantly improve themselves and update their knowledge structure. According to the main approaches and design requirements of junior high school geography inquiry teaching, introducing inquiry learning into junior high school geography teaching belongs to classroom inquiry. Inquiry teaching in geography class needs to be completed by asking questions, discussing and demonstrating. The design requirements of these activities can stimulate students' desire for inquiry.

3. 1 Query question:

In the past geography teaching, teachers often asked more questions, students asked less, and most of them asked memory questions.

3.2 Inquiry and discussion:

The problem of inquiry and discussion is open, which will stimulate students to sprout innovative associations and thus promote the development of their ability to solve geographical problems. At the same time, inquiry discussion attaches importance to group cooperation and emphasizes students' overall participation in the classroom. Let everyone fully express their views, instead of asking them to repeat the textbook. Students participating in the discussion need not consider whether their views are correct or appropriate, but require all students to participate equally. Successful inquiry discussion depends on teachers' careful design, proper guidance and help. What kind of question to choose as the topic of discussion is related to whether the discussion can achieve the ideal result. For example, when talking about "Northwest China and Qinghai-Tibet region", on the basis of comparative analysis, it is explained that there are differences between natural geography and human geography in this region, and according to the discussion of materials, the main geographical differences are summarized, and then the discussion topic is put forward: Please discuss whether the northwest region is better or the Qinghai-Tibet region according to what you know. To carry out this discussion topic, you should make full preparations in advance and ask students to collect relevant information, and then discuss and communicate in class.

3.3 Ask about the demonstration:

Demonstration can also be an important way of classroom inquiry. Inquiry and demonstration should be conducted in an inductive way, providing students with opportunities for creative thinking, which is easy to lead to thinking, observation, analysis and making assumptions during class hours. In addition, inquiry demonstration should emphasize students' subjectivity and teachers' guiding role, but it cannot replace students' demonstration. Inquiry learning organically links the leading role of teachers, the main role of students and the interaction of students, and unifies the teaching of knowledge and the cultivation of ability. Inquiry learning pays special attention to and develops students' cognitive ability, inspires and guides students to actively explore, solve and acquire knowledge, which truly embodies the principles of quality education and innovative education.

refer to

[1] Institute of Curriculum Textbooks. Geography teacher training manual [M]. People's Education Press, 2007.

[2] Chen Cheng. Interpretation of Geography Curriculum Standards (Experiment) (First Edition) [M]. Nanjing: Jiangsu Education Press, March 2004.

[3] Zhu Zhu. Talking about geography experiment teaching from the new curriculum standard [J]. Reference of geography teaching in middle schools, 2005 02.

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