Spatial Changes in Population - Population Migration Lecture Notes

In the actual teaching activities of the teaching staff, they are usually asked to write a lecture notes, and writing a lecture notes can effectively help us to summarize and improve the lecture skills. How to write a good speech? The following is my help to organize the "spatial changes in population - population migration" lecture notes sample, welcome to share.

The spatial change of the population - population migration, lecture notes 1

Hello, teachers and judges!

First of all, thank you very much for organizing this competition, which has taught me a lot over the past three months and given me a deeper understanding of students, textbooks, and courseware. In my opinion, the preparation of a good lesson is like a farmer's hard work. Feeling happy in the process of laboring, and getting improved at the same time with the joy of harvesting. Now please allow me to introduce to you the course of my plowing. In the process of preparing the lesson "Spatial Changes in Population - Migration of Population", I have gone through the process of selecting teaching materials - preparing teaching materials - preparing teaching methods --Conducting public lectures --Teaching reflection in five stages. Can not let the students get the experience of intuitive feeling. Learning interest is not high. The dynamic picture and video in information technology can help me better break through these limitations and assist teaching. Fully reflect the superiority of information technology.

(2) from the students' point of view, the information technology competition has students before the start of the class session, the level of student knowledge is unpredictable, so I try to avoid the theoretical very strong courses in the selection. Favored the choice of more closely linked to society, with students around the often occurring population movements.

(3) From their own strengths, the biggest difficulty in this class is the interweaving of political events, historical materials, and geographic knowledge. And this just turned out to be my advantage. Because our school history and geography teaching and research group is a whole, and political teaching and research group office is only a wall away. So compared to other school teachers, I can easily get a lot of help from the history and politics teachers to better complete the integration of this part of the knowledge.

It is based on the above three considerations, my choice of this lesson can be said to be "full of energy" for the plow to find the most suitable soil. The first thing I'd like to say is that I don't know what to do, but I'd like to know what I'm doing. In the preparation stage, I focused on analyzing the status and role of the textbook, the key points and student status.

First, said the analysis and treatment of teaching materials

(a) the status and role

This section of the textbook consists of two parts, one is the concept of population migration and classification; the second is to cause the direction of population migration, causes, characteristics. The requirement of the curriculum standard is to give examples of the main causes of population migration, and the suggested activity is to use local demographic information to explore the characteristics of local population migration.

This section, Spatial Changes in Population, is the second section of Chapter 2 of Compulsory High School Geography 2. On the one hand, it is the development and depth of population growth in the previous section. On the other hand, it is the main reason for the increase in the level of urbanization in the latter chapter. So, in a sense, population migration is a bridge between the two parts of population and cities.

(II) Teaching Key Points and Difficult Points Arrangement and Breakthrough

Teaching Key Points

1. Understand the concept and characteristics of population migration.

2. The direction, characteristics, and causes of population migration in different periods.

Teaching Difficulties The direction, characteristics, and causes of population migration in different periods.

Breakthrough

1. Analyze the concepts and characteristics of population migration by combining with concrete cases in life, and turn complexity into simplicity. Let students learn the geography that is useful to life and learn the geography of life. Through the direct experience of the students around to understand the indirect experience of the textbook. Better perception and acceptance of textbook knowledge.

2. From the specific case to draw out the direction, reasons, and characteristics of population migration in different periods. And contrast, students in the thinking, discussion to master the key points; especially the discussion of vernacular materials, greatly mobilized the enthusiasm of students, so that the key parts of the course in the climax to be resolved.

In the design of teaching boldly historical materials, political background, and geographical knowledge. To specific historical figures experience as a support point, to build the complete process of international population migration; to specific ancient political events as the background, reflecting the reasons for ancient population migration; so that the teaching process level sense distinct, systematic and stronger.

(C) analysis of the learning situation and countermeasures

1, knowledge: students at this stage have a preliminary knowledge of population and the opening of new routes, colonial trade and other related knowledge, but the intrinsic link between population migration and the environment know little, usually around the geography of the phenomenon of attention is also relatively small.

2, ability: students tend to mature physical and mental development, broad knowledge, with strong cognitive ability, reasoning ability and self-learning ability, the new learning situation has a great interest and learning. However, students' ability to interpret maps is relatively lacking.

3, attitude, emotion, sense of value: as a 90-year-old, students have been living more comfortably since childhood. In this lesson, through a vivid case of population transfer, trying to inspire them to today's students are relatively lack of openness, freedom, the courage to take risks, the pursuit of self-fulfillment of the spirit

Second, the teaching method

Teaching methodology is used to achieve better teaching results. The ultimate goal of my pursuit is to complete the learning task easily and happily but efficiently. Therefore, in the choice of teaching methods and tools. I use the traditional method of discussion, comparison and contrast method and at the same time try to reflect their own highlights.

1, advance case - teaching case - consolidation case mode.

The use of pre-study case will be the link between pre-course self-study and classroom teaching. Change the traditional teaching of the situation that emphasizes teaching over learning.

Using the consolidation case to connect classroom teaching with after-school consolidation, so that students learn in cooperation and grow in competition.

Change the single evaluation system in the past, evaluation of student learning outcomes, more evaluation of a student's learning process.

2. Introduce traditional Chinese culture into the classroom.

In the ancient Chinese population migration case presentation, I have thought of three forms of expression, and finally decided to use bamboo slips with strong Chinese characteristics. Not only received a good effect, but also let the students inadvertently accepted a traditional Chinese culture of inculcation. In addition, when I introduced the new lesson, I also added the elements of traditional Chinese culture at the right time. I will introduce my new lesson introduction in detail in the teaching ideas section later.

Three, teaching design ideas

(a) the design of the introduction of the new class

Design

The first round of students coincided with the first day of class after the Dragon Boat Festival holiday, I introduced the new class decisively gave up the original well-designed opening to Dragon Boat Festival - the first day of class after the Dragon Boat Festival holiday. -Qu Yuan - "Li Sao" - "The road is long, I will go up and down and search for" - -The animation of "The Origin of Humanity in Africa" introduces the topic of this lesson. The traditional Chinese festivals are integrated into the classroom.

Rationale

The whole introduction process is about 3 minutes and 45 seconds, which is a bit long. But in my opinion it is very necessary. Greetings to the students of the Dragon Boat Festival life can be drawn closer to the relationship between teachers and students. Li Sao" is a compulsory poem for high school students to memorize in their first year of high school. It can stimulate students' interest. The homemade animation of "The Origin of Humanity in Africa", as the earliest known human population migration, not only reflects the long history of population migration, but also in the time axis of a series of later time period of population migration to produce the role of a brick to attract jade. At the same time, the capture of the dynamic image is also conducive to arouse students' unintentional attention, so that students will focus their attention as soon as possible. It can be said that the "interlocking, one move".

(B) the new class teaching design ideas and processes

1, the concept of population migration and classification of the teaching program

Design 1 to give the "concept of population migration": population migration is a form of population movement, refers to the spatial mobility of people to change the place of settlement

Design 2 example analysis: through doing problems to better grasp the definition and classification of population migration. In the process of doing the questions to solve the problems raised by the students in a timely manner, and give a reasonable evaluation.

2, on the various causes of population migration to explore the teaching program

Design 1 to Europe, Asia, Africa, three specific characters real experience as a clue, to explore the causes of international population migration before the 19th century, characteristics, direction.

Design 2 analyzes the causes, characteristics and directions of international migration after World War II with the materials of international job advertisements.

Design 3 Discuss the causes of population migration in ancient China against the background of ancient Chinese historical documents.

Design 4: Compare and analyze the difference between pre-1980s and post-1980s domestic migration using the video of Informed Countryside and my own experience as case studies.

I use a different case material to show the factors affecting population relocation, which aims to give full play to the subjectivity and thoughtfulness of students' independent inquiry on the one hand, and the final destiny of each living character is interspersed with it on the other hand, to inspire students to take risks, to pursue the spirit of self-fulfillment, and to have the determination and courage to overcome all the difficulties.

Fourth, teaching reflection: As a young teacher, I am aware that I still need to continue to learn and hone my skills, both in the teaching concept and grasp of the material are deficient. Here, I sincerely hope that the judges and teachers here to give criticism and guidance.

Population spatial change - population migration

The content of population migration in this chapter and the second chapter of the content plays a fairly important role. On the one hand it is the development and depth of population growth: population migration is based on population growth, and population migration and population growth together shape the distribution of population. On the other hand, population migration facilitates the advance of urbanization, and without the large-scale rural-urban migration of peasants, the level of urbanization would not be able to rise rapidly. So, in a sense, population migration is a bridge between the two parts of population and cities.

This section of the material consists of two parts, one is the concept of population migration and categorization; the second is the causes of population migration. The requirement of the curriculum standard is to give examples of the main causes of population migration, and the suggested activity is to use local demographic information to explore the characteristics of local population migration.

The textbook is organized in such a way that it lists the concepts of population movement, the factors that influence population movement, and cites a series of cases of population movement to demonstrate the different factors that influence it. Overall, the system is complete, but a careful analysis of the material is a pile and arrangement, which causes great inconvenience to the students' learning and use of the material.

In response to this situation, I am in the design of teaching through the integration of elements, and strive to create a complete script story to condense the various influencing factors, without deviating from the focus of teaching on the basis of the teaching of the process of hierarchical sense of distinctive, systematic and stronger, see the design of the following.

Two, said the situation

Analysis of the situation

1. 1 students themselves have a preliminary knowledge of population, but only on the cognition of some of the surface phenomena, the intrinsic link between population migration and the environment know little, usually on the side of the geographic phenomena around the attention of the lesser.

2. First-year students tend to be physically and mentally mature, with a wide range of knowledge, strong cognitive ability, reasoning ability and self-learning ability, and great interest in new learning situations and desire to study.

3. The population view, environmental view, world view of the first-year students are forming, but due to the narrow contact with society, there is a certain degree of one-sidedness in the exploration and thinking, the need for correct emotional education guidance.

Countermeasures for the above situation, I focus on the following links in the teaching design.

1. Efforts to create familiar teaching situations around the students, to complete the story to link the messy knowledge points, to enlighten the students thinking as the core, to the students' active participation as a sign of independent learning mode, effective teaching.

2. Try to use different ways of acquiring knowledge to guide students to acquire scientific knowledge of population and population-environmental perspectives through reading, comparing, thinking, and expressing.

3. Focus on the use of local cases, trying to infiltrate the concept of emotional education, so that students through the study of this lesson can gradually establish a scientific view of population and the environment, and inspire patriotic love of the countryside.

Three-dimensional teaching objectives

1. Knowledge and skills

(1) can compare the difference between population migration and population flow; can list the different types of population migration

(2) familiar with a variety of factors to grasp the migration of population, can be summed up from the daily life of the specific case of the reasons for the migration of population

(2) to understand the reasons for the migration of population, can be used as a reference to the development of the population of the country's economy, and to promote the development of the country's economic development.

(3) To learn how to conduct surveys and interviews in order to explore the characteristics of local population migration in Xiaogan

2. Process and Methods

(1) To create a case study of "My Migrant Family" and to cultivate students' ability to read and analyze the materials

(2) To explore the characteristics of local population migration through the use of local demographic information

(3) To learn the characteristics of local population migration through the use of local demographic information. (3)Through the teaching and learning of local materials, students are guided to gradually master the methods of social investigation and interviews, and to cultivate their ability to generalize and compare in the process of organizing the materials

3.Emotional Attitude and Values

(1)The introduction of NBA materials and the use of multiple cases of population migration are used. (1) The introduction of NBA materials and the use of various cases of population migration aim to cultivate students' correct views on population migration and patriotism

(2) The skillful use of "My Immigrant Family" aims to cultivate students' attitudes of paying attention to details and their surroundings

(3) The rational use of filial piety local materials aims to arouse students' love for their hometowns and inspire them to build up their hometowns. (3) The rational use of local materials in Xiaogan aims to arouse students' love for their hometowns and inspire them to build their hometowns, and to gradually form a correct view of population migration

Four, teaching key points, difficulties and breakthroughs

According to the requirements of the new standard, and to fully embrace the role of population migration as a bridge between the population and the environment, to determine the teaching of the key teaching points and difficulties of the section:

Teaching Key Points

Teaching Key Points

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1. To enable students to distinguish between population migration and population movement

2. To enable students to grasp the factors affecting population migration

3. To enable students to apply what they have learned to explain the types and characteristics of local population migration

Teaching DifficultiesHow to summarize the influencing factors of population migration in real cases

Breakthrough list comparison plus example analysis to solve

Fifth, said the teaching method

Population migration is a contemporary high school students are very familiar with a social phenomenon, but involves a wider range of areas, by the complexity of the factors affecting, so the teaching efforts to make the issue of image, vivid and effective show become the focus of the design of this lesson. Through reflection, the following teaching methods and tools were largely utilized:

1. Creating a story situation and designing a space for independent thinking. Preparation of "my immigrant family" this vivid image of the story situation, easy to guide students into the space of independent thinking, so that the original messy knowledge into the minds of students without traces.

2. The use of comparative methods, clearly the "population migration" and "population flow" of the inherent differences between the show, and the timely use of a large number of examples to consolidate, not only so that the students learn the knowledge, but also mastered the list of comparisons this effective method. The first is the "I'm not sure what I'm talking about".

3. Adopting the method of cooperative inquiry, using the means of investigation, interviews, Xiaogan local vernacular materials are organized, classified, and guided by the knowledge of students to solve the geographic problems around them, and cultivate students' creative thinking.

4. Traditional lectures combined with guided independent reading of the textbook, cultivating students' self-learning ability and the ability to summarize.

Six, said the teaching process

(a) the introduction of the new class design

design

show Yao Yi duel NBA game pictures, and with the background text: [Sina Sports News] Beijing time on November 10th, the NBA2007-2008 The first Chinese derby of the season - Yao Yi duel, the world's attention.

(B) new lesson teaching

1. the concept of population migration and classification of teaching programs

Design 1 gives the "concept of population migration": population migration is a form of population movement, refers to the spatial mobility of the people to change the place of settlement

Design 2 with a list of the method to distinguish between "population migration", "population migration", and "population migration". Design 2: Distinguish the difference between 'migration' and 'population movement' using a list.

Design 3: Teachers guide students to learn how to categorize population migration from different perspectives

Design 4: Examples

(1) Students go shopping on weekends and travel on holidays;

(2) People from the industrial northeast of the U.S. migrate to the southern Sunbelt;

(3) People from the industrial northeast of the U.S. migrate to the southern Sunbelt;

(4) People from the industrial northeast of the U.S. migrate to the southern Sunbelt;

(3) Wang Yan moved with her family from Xiaochang County to Xiaogan City and was transferred to the Experimental Middle School;

(4) 15 million Muslims moved from India to Pakistan after the partition of India and Pakistan in 1947;

(5) In foreign countries, there are often wandering singers who move from one city to another;

(6) During the Ming and Qing Dynasties, people from China's Guangdong and Fujian Provinces moved to Southeast Asia;

(7) In the late Qing Dynasty, people in China's Guangdong and Fujian Provinces moved to China to live and work. Southeast Asia;

(7) My friend just relocated from Mingcui Taoyuan to live in Yungtai Wuhuan last month.

Question 1: Which of the above examples are population movements?

Question 2: Which of the above examples are international population movements?

2. About the various causes of population migration inquiry teaching program

Design program

set a theme story situation - listening and thinking: share the ordinary people's stories (the story is read by the language class representative, the students listen carefully and think independently, list the story appeared in the various factors affecting population migration. various factors that affect population migration.)

Description of the story

Sharing stories of ordinary people

[Narrator] An ordinary family, but a blend of the five lakes and the world ...... This is my "family"!

[My monologue] In the fall of 1981, I was born in Huzhou City, Zhejiang Province, an ordinary family, the family's poverty, but spent an unforgettable childhood. 2000 summer and fall, I was full of dreams to enter the Zhejiang Normal University, spent four years in Jinhua to change the trajectory of my life. 2004, and again, a foreign country - - Zhejiang Xiaogan, began my life.

[Dad's confession] Our family ancestors in Anqing City, Anhui Province, that year or the Qing Dynasty, when the Taiping Heavenly Kingdom movement, the war, the people do not want to live, so your grandpa's grandfather took the whole family, came to this piece of land has not yet been reclaimed. When I met your mom, it was still the time of the Cultural Revolution, when she was a youth from Shanghai who went to the countryside, and then she formed the present family.

Design Questions

Question 1: What phenomenon is reflected in the above story of my family?

Question 2: Can you give examples of how many population movements there were in the above story?

Question 3: What are some of the factors that contributed to our family becoming a typical immigrant family?

Question 4: Students, through the reading materials and in conjunction with the textbook P17-20, write down on a piece of white paper the various factors that affect population migration.

Rationale for the design

I gave up the use of a different case material to show the influencing factors of population migration, but also abandoned the traditional all-encompassing from a variety of influencing factors to categorize the narrative. The purpose of doing so is to give full play to the students' independent investigation of the subjectivity and ideology on the one hand, and on the other hand, to avoid the stacking of materials and let the classroom flow in the form of investigation, but in fact, no investigation at all. After much thought, I used "I" the first person to write a confessional story, shaped "I" such a variety of reasons including the immigrant family, the sense of reality and infectious are very strong, easy to drive students to "

This is the first time I've seen this book, and I'm sure it's a good one.

Through this kind of emotionally compatible teaching, combined with the students' independent reading of the textbook, summarizing the various types of influencing factors, the teacher's list shows the results:

3. Design thinking about the characteristics and development of population migration

Design plan

Using Fuyang's vernacular data as a collaborative inquiry material, the students are guided (in groups of four) to have a heated discussion to summarize the following The historical evolution process and development characteristics of population migration in Fuyang City. From the students' most familiar surroundings, students can apply what they have learned to the social phenomena around them, and learn a geography that is beneficial to them throughout their lives.

Showcase case materials

The Great Migration--Fuyang, on the way

Material 1 According to the Fuyang County Record

In 1956, the State Council approved the electric power department, agreed to build the Xin'an River hydroelectric power station. Therefore, the reservoir area needs to relocate more than 20,000 people, including Fuyang, Xindeng two towns *** resettlement of immigrants 11,591 people.

In 1970, the government started construction of the Rocky Ridge Reservoir, the people in the reservoir area have moved into the Xindeng places.

In 1959 and 1960, Fuyang County responded to the call of the Party Central Committee to mobilize youth to support the construction of the Ningxia region.

In 2004, 404 immigrants from the Three Gorges were successfully resettled in eight townships in Fuyang City and most of them got jobs.

Material 2 Fuyang News released in 2004 - Catching up with the boom of reform and opening up, Fuyang has developed with its unique resource advantages, especially paper making, copper refining and fiber optic cables, which have developed extremely rapidly and attracted a large number of outstanding talents and migrant workers.

Material 3 Fuyang News Network 2007 release - "Fuyang Daily" published a Fuyang well-known photographer Wu Yu shot photos, 35 years ago, the head of the Stork Rocky Stork Hill, "Swallow Jump", evoking the majority of netizens is the age of the crystal clear Fuchun River. Memory. Now villagers in many places reflect that the water in the stream is yellow, rusty stones, and even unusable. This has made some villagers think of leaving.

In early 2007, a new word appeared in the life of Fuyang people, which is "Living Rich, Living Sunshine" - a word that symbolizes the perfect combination of the city brand and the spirit of the city.

Cooperative inquiry theme

1. Materials 1, 2, and 3 all refer to the migration of people in Fuyang at different times. Through discussion, can you tell what changes in "population migration" in these three materials? And what factors caused this change?

2. Students, can you tell the meaning of the phrase "rich life, sunny life" in material 4? Can you use the knowledge of population migration to speculate on its impact on the future of Fuyang?

(C) Summary Assignment

Design the topic of the survey report on population migration in residential neighborhoods

Refer to the questionnaire

A questionnaire on the basic situation of population migration and mobility in Xiaogan City.