Lecture Draft of Western Europe

As an outstanding faculty member, it is possible to use the lecture draft, which is the prerequisite for the success of lecture. Then the question is coming, how to write the lecture draft? The following is a sample essay on the lecture draft of "Western Europe", the second volume of the seventh grade geography, which I collected for you. I welcome your reference and hope it will help you. The lecture draft of western Europe 1

1. Talking about teaching materials 1. The position and function of teaching materials 1

Western Europe is an important part of the "cognitive region" of world geography, an extension and deepening of the "Old Hemisphere Region", and it is the place where students form a macro impression of a developed country in this region. According to the total score structure, the textbook in this section can be roughly divided into four parts, namely, areas where developed countries are concentrated, industries dominated by manufacturing, traditional animal husbandry and prosperous tourism. The first part of the textbook is an overview of western Europe, and the last three parts are the first part to state the reasons. In the first lesson of this textbook, the main plan is to help students learn the first and fourth parts, namely, "areas where developed countries are concentrated" and "prosperous tourism".

"The area where developed countries are concentrated" first introduces the location and scope of western Europe, and mainly takes the "EU" as the carrier to show many developed countries in western Europe and their important position in world economic development, and at the same time, to arouse students' deep understanding of the importance of international cooperation. This part focuses on the overall introduction of the current economic situation in western Europe, paving the way for later analysis of the reasons for the economic development in this region.

"Prosperous Tourism" focuses on the famous tourism resources in western Europe and the countries to which they belong, so as to help students form the consciousness of "developing tourism and promoting economy" and thus cultivate their sentiment. This part is one of the explanations for the concentration of developed countries and strong economic strength in western Europe.

2 Teaching objectives

According to the requirements of Geography Curriculum Standards, combined with the actual cognitive level and participation ability of seventh-grade students, combined with real life, three teaching objectives are determined:

Knowledge objectives: remember the location and scope of western Europe, be familiar with major countries and cities in western Europe, understand the important role of the international organization "EU", and understand the main tourism resources and high tourism income in western Europe.

ability goal: to cultivate students' comprehensive inductive ability, enhance students' ability of reading and analyzing pictures, and improve their appreciation level.

emotional goal: to enhance students' sense of cooperation and cultivate students' economic awareness.

3 emphases and difficulties of teaching materials

According to the arrangement structure and knowledge system of teaching materials in this section, combined with students' existing knowledge of geography, and strictly guided by Geography Curriculum Standards, the teaching emphases of this lesson are determined as follows: the location of western Europe, the member countries of the European Union, and rich tourism resources.

Due to many factors, such as the seventh-grade students are unfamiliar with international comparison organizations, and some students have a strong sense of independence, it is determined that the teaching difficulties in this class are: the benefits of establishing the European Union and the cultivation of the sense of cooperation.

4 textbook handling

There are many activities in this section of textbooks. If we set up separate links such as "knowledge imparting" and "activity cognition" according to the arrangement order of textbooks, it will easily make students feel monotonous. Therefore, in the first class, the two activities in the first part of the textbook are decomposed into the understanding of EU member States and their economic status. At the same time, according to students' interests, adjust the teaching order, that is, learn tourism in western Europe in advance.

Second, teaching methods

1 Teaching method

According to the age characteristics of students and the teaching idea of "from perceptual knowledge to rational analysis", the following teaching methods are determined as the main ones:

Appreciation method: providing and displaying a large number of scenery pictures and music clips of western Europe for students, with the aim of creating a teaching atmosphere;

discussion method: the problem of classroom teaching expansion "the benefits of establishing the European Union to its member States" is difficult for individual students, and the purpose of small-scale discussion is to strive for teaching difficulties.

2 learning methods

cooperative learning: the content of the text in this class is less, and many knowledge points and ability points are integrated into the activities and charts of the teaching materials. The individual students have limited ability to refine the activities and charts of the teaching materials and lack the ability to summarize, so they need to help each other in finding EU member States, analyzing the economic status of the EU and remembering tourist attractions in western Europe.

Third, speaking teaching methods

Multimedia-assisted teaching

1 "Blue Danube" music clip Objective: To create teaching scenes, Set off the teaching atmosphere

2 "administrative map of western Europe" Purpose: to explain the location of this region and the member States of the European Union

3 "Statistical map of the percentage of imports and exports of the European Union in the world" Purpose: to compare the economic status of the European Union in the world

4 "Rank map of per capita GNP of some countries" Purpose: to emphasize the concentration of developed countries in western Europe

5 "Pictures of tourism scenery in western Europe" Purpose: to show the European Union.

6 "World Proportion Table of Foreign Exchange Income from International Tourism" Purpose: to emphasize the high tourism income in western Europe

7 "Some pictures of Yibin's tourism scenery" Purpose: to understand the tourism resources in my hometown

8 "Scoreboard" Purpose: to stimulate students' interest and realize incentive evaluation

Fourth, to talk about the teaching process

To create scenarios: 1 "Listen":

Introduce a new lesson: 2 "Talk about it": Organize students to talk about their existing understanding of "Western Europe" in daily life;

Learn a new lesson: 3 "Look for it": Look up the map, describe the land and sea location in this area, and understand the names and distribution of EU member States;

4 "discuss": discuss "the benefits of establishing the EU to its member states";

5 "compare with one": compare the economic status of the EU in the world;

6 "take a look": appreciate the famous tourism resources in western Europe and analyze their tourism income;

Summarize the new lesson: 7 "Give it a try": Organize students to briefly introduce new knowledge;

consolidation exercises: 8 "do it":

after-school exercises; 9 "Guess": a geographical riddle.

mobile arrangement: enjoy "Yibin scenery" at 1. The lecture draft of Western Europe 2

I. Teaching materials

This chapter is arranged at the back of Chapter 7, Asia. Through the study of Asia, students have a preliminary understanding of the knowledge, learning methods and skills of regional geography in Asia.

the study in western Europe mainly includes two aspects: first, the areas where developed countries are concentrated; Second, climate and agriculture. It plays a connecting role in this book. We can not only know that western Europe is a region with many countries, dense population and developed economy, but also become the starting point for the next class to introduce its industry, tourism and EU organizations, and at the same time, lay the foundation for students to form the concept of global integration.

Second, talk about teaching objectives

1. Knowledge objectives: We can find out the scope, location and major national capitals of western Europe on the map; Can tell the main climate types and characteristics in this area and its influence on agriculture.

2. Ability goal: initially learn the ability to use the geographical information of a country or a region to summarize its geographical characteristics; Through the influence of climate on agriculture, cultivate students' ability to analyze, reason and summarize problems.

3. Emotional goal: establish a correct view of man and land, coordinate economic development with the natural environment, and take the road of sustainable development; It is clear that nothing in the world exists in isolation, and they are interrelated and influence each other.

3. Emphasis and difficulty in teaching

1. Emphasis: Understanding the scope, location and major national capitals of western Europe.

2. Difficulties: Understanding the influence of climate on agricultural production.

Fourth, talk about learning situation

1. Students' existing knowledge and ability

Through the study in the pre-junior middle school, students initially master the methods of reading topographic maps and climate maps;

2. How to cultivate students' learning ability in this class

The cognitive ability of junior one students is uneven, so when learning the topography of western Europe, let them design and paste topographic maps to arouse their interest in learning. When learning the characteristics of temperate oceans, each group will discuss and summarize, and the secondary students will be the spokespersons of the center to further cultivate their ability to analyze problems and express themselves in language. The thoughtful questions are answered by ordinary students first, and the top students comment on them. Students' enthusiasm for thinking and desire for inquiry are stimulated in various ways, and students' subjective role is brought into play, so as to continuously improve their understanding and problem-solving ability.

5. Speaking teaching method

According to the characteristics of this course, students are guided in groups according to the "self-inquiry" teaching method. On the basis of a series of activities such as exchanging and collecting data, posting topographic maps and watching projections, students adopt teaching methods such as intensive teaching, analysis and synthesis, and setting doubts and arguments to successfully complete the teaching task.

VI. Speaking and learning method

Using multimedia to process the static information of teaching materials into dynamic information of sound, emotion and shape, guide students to analyze the development conditions and reasons of European traditional animal husbandry, let students learn the methods of analyzing geographical problems, and make full use of methods such as collecting data, mapping and discussing, so as to make students actively use their brains, move their mouths and do things, and enhance their awareness of participation and cooperation.

VII. Teaching process

(1) Introduction: Play pictures of characteristic buildings and beautiful scenery of major countries in western Europe, and the music is Spanish bullfighting song and bullfighting video, and enter the classroom.

design intent: the combination of music and pictures can satisfy students' curiosity and thirst for knowledge and stimulate their enthusiasm for learning.

(2) Teaching of new courses:

1. Areas where developed countries are concentrated (three major links of design)

Link 1: Autonomous learning.

The teacher shows the goal of self-study, and there are three questions. Students complete the first fill-in-the-blank question by reading and reading pictures, and learn that the region is densely populated and has many countries. Then read the map carefully, find out the location of the main countries and their capitals, and point out which are island countries, peninsula countries, coastal countries and landlocked countries, so as to deepen the memory of the national location. Finally, summarize the outstanding characteristics of the third question: densely populated, numerous countries, and areas where developed countries are concentrated in the world.

design intent: the location of western Europe and its major national capitals are the focus of this class. Guiding students' autonomous learning with self-study questions can give full play to students' autonomous ability, and then cultivate students' ability to find and solve problems, which is conducive to forming good study habits.

link 2: interesting reading.

Students understand the reading materials in the textbook: an interesting pocket country. Teachers show the relevant pictures of Pocket Country and Linyi County with the help of slides, which are marked with data. By comparison, they can feel the smallest country more intuitively and leave a deep impression.

design intent: to understand the local customs of characteristic countries and stimulate students' interest in learning geography.

link 3: summary.

the outstanding features of western Europe are dense population and numerous countries, which are the areas where developed countries are concentrated in the world.

major countries and their capitals: Britain, France, Germany, Switzerland, Sweden and Italy

The largest and smallest country in this region: Vatican, France

Summary Objective: To help students form a knowledge network and highlight important and difficult points.

2. Climate and agriculture (three links of design)

Link 1: Group discussion.

why is animal husbandry developed in western Europe? Students will talk about the influence of temperate marine climate, so the most crucial point is that climate is the fundamental reason that affects agriculture.

design intent: through group discussion, find representatives from each group to speak, which can not only cultivate cooperative learning ability, but also feel the joy of group activities and stimulate students' courage of self-expression.

link 2: cooperative exploration.

This refers to teachers and students working together to explore: How is the temperate maritime climate formed? Teachers use unique methods to relieve students' worries that they think are "difficult". Mainly in the form of filling in the blanks and answering questions, the inherent patterns are formed in the mind: latitude position, land and sea position, topography and ocean current.

design intent: reduce the difficulty of learning, guide students to analyze and solve problems, and learn to summarize.

link 3: summary.

the influence of temperate maritime climate on agriculture

the influence of Mediterranean climate on agriculture

the lecture draft of western Europe 3

the position of this section in the teaching materials

1

This chapter is mainly an organic part of the seventh grade geography education curriculum system, focusing on regional geography learning. This chapter is arranged at the back of the seventh chapter, Asia. Through studying in Asia, students have a preliminary understanding of the knowledge, learning methods and skills of regional geography in Asia. In the design arrangement, this chapter attempts to reflect the strengthening of the study of regional geography knowledge and skills, strengthen the connection, and let students further improve their ability to explain geographical problems and learn regional geography, so as to realize the content of regional geography teaching objectives.

The study of the specific spatial characteristics of the world's physical geography, topography, climate, hydrology and other elements is mainly obtained through the method of reading maps and data analysis under the guidance of teachers, with emphasis on the analysis of basic characteristics, distribution laws and the influence on human activities. Strengthen the training of map reading ability and data analysis, and strengthen the correlation between physical and geographical elements and the analysis of their influence on human activities. Put forward the "regional" and "comprehensive" characteristics of geography learning.

The study of western Europe, mainly through data collection and analysis, summarizes and highlights the characteristics of industrial distribution and economic development in western Europe and its relationship with natural conditions and natural resources. And through the hands-on design of tourist routes, improve students' interest in learning and learning ability.

2 The content structure of the textbook in this section

This section consists of four parts, the first box is entitled "Where developed countries are concentrated", the second box is entitled "Industry with manufacturing as the main industry", the third box is entitled "Traditional animal husbandry" and the fourth box is entitled "Prosperous tourism".

3 Logical structure (or arrangement method) of this section

In the first class, it is introduced that the western part of Europe is a place where developed countries are concentrated in the world and the manufacturing industry is the main industry. The economic development of this area comes from three major industries: industry, animal husbandry and tourism. Animal husbandry has always been an important industry in this area. This lesson focuses on its animal husbandry. The textbook breaks away from convention, adopts flashback method, and introduces developed animal husbandry in Europe from the characteristics of people's daily eating habits; Then, according to the content of teaching materials, the favorable conditions for the development of animal husbandry in this area are analyzed from the climatic conditions and topographic conditions. It also analyzes the causes of climate in this area from the aspects of geographical location, and expounds the influence of natural environment on human production activities from the outside to the inside, highlighting the teaching thought centered on the relationship between man and land.

Second, talk about learning situation

1. Students' existing knowledge and ability

Through the study in the pre-junior middle school stage, students can initially master reading topographic maps.