Reflections on geography teaching in senior high schools

Reflections on geography teaching in senior high schools (5 selected articles)

As an excellent people's teacher, you should have first-class classroom teaching ability, and you can record your feelings in the teaching process in teaching reflection. How to pay attention to teaching reflection? The following are my thoughts on geography teaching in senior high schools (5 selected articles) for reference only. Let's have a look.

Reflection on geography teaching in senior high school 1 It's the end of the school year. Looking back, I experienced the academic proficiency test during this period, and then I focused on the teaching of geography elective courses, always taking students as the main body and actively creating problem situations that conform to the teaching content. The organization of teaching content takes student activities as the main form, forming a teaching method of teaching, learning and doing. However, how to give full play to students' main role in classroom teaching and improve the quality of classroom teaching is a realistic problem worthy of my consideration. After repeated thinking, I think we should mainly start with the following points:

First, pay attention to the use of textbook maps and adopt heuristic teaching.

The new geography curriculum uses illustrated materials, vivid charts, lively and interesting reading materials and classroom activities close to students' lives to create a geography teaching situation full of the flavor of the times, and show students a lively thinking process with concrete and interesting maps, pictures and charts in life. It is helpful for students to understand the spatial distribution law of geographical things and the internal relationship between elements. Therefore, in teaching, we should attach importance to the role of image, guide students to "move" with image, and let students fully participate in teaching activities, which is conducive to giving full play to students' main role. In class, students are guided to look at pictures first, then enjoy videos, and the geographical images in textbooks are fully tapped to design teaching, so that students can acquire perceptual knowledge, fully mobilize sensory organs and thinking organs such as eyes, ears, mouth, hands and brain, and cultivate students' ability to read and analyze pictures and acquire knowledge independently.

Second, give full play to the advantages of disciplines and arouse students' enthusiasm for learning.

In classroom teaching, only students have a strong interest in learning and take the initiative to learn can they learn well. Interest in learning is an important condition to arouse students' enthusiasm for learning, which is inseparable from giving full play to students' main role. From the perspective of geographical knowledge, interest is one of its major characteristics. It provides rich materials for students to gain direct interest. In teaching, we can make full use of pictures, characters, animations and languages of multimedia teaching to give students beautiful enjoyment, stimulate their desire for learning and stimulate their interest in learning. Using multimedia courseware to assist teaching can make the classroom move and live, and drive students' learning with interest. Guide students to "take the initiative" to liberate students from "quietness", warmly encourage and patiently guide them to start work, so that they can increase their knowledge and form their abilities through "activities".

In the process of geography teaching, I pay attention to give full play to the disciplinary advantages of interesting geography knowledge, make full use of the existing interesting knowledge to render, dig deep into the potential interesting knowledge and make reasonable processing, and strive to find the breakthrough point of interesting knowledge for purposeful introduction, so as to integrate it into classroom teaching, mobilize students' learning enthusiasm and receive better teaching results. For example, when reviewing the terrain and rivers in Asia, you can try to play the song "Asian Heroes" to students, which not only makes students focus on the class quickly, but also produces a strong interest in the study of this class, thus generating the psychology of active learning and mobilizing their enthusiasm. This can make the classroom more vivid and arouse students' initiative in thinking and learning. When talking about complex climate, I let students enjoy pictures first, and then combine ancient poems and songs, which not only exercises students' language expression ability, but also guides students to achieve interdisciplinary integration.

In today's curriculum reform, higher requirements are put forward for us. Only by studying, practicing and summarizing constantly in practice can we improve ourselves, and use education and teaching methods that are in line with students' own development characteristics to achieve better education and teaching results. Teaching is the communication and interaction between teaching and learning. Teachers and students communicate with each other, inspire each other and complement each other. In this process, teachers and students share their thoughts, experiences and knowledge, exchange their feelings, experiences and concepts, enrich the teaching content and seek new discoveries, so as to achieve * * * knowledge, * * * enjoyment and * * * progress, and realize mutual learning between teaching and learning.

Reflections on geography teaching in senior high school II. Examination-oriented education is deeply rooted in China's basic education, which greatly affects the specific ideas of today's new curriculum reform. The new round of high school curriculum reform focuses on quality education, but the college entrance examination system has not changed much, resulting in "scores" or the lifeblood of students not highlighting the advantages of quality education. The traditional geography exam-oriented education mainly focuses on the teaching of geography knowledge, ignoring the students' dominant position, especially in application ability and production practice. This is obviously not conducive to the requirements of the new era for the cultivation of creative talents, and it is also difficult to adapt to the needs of today's social development for high-quality compound talents. Therefore, the requirement of the times is to change the geography examination-oriented education mechanism into the geography quality education mechanism.

A new round of high school curriculum reform with quality education as a clear banner has begun. As the saying goes, only by breaking the traditional exam-oriented education model can we set up a new banner of geography quality education. However, quality education has been advocated in China for many years, but there is no substantive breakthrough. The fundamental reason is that the examination system and teaching materials have not been fundamentally reformed, and the teaching methods and educational means have not broken through the traditional misunderstanding of geography teaching. The new round of curriculum reform has brought opportunities and challenges to geography teaching in senior high schools.

I. Cognition of the required course of geography in senior high school (1) Hunan Education Press

Compared with the old textbooks, the new textbooks of Hunan Education Edition make the text more concise, vivid, illustrated and lively. Compared with previous textbooks, there are fewer nouns and concepts in the new curriculum, less conclusive narration, and more forms to explore issues such as "reading pictures and thinking", "activities", "reading" and "cases". The length of words has been significantly reduced, the number of pictures has increased, and even pictures have been used instead of words in many places, making pictures an organic part of words. The design of the new curriculum has obviously enhanced the inspiration for students, paying more attention to stimulating students' interest in learning, paying attention to students' active participation in the teaching process, making full use of various curriculum resources and highlighting the new curriculum concept. In the display of teaching materials, deliberately create a good learning scene and strive to cultivate students' innovative quality and spirit.

The new textbook strengthens the analysis process of geographical things and phenomena, emphasizes the training of geographical skills and methods, and consciously creates conditions for students' autonomous learning, cooperative learning and inquiry learning. Emphasize the development of various geographical activities to stimulate students' strong interest in geography. Make the process of students learning new knowledge become a process of exploring problems, acquiring skills and methods, and cultivating emotional attitudes and values. Advocating teacher-student interaction in the teaching process, students' active participation, willingness to explore and diligent hands-on are conducive to improving classroom teaching effect. For example, the first chapter "Activities" specially designed the contents to guide students to start work, talk and think. Hands-on: guide students to demonstrate the alternation of day and night and explain how the alternation of day and night comes into being; Draw a picture to show the motion law of the direct point of the sun; Calculate the time difference between the two places. Oral: guide students to explain the conditions that life should have. Use your head: guide students to think about the position of the earth in the universe; Summarize the laws of motion of the nine planets; Analyze and summarize the law of solar radiation distribution with latitude; Analyze the distribution law of day and night length; Explain the formation and process of the four seasons in scientific terms. All these provide favorable conditions for the classroom teaching design of the new curriculum.

The textbook also deleted some maps that are difficult to read and understand; Attach importance to the application of geography teaching information resources and information technology. According to the characteristics of geography, guide students to carry out reading, observation, practice and inquiry activities. Textbooks contain a lot of geographic information, which provides teachers with great creative development space and facilitates the application of geographic information technology.

Second, the confusion of teaching in the past half semester

Nearly half a semester of teaching, I tried my best to put all the ideas of the new curriculum reform into teaching practice, with gains and puzzles, mainly from the following aspects:

1, the new textbook is more unsystematic in knowledge structure than the old textbook, which puts forward higher requirements for teachers on how to grasp the depth and breadth of the textbook and how to deal with the knowledge system of the textbook. Although the teaching materials have been appropriately deleted in the teaching content and some difficult knowledge points and charts have been deleted, the amount of classroom activities has increased significantly. How to organize these activities effectively and how to arrange the teaching progress has challenged every senior one teacher. In the teaching of nearly half a semester, we feel that the class hours are relatively tight, and it is difficult to grasp the time in the organization of activities. If every student is not fully involved, it will just go through the motions and become a mere formality. If every student is fully mobilized, the time will be hard to meet and the teaching progress will not be completed.

2. About the students' confusion, there is a serious disconnect because of the inconsistent requirements of junior high school geography curriculum. Under the new curriculum reform, junior high school geography teaching has lower and lower requirements for students, and the teaching materials are relatively simple, while senior high school geography has greatly increased in difficulty and requirements, which undoubtedly makes it difficult for students with weak foundation to adapt and brings greater difficulty to our teaching. Many students don't even know the latitude and longitude, so the understanding of the earth's movement, the calculation of time difference and the formation of seasons are all about watching the moon in the water. If teachers use class time to explain to students again, it will be difficult to complete teaching tasks and organize students to go back to self-study, but some students with poor foundation and weak comprehensive understanding are still difficult to accept. It is for these reasons that many students find it difficult to learn high school geography, which leads to the gradual loss of interest. How to better change students' existing learning status is puzzling many teachers.

As the main body of teaching, students are an important factor affecting the smooth progress of the new curriculum reform. In teaching, I found that senior one students generally have insufficient understanding of the new curriculum reform, and traditional learning behavior makes it difficult for students to adapt to the new classroom teaching at once, especially some of our poor students. In addition, students' lack of attention and understanding of geography learning has always been a very important factor affecting geography teaching.

3. In the teaching process, we found that many maladjustments affected the implementation of the new curriculum reform. There are four versions (Map Edition, Hunan Education Edition, People's Education Edition and Shandong Edition) of the current geography curriculum standards for senior one, and the knowledge structure of the four versions of the textbooks is obviously different, so it is impossible for a teacher not to consider these. For example, in Guangdong Province, which is at the forefront of the new curriculum reform in senior high school, geography teachers had to move the earliest 16 old geography textbooks to the classroom in order to cope with the first college entrance examination in 2006. At present, how to match these four sets of textbooks with the college entrance examination is still a mystery, so as teachers, there are many puzzles about grasping the teaching materials and curriculum standards. In addition, the teaching materials and teaching AIDS are obviously not matched, and the new teaching materials have no corresponding teaching AIDS. The existing teaching AIDS are all based on old textbooks. Many new textbooks have been modified and deleted, but in practice, such as the contents of geostrophic bias in the new textbooks have been deleted, but these problems have appeared in the teaching AIDS, and this problem has appeared in the later "Unit Atmospheric Movement". Should the teacher talk about these problems?

The teaching resources and teaching management of the school obviously lag behind the requirements of the new geography curriculum in senior one. In the new geography textbook for senior one, there are fewer conclusive things, but students' activities have increased, and the contents of practical operations such as hands-on, brain use and eye movement observation have obviously increased. However, the school's teaching AIDS are insufficient, and some even don't. If the teacher doesn't have a wall chart in his hand, he will draw by hand in class, which will affect the classroom effect, waste time and affect the teacher's teaching progress. The relative lack of physical models and multimedia demonstration software, students' difficulty in understanding the rotation and revolution of the earth, and the resulting time difference and change of the sun's height also bring confusion to the new curriculum reform teaching.

Reflections on geography teaching in senior high school III. Geography is a subject with strong comprehensiveness and great knowledge span, and attaches great importance to practical application. In geography teaching under the new concept, in order to make students really learn well, on the one hand, we should constantly emphasize the importance of geography to students, guide students' interest in learning geography, and entertain and educate; On the other hand, we should constantly improve teaching methods, cultivate students' geographical thinking ability and practical ability, create a good geographical teaching atmosphere, and mobilize students' enthusiasm and initiative in learning geography. At the same time, teachers are required to be in the overall situation of geography teaching and stimulate self-awareness from a broader social, ethical and educational level.

It is urgent and necessary to reflect on the shortcomings in previous teaching, improve teaching methods and think about how to improve teaching quality in the future. The following are some shortcomings in my teaching work and future countermeasures. I hope it can always remind itself not to take the same detour in the future teaching process, adjust and correct teaching methods and improve teaching quality.

First, the teaching philosophy and methods of reflection

In traditional teaching, the establishment of goals and the handling of teaching methods mainly highlight teachers' subjective ability, but do not consider students' subjective initiative well. The urgency of the third grade makes me use teachers to impart knowledge more in the teaching process. After a class, I feel full, flexible for a short time, and students' digestion and absorption speed is slow. In this way, it is difficult to reflect the teaching objectives in the classroom, and the fuzziness of important and difficult points makes students learn passively and the knowledge framework is chaotic.

Countermeasures: the establishment of teaching objectives should focus on and enable students to master geographical knowledge closely related to their lives and the surrounding world, and stimulate students' interest in learning geography through students' association; In the implementation of teaching objectives, we should correctly handle the relationship between teachers and students, teaching and learning, make students devote themselves to learning activities, give students enough space for thinking, highlight their dominant position in teaching activities, and effectively realize the knowledge, ability and moral education objectives of teaching activities.

Second, the reflection of teaching design

The new teaching concept requires giving students more opportunities for independent activities, practical activities and personal experience. The blueprint content is gradually condensed into the main knowledge points. In this respect, in order to complete the task, I didn't handle the relationship between the blueprint content and the activity link properly, and the trace of copying mechanically was obvious, which didn't achieve the expected effect, but became a burden in the classroom.

Countermeasures: We should attach importance to the establishment of teaching objectives, the handling of teaching contents and the selection of teaching methods to achieve optimization. Efforts should be made to improve the quality of activities. The design of inquiry questions or tasks should conform to the students' experience level; The creation of the scene should be close to the real life of the school and can cause students to sing; In the process of activities, we should encourage more, create an atmosphere of "thinking and discussion", stimulate the desire of all staff to participate, and pay attention to timely evaluation. For example, in the selection of teaching materials, we should pay full attention to the geography that is useful to life and the geography that is useful to students for life; Personalized teaching should be emphasized in teaching methods to satisfy students' desire for participation, expression, competition and achievement. By optimizing geography classroom teaching, we can cultivate students' interest in geography and overcome the learning difficulties caused by non-intellectual factors.

Third, reflection on teaching feedback.

In the process of teaching, because we don't pay attention to the level of students, we require every student with the same standard, which greatly limits the progress of students. At the same time, many students are not clear about some basic knowledge after class. The more reason is that I didn't teach analytical methods well and only focused on topics, which also limited the development of students' thinking.

Countermeasures: When assigning homework, students are required to carefully construct a knowledge framework based on book knowledge, learn to draw inferences from others, and master the methods and skills of analyzing problems. In map analysis, learn to read the name and legend of the map and understand the requirements of the topic. For students of different levels, we should do a good job of counseling and analysis in time after class, so that they can receive knowledge more directly and concretely.

Reflections on geography teaching in senior high schools. Teacher reflection refers to the process in which teachers express their behaviors in teaching practice, and analyze and correct their behavior basis, so as to continuously improve teaching efficiency and literacy. Its main characteristics are: first, practicality, that is, the improvement of teachers' teaching efficiency lies in their specific practical operations; The second is pertinence, which refers to the teacher's anatomical analysis of his "present" behavior concept; Thirdly, reflection refers to teachers' multi-perspective and multi-level thinking about their own practical methods and situations, which is the embodiment of teachers' conscious awareness and ability; The fourth is timeliness, which means finding, rectifying, correcting and improving unreasonable behaviors and concepts in time, which means that the period of teachers' growth can be shortened; The fifth is the process. On the one hand, it means that concrete reflection is a process, which needs to go through the period of consciousness, reflection and correction. On the other hand, it means

The whole career growth of teachers needs long-term unremitting self-cultivation to become expert teachers.

The reflection on geography teaching under the new curriculum concept is not only a general review or repetition of geography teaching activities, but also a future-oriented teaching activity, in which teachers immerse themselves in the overall situation of geography teaching and arouse their self-awareness from a broader social, ethical and educational level. Reflecting on geography teaching under the new curriculum concept, I think it should include the following aspects:

1, reflection on teaching philosophy

For a long time, teachers' educational thoughts are often formed under passive conditions. Without the enhancement of teachers' self-reflection consciousness and ability, they are often simply repeated or followed, and the effect is not ideal. Therefore, teachers should systematically study the new curriculum ideas, actively reflect on their own teaching ideas, and promote the renewal and transformation of educational ideas at a deeper level to guide teaching practice.

For example, when studying the content of "taking a certain natural resource as an example, explaining the significance of the quantity and quality of natural resources to human survival and development under different productivity conditions", I take mineral resources as an example. On the one hand, I use relevant examples to explain to students that the distribution, quantity, quality and combination of mineral resources are important conditions that affect the industrial layout, and some industrial bases are often built near mining areas (this teaching aims to penetrate "the natural environment is the external condition for the development of human society." However, some industrial bases, such as China Shanghai Baoshan Iron and Steel Industrial Base, Japanese Pacific Coast Iron and Steel Industrial Base and Seto Inland Sea Iron and Steel Industrial Base, are famous industrial zones without large iron mines and coal mines, because they get rid of the geographical restrictions of mineral resources by virtue of their superior geographical location and developed shipping (this teaching can penetrate the view that "natural environment is not the decisive condition"). Through the above dialectical analysis, on the one hand, students know that the natural environment can affect the development of human society, on the other hand, it is clear that this influence does not play a decisive role, so that students form a correct dialectical view of man and land.

The new geography curriculum standard not only puts forward concrete and feasible requirements for the teaching of geography knowledge and skills, but also puts forward concrete and operable goals for the cultivation of students' abilities and methods and the formation of students' emotional attitudes and values in the learning process. "Cultivating the necessary geographical literacy of modern citizens" is one of the basic concepts of geography curriculum in senior high school. There are a lot of teaching contents related to the concepts of population, resources, environment and sustainable development in the curriculum standards. Therefore, our classroom teaching must be more in line with the requirements of quality education, and must be conducive to the sustainable development of students and help them form a correct view of geography.

2. Thinking about teaching design.

In order to achieve effective teaching, teachers should carefully "preset" a class before class, but there will be many results in classroom implementation: first, preset in advance will be "generated" smoothly; Second. Because the guidance is illegal, there is an embarrassing situation of "default is not generated"; Third, although there was an "accident" in teaching, the teacher got an unexpected harvest of "non-default generation" through clever guidance. If teachers can record, sort out and analyze these results and processes in time after class and reflect on their own teaching behavior, they can have a regular understanding of the teaching ideas hidden behind the teaching behavior, thus improving the self-monitoring ability of teaching. In the long run, teachers' ability to control the classroom will continue to improve, the subsequent teaching behavior will become more and more reasonable, students' "active generation" will continue to replace "passive acceptance", and teachers' research awareness and ability will continue to improve.

In the practice of geography teaching, it is sometimes found that the effect or purpose of geography teaching is quite different from the expected design. The concrete analysis after class is because the practical reflection on teaching design is neglected in teaching design, and it is difficult to make teaching design play the expected role in practical application. Therefore, teachers should actively reflect on the appropriateness of teaching design and teaching practice, see the mistakes in practice in time, constantly explore the problems existing in teaching objectives, teaching tools and teaching methods, and actively improve them, so as to optimize teaching and effectively promote students' learning.

3. Reflection on the teaching process

Teachers' reflections are mostly aimed at the teaching process. It is necessary to reflect on the handling of important and difficult points in teaching, whether students' dominant position is established, and whether students' innovative thinking ability is improved, and then go back to practice to explore and improve teaching and research ability.

We know that the "inquiry learning" mode advocated by the new curriculum standard can provide students with more channels and ways to acquire knowledge. In the process of understanding the occurrence and formation of knowledge, it can promote them to care about reality, understand society and experience life, accumulate certain perceptual knowledge and practical experience, and enable students to obtain a relatively complete learning experience. At the same time, it will cultivate students' exploratory and open learning methods and ways of thinking.

4. Reflection on their own teaching behavior

Teachers should seriously review their words and deeds in the teaching process: whether to change from authoritative professors to equal exchanges and dialogues between teachers and students; Whether there is a fair quality, an open mind, rich feelings, keen judgment and rich imagination.

As we all know, in the past, in order to consolidate the "double basics", our teachers often pursued standardized understanding of learning content and textbook-style and teaching-reference-style expression, emphasizing conventional thinking, logical thinking and unique answers to problems, and often suppressed, avoided, coldly treated or even simply denied students' doubts and whimsy. Such repeated practice enables students to learn only "copied" knowledge. The new curriculum standard emphasizes that teachers must pay attention to cultivating students' innovative consciousness in teaching. Therefore, in classroom teaching, we must handle our teaching behavior carefully, positively affirm students' "intelligence" and give timely and appropriate affirmation and correction.

5. Thinking about teaching feedback

In teaching, we should not only pay attention to students' learning behavior in class, but also get the information of teaching feedback through students' homework, and observe students' knowledge, ability development and emotional experience in all directions in the information feedback. We often find that students are still confused about the teaching content and exercises explained by teachers in class. There are many reasons. One of the important reasons is that the acquisition of students' knowledge is not learned by students themselves, but taught by teachers. Therefore, it is more important for us to teach students learning methods than knowledge itself.

For example, when students do exercises in the new geography textbook for senior high school, they should not give answers directly, but let students think and give reasons. After thinking, students easily completed the problem, mastered the problem-solving methods and improved their learning ability.

Geography is a highly theoretical and practical subject. In order to achieve the teaching objectives of knowledge and skills, processes and methods, emotional attitudes and values stipulated in the new curriculum standard, in addition to the teaching and learning of teachers and students in the classroom, the most direct feedback at present comes from homework exercises. Homework practice is also a learning process. Through homework, we can not only check the effect of classroom teaching, make up for the shortcomings of classroom teaching, deepen the understanding and application of what we have learned, but also cultivate students' geographical thinking ability, inquiry ability and innovation ability, and at the same time let students explore ways to acquire knowledge and experience the process of knowledge formation. Therefore, our geography homework must be scientific, diverse and open. We should not only teach students to finish their homework, but also teach them the ability of lifelong development, so we should pay attention to cultivating students' geographical skills and methods.

Reflections on geography teaching in senior high schools. Cultivate interest

Einstein said: "I think that love is the best teacher for everything, which far exceeds the sense of responsibility." Only if you are keen on a certain cause, will you actively pursue the best, so we should strive to cultivate interest in the subject. As for cultivating students' interest in geography, I think we can start with these things: collecting anecdotes related to textbook knowledge, broadcasting relevant excellent documentaries, and organizing field trips. In short, students can actively participate in teaching in order to attract them.

Second, master the teaching materials.

Teaching materials are not only tools for mastering knowledge and skills, but also the basis for cultivating self-study ability. The table of contents indicates the main points of this book and the relationship between them, so you should read it often to understand the content of this book. Read the text carefully, often think deeply, grasp the main points, write down the questions, pay special attention to the illustrations and tables, and understand what the charts say.

Third, use maps frequently.

Map is the carrier of geographical information, which can explain the vast geographical environment that we can't see with the naked eye. Maps are also tools for learning geography. Through the analysis of maps, we can understand the geographical characteristics, principles and causes, find ways to use and transform, and learn to read and use various maps. It has the advantages of strong sensory stimulation, large amount of information and concise expression. With the help of maps, we can better grasp the spatial distribution of geographical things and understand the schematic diagram of geographical concepts and principles, as well as related concepts, geographical laws and geographical principles. There are many concepts, principles and laws to remember in review, and some words are similar, which brings trouble to memory. If we can use schematic diagram, a very simple schematic diagram, we will embody the essence of related concepts and principles incisively and vividly and deeply unforgettable.

Fourth, the general process of geography review

First, master the basic geographical concepts, then understand the occurrence and development of geographical things, and finally make reasonable analysis, judgment and induction to realize the organic connection of knowledge between disciplines and the infiltration of knowledge with other disciplines. This process can be summarized as five words: recall, remember, turn over, do and research.

(1) Memory: It means watching movies about the contents of the textbooks that have been learned, that is, remembering them again. The content of memory is mainly the textbook knowledge network, so that you can clearly know what you have mastered.

(2) Note: It means reciting and memorizing some main knowledge, key and difficult knowledge. First of all, we should understand and master some basic geographical facts. These geographical facts are the nodes, foundations and important preparations for building a complete knowledge network. It is not enough to have these geographical facts, but also to understand the law of the occurrence and development of geographical facts and their relationship.

(3) Turn over: Just turn over the exercises and questions you have usually done. The topics you usually do should be saved and compiled into a book for use in the review stage. When reviewing textbooks, you can turn over the questions you have done before, recall the scene when you did the questions at that time, review the basic knowledge of textbooks, and conduct topic training and exams.

(4) doing: just choose a few topics that have been done before. Do as little as possible and do the questions well. You can choose a representative topic that you have done before, or you can choose a topic that you have done wrong before. The main purpose is to review the ideas and methods of doing the problem and make up for the shortcomings in doing the problem before.

(5) research: it is to study the wrong questions. The main thing is to find out the problem, which is the lack of knowledge memory or the lack of knowledge understanding, the inaccurate examination of questions or the deviation of thinking. By studying the wrong questions in the past, we can understand our weaknesses in doing the questions in the past, so as to make the preparation training more targeted. Of course, an indispensable link in geography review is to pay attention to current events and social phenomena. Pay attention to reading some newspapers, pay attention to some related news events, and consciously collect some information related to geography to expand your knowledge.

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