People's Education Publishing House, the first volume of the seventh grade junior high school world geography, language and religion courseware [3 pieces]

The introduction of computer-aided teaching in modern pedagogy not only challenges teachers, but also provides educators with modern teaching methods. When using courseware to teach, the teaching content should be intuitive and the media content should be clear at a glance. The theme of this class is often presented directly in class. Intuition is helpful to improve teaching effect and inherit teaching resources. The following is the first volume of geography, Language and Religion of the World, published by People's Education Publishing House. Welcome to read and learn from it.

The first teaching goal

Knowledge and skills goal: be able to tell the regions where the world's major languages are used and the distribution areas of the three major religions by map.

Process and Method Objective: Through group cooperation, learn to extract effective information from maps and illustrate religious beliefs and cultural traditions of different countries and regions with examples.

Emotional Attitude and Values Goal: Enhance the sense of national honor by learning Chinese, the most widely used language in the world.

Emphasis and difficulty in teaching

Teaching focus

1. The six working languages of the United Nations.

2. The three major religions in the world and their architecture.

Teaching difficulties

1. Distribution of the six working languages of the United Nations.

2. Distribution areas of the three major religions in the world.

teaching process

Introduce new lessons (create situations and stimulate interest)

From Men on the Embarrassed Road to Embarrassed Thailand to Embarrassed Hong Kong, every film series of Embarrassed directed by Xú Zhēng is very impressive at the box office. During the release of "Hong", he said that he would continue the funny style of the series and make it a brand. His next "embarrassing" film series is also being planned, but some problems have been bothering Xú Zhēng:

1. Like "Embarrassed in Thailand" and "Embarrassed in Hong Kong", where will the next series of "Embarrassed in Hong Kong" be filmed?

2. How should the plot be written to be more interesting and true?

In order to solve these problems, the Xu zhēng crew decided to come to our class and recruit a group of people who are proficient in languages, religions and other cultures around the world to participate in business affairs.

Activity 2 Organization of Teaching Introduction

In the learning process of this lesson, every time the group representatives answer a question correctly, they can get the corresponding score, and finally choose the scoring group.

(Design intention: Use movies and crew recruitment familiar to middle school students in life to create situations, stimulate students' enthusiasm for learning, and carry out classroom teaching through group competition. )

Activity 3 Teaching 1. World language

Question: 1. If the crew sends you for an interview and invites the following people to make guest appearances, what language should you speak?

Show people pictures: 1 Obama2 Zidane 3 Putin 4 Arabs 5 Messi 6 Yao Ming.

Question: 2. What is the working language of the United Nations?

The students answered.

Activity 4: Explore the distribution of major languages in the world through cooperation.

Query steps:

1. Find out the representative colors of this group of languages in the legend of "Distribution of Major Languages in the World";

2. Find out the distribution range of this group of languages in the picture according to the colors, and draw the approximate distribution area of this language in the "World Outline Map" on the tutorial with colored pens;

3. Referring to the map of the four oceans on seven continents in the world, summarize the distribution areas of this group of languages with continent names and location words, and complete the P79 table of the teaching material.

(Design intention: Through group cooperation, find out the distribution range of the six major languages, give students clear inquiry steps, guide students to draw the distribution range of languages on the blank map of the counseling plan, and deepen students' intuitive impression of the language distribution area. )

The representative of activity 5 showed the distribution of major languages in the world.

Send student representatives to the stage to show the schematic diagram of the language distribution area drawn by the group;

According to the schematic diagram drawn by the exhibition, the group representatives say the distribution area of this group of languages;

The teacher used a projector to show the distribution area of six languages.

(Design intention: Through group demonstration, find out the distribution range of the six major languages and deepen students' memory of the language distribution area. )

Thinking: Which language is the most widely used? Which language has the largest number of speakers?

Transition: When showing pictures of Buddhism in Thai movies, ask students if they can see what kind of religious culture is reflected in Thai movies. -Buddhism. There are three major religions in the world, besides Buddhism, there are two others. *

(Design intention: The learning of world religious knowledge by Buddhist culture in Thai movies not only echoes the situation when the classroom is introduced, but also stimulates students' interest in learning again through Thai movies, so that students can feel that there is geographical knowledge everywhere in their lives. )

Activity 6 Teaching II. World religion

Play a video: introduce the birthplace, distribution area, architectural types and some customs of the three major religions.

Students watch the video and complete the form in the tutorial.

Teacher's summary: the birthplace, distribution area and architectural type of the three major religions.

(Design intention: By watching the video, it is more vivid and intuitive, and it is convenient for students to remember this part of knowledge, which is better than the teacher's blind indoctrination. )

Summary: 1. The distribution areas of the six major languages in the world.

2. The distribution areas and architectural features of the three major religions in the world.

Activity 7: Practice classroom practice and dare to break through.

1. People who choose to go to church to get married believe ()

A. Taoism B. Buddhism C. Religion D. Islam

2. Going to West Asia and North Africa for international humanitarian assistance will ()

A. French, German, Arabic and English

3. In the following countries, the main religion is ().

A. Iraqi B Indian C British D China

4. The following countries are not dominated by English ()

A. Australia B, USA C, Canada D, Japan

5. The following languages are not working languages of the United Nations ().

A. Spanish b Arabic c Russian d Portuguese

6. The religion that originated in Arabia is ()

A.* teaches B. Buddhism C.* teaches D. Islam

7. Look at the projected photos of people. What religion do they believe in?

8. Explain why these three films were shot in China, Thailand and Hongkong, China respectively from the perspective of facilitating language communication?

9. Recommend an ideal shooting location for the next "Jiong" series of film crew from the perspective of facilitating language communication, combined with "Language Distribution in the World".

Entry form: Students answer first, teachers give extra points to the group, and finally calculate the total score to select the winning group.

(Design intention: The classroom atmosphere will be enlivened again by answering questions in class, and the arrangement of thinking problems will be changed from easy to difficult, which is in line with students' cognitive rules and thinking level. The design of questions 8 and 9 not only closely follows the key knowledge of this class, but also skillfully fits the situation of the "embarrassing" series of movies created at the beginning of this class, echoing from beginning to end. )

Chapter 2 1, teaching content analysis:

Language and Religion of the World is the second section of Chapter 4 of the seventh grade of junior middle school geography, Residents and Settlements. Through the study of the first three chapters, students understand the world from a macro perspective. The fourth chapter is based on this, to understand the characteristics of "people" in the world, and to lay the foundation for studying world zoning geography next semester.

The requirements of the curriculum standard are: 1. Use the map to tell the main distribution areas of Chinese, English, French, Russian, Spanish and Arabic. 2. Name the three major religions in the world and their main distribution areas, and give examples to illustrate that different countries and regions have different religious beliefs and cultural traditions.

It can be seen that the learning content of this course is relatively simple, and the main task is to cultivate students' ability to read pictures.

Second, the analysis of learning situation:

Junior one students' spatial thinking consciousness is not very strong. Through the study of the first chapter, they only learned the basic method of looking at pictures, but they are not very skilled, and even some students have not learned it yet. The study of the second and third chapters is to further cultivate students' ability to look at pictures; When studying the fourth chapter, this semester is drawing to a close, so students should master the ability of looking at pictures skillfully and lay a good foundation for future study. So the task of this lesson is to cultivate students' ability to look at pictures, which is easy for students to complete.

Third, the analysis of teaching objectives:

Knowledge and ability: ① Use maps to tell the main distribution areas of Chinese, English, French, Russian, Spanish and Arabic;

(2) Name the three major religions in the world and their distribution areas.

③ Give examples to show that different countries and regions have different religious beliefs and cultural traditions.

(4) Cultivate students' ability of reading, analyzing, reasoning and solving problems through reading and analyzing pictures.

Process and method: By guiding students to collect data, use charts, analyze and solve problems, draw conclusions, and pay attention to cultivating students' cooperative learning and independent inquiry ability.

Emotion, attitude and values: 1. Through learning, students are trained to love the language of the motherland and respect other languages. 2. Make students treat the differences of religious beliefs correctly and establish the concept of atheism.

Teaching emphasis: ① Countries and regions in the world that use Chinese, English, French, Russian, Spanish and Arabic;

② The three major religions in the world and their distribution areas.

Teaching difficulties: forming the spatial concept of the distribution of major languages and religions in the world.

Fourth, the overall teaching design ideas:

Pay attention to students' activities and cultivate students' reading, analysis and inquiry abilities in cooperation.

Verb (abbreviation of verb) teaching process;

Introduce new courses:

Students, with the rapid development of China's economy and culture, we have more and more contacts with other countries in the world. In order to strengthen friendly exchanges with countries all over the world, it is necessary for us to know some world languages and religions.

Design intention: Direct introduction of new courses.

Newly awarded:

First of all, world languages

Teacher's inspiration: Students, think about it. What language are we using now? Can you speak other languages in the world besides the language we use?

Student activities: Speak freely and list the languages you know.

Design intention: to tap students' existing knowledge and experience and stimulate their interest in learning.

Activity 1:

Instruct students to read paragraph 1 of the textbook P73, figure 4. 12 of P74 "Different Languages" and the reading material "Do you know how many languages there are in the world". Complete the following questions independently:

How many languages are there in the world?

② Which six languages are the most important languages in the world and the working languages of the United Nations?

(3) Which language has the largest population in the world?

(4) Which language is widely used in the world and is also the world language?

Design intention: On the basis of students' autonomous learning, teachers organize students to speak and communicate freely on the above issues and other languages they know. Enable students to broaden and deepen their knowledge and understanding of these issues.

Transition: Where are these languages distributed in the world? Please find it on the map.

Activity 2:

Students read the map of the world's major languages in groups and complete the form of after-school activities.

Design intention: to cultivate students' ability to read pictures and cooperate in groups.

Second, the three major religions in the world

Teacher: We have learned about the six major languages in the world, so what are the differences in religious beliefs of people in different languages in the world? Next, we will study the three major religions in the world.

Activity 1: exchange all kinds of information about religion collected by yourself and get a preliminary understanding of religious knowledge.

Teachers provide text and pictures about the three major religions through courseware.

Teacher: Religion is a social and historical phenomenon and a spiritual sustenance of people. It has a far-reaching impact on people's lives and the history and culture of many countries. We should all have great respect for believers. Can you tell the difference between the three major religions? Do you believe in religion? Are there any religious people around you?

Students discuss and communicate after reading the materials.

Design intention: Through various activities, let students understand the emergence, influence and differences of religions, especially the characteristic buildings of the three major religions.

Activity 2: Organize students to read the distribution maps of the three major religions in the world and find their distribution areas.

Summary: Religion has absorbed many elements of human society, such as culture, folklore, economy, philosophy and so on. Therefore, the development of religion today cannot be simply regarded as superstition, but as a cultural and social phenomenon. Religious believers should not be discriminated against, but should respect their freedom of belief and protect their religion.

Design intention: to guide students to correctly understand religious beliefs.

End: Let the students sum up the main contents of the study and talk about their feelings.

Design intention: Let students be the masters of the classroom from beginning to end.

Chapter III Teaching Objectives

Knowledge target

1. Know the main languages in the world, and remember the language with the largest number of users (Chinese) and the language with the widest range of use (English).

2. Know the three major religions in the world and remember the religion with the largest number of followers.

capability goal

1. Tell the distribution areas of the world's major languages with maps, and express them in tables or other ways.

2. Read the materials and tell the main distribution areas and architectural features of the three major religions in the world.

3. Give examples to illustrate different religious beliefs and cultural traditions in different countries and regions.

Affective goal

Cultivate materialism and understand and respect the differences of religious beliefs.

Emphasis and difficulty in teaching

1. Know the main languages in the world, and remember the language with the largest number of users (Chinese) and the language with the widest range of use (English).

2. Know the three major religions in the world and remember the religion with the largest number of followers.

teaching tool

courseware

teaching process

Introduce new courses:

Students, with the rapid development of China's economy and culture, we have more and more contacts with other countries in the world. In order to strengthen friendly exchanges with countries all over the world, it is necessary for us to know some world languages and religions.

Design intention: Direct introduction of new courses.

Newly awarded:

First of all, world languages

Teacher's inspiration: Students, think about it. What language are we using now? Can you speak other languages in the world besides the language we use?

Student activities: Speak freely and list the languages you know.

Design intention: to tap students' existing knowledge and experience and stimulate their interest in learning.

Activity 1:

Instruct students to read paragraph 1 of the textbook P73, figure 4. 12 of P74 "Different Languages" and the reading material "Do you know how many languages there are in the world". Complete the following questions independently:

How many languages are there in the world?

② Which six languages are the most important languages in the world and the working languages of the United Nations?

(3) Which language has the largest population in the world?

(4) Which language is widely used in the world and is also the world language?

Design intention: On the basis of students' autonomous learning, teachers organize students to speak and communicate freely on the above issues and other languages they know. Enable students to broaden and deepen their knowledge and understanding of these issues.

Transition: Where are these languages distributed in the world? Please find it on the map.

Activity 2:

Students read the map of the world's major languages in groups and complete the form of after-school activities.

Design intention: to cultivate students' ability to read pictures and cooperate in groups.

Second, the three major religions in the world

Teacher: We have learned about the six major languages in the world, so what are the differences in religious beliefs of people in different languages in the world? Next, we will study the three major religions in the world.

Activity 1: exchange all kinds of information about religion collected by yourself and get a preliminary understanding of religious knowledge.

Teachers provide text and pictures about the three major religions through courseware.

Teacher: Religion is a social and historical phenomenon and a spiritual sustenance of people. It has a far-reaching impact on people's lives and the history and culture of many countries. We should all have great respect for believers. Can you tell the difference between the three major religions? Do you believe in religion? Are there any religious people around you?

Students discuss and communicate after reading the materials.

Design intention: Through various activities, let students understand the emergence, influence and differences of religions, especially the characteristic buildings of the three major religions.

Activity 2: Organize students to read the distribution maps of the three major religions in the world and find their distribution areas.

Summary: Religion has absorbed many elements of human society, such as culture, folklore, economy, philosophy and so on. Therefore, the development of religion today cannot be simply regarded as superstition, but as a cultural and social phenomenon. Religious believers should not be discriminated against, but should respect their freedom of belief and protect their religion.

Design intention: to guide students to correctly understand religious beliefs.

End: Let the students sum up the main contents of the study and talk about their feelings.

Design intention: Let students be the masters of the classroom from beginning to end.