Draft geography handout for grade seven 1 1. handout materials
This chapter is arranged at the back of Chapter 7, Asia. Through studying in Asia, students get a preliminary understanding of the knowledge, learning methods and skills of Asian regional geography.
The study of 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 introducing its industry, tourism and EU organizations in the next class, and lay the foundation for students to form the concept of global integration.
Second, talk about teaching objectives
1. Knowledge objective: 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 their influence on agriculture.
2. Ability goal: initially learn the ability to use the geographical information of a country or 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; Obviously, nothing in the world exists in isolation, they are interrelated and influence each other.
Third, talk about the difficulties in teaching.
1. Focus: Understand the scope, location and major national capitals of Western Europe.
2. Difficulties: Understanding the impact of climate on agricultural production.
Fourth, talk about learning.
1, students' existing knowledge and ability.
Through the study in the early stage of junior high school, students initially master the method of reading topographic maps and climate maps;
2. How to cultivate students' learning ability in this course?
The cognitive ability of junior one students is uneven, so when learning the topographic map of western Europe, let them design and paste the topographic map to arouse their interest in learning. When learning the characteristics of temperate oceans, each group will discuss and summarize, and middle school students will be the spokespersons of the center to further cultivate students' ability to analyze problems and express them in language. Thinking questions are answered by ordinary students and commented by top students, which can stimulate students' thinking enthusiasm and desire to explore in various ways, give play to students' main role, and continuously improve students' understanding ability and problem-solving ability.
Verb (abbreviation for verb) Speaking and teaching methods
According to the characteristics of this course and the teaching method of "independent inquiry", students are guided to study in groups. On the basis of a series of activities, such as exchanging and collecting data, posting topographic maps and watching projections, students successfully complete the teaching task by adopting teaching methods such as intensive lectures, analysis and synthesis, and questioning and argumentation.
Six, said the 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 situation and reasons of traditional animal husbandry in Europe, let students learn the methods of analyzing geographical problems, make full use of methods such as collecting data, drawing and discussing, let students actively use their brains, move their mouths and do things, and enhance their sense of participation and cooperation.
Teaching process of verbs (abbreviation of verb)
(1) lead-in: Play pictures of characteristic buildings and beautiful scenery of major western European countries, with Spanish bullfighting songs and bullfighting videos as music, and enter the classroom.
Design intention: The combination of music and pictures can satisfy students' curiosity and thirst for knowledge and stimulate their enthusiasm for learning.
(2) new teaching:
1, where developed countries are concentrated (three major links in design)
Link 1: Autonomous learning.
There are three questions for the teacher to show the goal of self-study. Students complete the first fill-in-the-blank question by reading and looking at the pictures, and know that the area is densely populated and there are many countries. Then read the map carefully, find out the locations of major countries and their capitals, and point out which are island countries, which are peninsula countries, which are coastal countries and which are landlocked countries, so as to deepen the memory of national locations. Finally, the outstanding characteristics of the third problem are summarized: densely populated, numerous countries, and areas where developed countries are concentrated.
Design intention: the geographical location of western Europe and its major national capitals are the focus of this course. Guiding students' autonomous learning with self-exercise 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: interesting pocket countries. The teacher showed the relevant pictures of Pocket Country and Linyi County with the help of slides, and marked the data. In contrast, they can feel the smallest country more intuitively and leave a deep impression.
Design intention: 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.
Objective: To help students form a knowledge network and highlight important and difficult points.
2, climate and agriculture (design three links)
Part I: Group discussion.
Why is animal husbandry developed in western Europe? Students will talk about the influence of temperate maritime climate, so the most crucial point is that climate is the fundamental reason that affects agriculture.
Design intention: Through group discussion, find representatives of each group to speak, which can not only cultivate cooperative learning ability, but also feel the happiness of group activities and stimulate students' courage of self-expression.
Link 2: Cooperation and exploration.
This refers to the cooperation between teachers and students: how is the temperate maritime climate formed? Teachers use unique methods to relieve students' troubles 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 intention: reduce the learning difficulty, guide students to analyze and solve problems, and learn to summarize.
Link 3: Summary.
Influence of temperate maritime climate on agriculture
Influence of Mediterranean Climate on Agriculture
The seventh grade geography lecture draft 2 The connotation of "lecture" in middle school geography mainly refers to the oral explanation of the general idea of a class teaching by geography teachers according to the syllabus and geography teaching rules. As well as the grasp of the outline, the analysis of teaching materials and learning situation, the grasp of teaching objectives, and the assumption of teaching methods and learning methods guidance. The following is an example of "8.2 Western Europe-Traditional Animal Husbandry", the second volume of seventh grade geography published by People's Education Publishing House, to briefly explain several major elements of "speaking" in middle school geography.
First of all, talk about textbooks.
The second section of Chapter 8 of the new textbook for Grade 7 of People's Education Edition introduces Western Europe, which consists of four parts: the first box is entitled "the place where developed countries are concentrated", the second box is entitled "manufacturing-oriented industries", the third box is entitled "traditional animal husbandry" and the fourth box is entitled "prosperous tourism". The first lesson introduces that western Europe is a place where developed countries are concentrated, and manufacturing 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 the convention and introduces the developed animal husbandry in Europe from the characteristics of people's daily eating habits by flashback method. Then, according to the content of the textbook, the favorable conditions for the development of animal husbandry in this area are analyzed from the aspects of climate conditions and terrain conditions. It also analyzes the causes of climate in this area from the aspects of geographical location, expounds the influence of natural environment on human production activities from the outside to the inside, and highlights the teaching thought centered on the relationship between man and land.
Second, talk about learning.
1, through the study in the pre-junior middle school stage, students initially master the method of reading topographic maps and climate maps;
2. The cognitive ability of the first-year students is uneven, so when learning the topographic map of Western Europe, let them design and paste the topographic map to stimulate their interest in learning. When learning the characteristics of temperate oceans, each group will discuss and summarize, and middle school students will be the spokespersons of the center to further cultivate students' ability to analyze problems and express them in language. The thoughtful questions are answered by ordinary students first, and the top students comment. Stimulate students' enthusiasm for thinking and desire for inquiry in various ways, give full play to students' main role, and constantly improve their understanding and problem-solving ability.
Third, say the goal.
1. Knowledge objective: According to the geography curriculum standard, students are required to master the topographical features, climate features and traditional animal husbandry.
2. Ability goal: The second part of the geography curriculum standard clearly points out that geography classes perceive the surrounding geographical things through various channels, form geographical representations, and initially learn to form concepts through comparative, abstract and generalized thinking processes according to the collected geographical information, so as to understand the basic laws. Therefore, this kind of ability goal is mainly manifested in:
(1) Cultivate students' ability to look at pictures, collect information and summarize;
(2) Cultivate students' ability to comprehensively analyze and evaluate the geographical environment.
3. Emotional goal: In the part of "Emotional attitude and values", the geography curriculum standard requires students to care about the environment and development of their hometown and enhance their feelings of loving their hometown and motherland.
(1) The influence of natural environment on human production and life;
(2) China's western pastoral areas are vast and there are many excellent animal husbandry varieties. Through the study of this lesson, students can be inspired to learn from the experience of Western Europe and make suggestions for the development and construction of the western part of the motherland.
Fourth, talk about the key points and difficulties.
According to the requirements of geography curriculum standards and students' actual learning situation, the key points and difficulties of this lesson are as follows:
Teaching emphasis: let students understand the topographic characteristics of western Europe and describe the climatic characteristics of temperate maritime; Analyze the development of traditional animal husbandry in Europe.
Teaching difficulty: the reason why European animal husbandry has become a traditional industry.
Verb (abbreviation for verb) Speaking and teaching methods
According to the characteristics of this course and the teaching method of "independent inquiry", students are guided to study in groups. On the basis of a series of activities, such as exchanging and collecting data, posting topographic maps and watching projections, students successfully complete the teaching task by adopting teaching methods such as intensive lectures, analysis and synthesis, and questioning and argumentation.
Six, said the 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 situation and reasons of traditional animal husbandry in Europe, let students learn the methods of analyzing geographical problems, make full use of methods such as collecting data, drawing and discussing, let students actively use their brains, move their mouths and do things, and enhance their sense of participation and cooperation.
Seven, talk about teaching ideas.
(A) the introduction of new courses
[Activity 1]
Student: Exchange information about European life and eating habits collected before class.
[Projection] Map of European Life. (fixed on the dining table)
On the basis of reviewing that western Europe is a region where developed countries are concentrated, and manufacturing is the main industry in this region, the teacher introduced the main content of this class-traditional animal husbandry by exchanging information on European life and eating habits collected before class. The purpose of doing this is to let students "feel life and find problems". This is also one of the basic theories of the new geography textbook, that is, "learning geography is useful for life."
(2) the exploration process.
[Activity 2]
[Projection] Western Europe Pasture Map. Brief introduction of animal husbandry in western European countries.
From the introduction process, students can learn that animal husbandry in Western Europe is developed, but this is only an intuitive phenomenon, and the reasons for its formation should be explored from a geographical perspective. In view of students' cognitive ability, teachers are suitable to use activities to help students explore. The purpose is to let students perceive the situation of forage grass, and then further explore what natural conditions are related to the wide distribution of juicy forage grass?
Students answer and lead out activity 3 on the basis of preview.
[Activity 3]
Ask students to read the textbook Figure 8.23 "Topographic Map of Western Europe" to get a general idea of the location, topography and altitude of this area. Students can draw a conclusion that the western part of Europe is located on the east coast of the Atlantic Ocean, in the mid-latitude area, with low terrain, mountainous north and south, many east-west directions and vast central plains. This plain terrain is conducive to the wide distribution of pastures and suitable for the development of animal husbandry. The teacher expressed his opinions appropriately.
[Show] the topographic outline map of Western Europe. Let the students go to the podium and suck out "Great Britain, Iberia, Apennine, Scandinavia, Scandinavia, Alps, Western Europe Plain, Bode Plain" on the outline map with magnetic stickers.
The instructor made it clear that the terrain features are low and flat, mountainous in the north and south, and vast in the central plain.
By reading the pictures, students can understand the topographical features of this area. Put up a topographic map of Europe and let the students go to the podium to be both athletes and referees. This can not only stimulate students' interest in learning, but also
Help to understand and remember the names and locations of major mountains, plains and islands and the direction of mountains. Modern education insists on people-oriented, students are the main body of the classroom, and teachers are the organizers and guides. The intention of doing this is to "pay attention to differences and cultivate abilities."
The development of animal husbandry in this area is not only related to topography, but also related to climate. So, what's the climate like in this area?
[Activity 4]
[Projection] Climate Map of Western Europe
Group discussion:
1. The main climate characteristics in this area led to the concept of temperate maritime climate.
2. What effect does this climate have on animal husbandry production?
Instructor is very clear:
1. Temperate maritime climate features: cool in summer, mild in winter and even in annual precipitation.
This warm winter and cool summer climate is suitable for grass growth.
Discuss in groups. According to the psychological age, cognitive ability and knowledge level of the first-year students, the middle school students are arranged to make a central speech and the top students to make comments. Make students not only know the characteristics of temperate maritime climate, but also know that this climate is suitable for pasture growth. This not only solves the problem, but also cultivates students' oral expression ability.
[Activity 5]
Read the textbook Figure 8.22 "Climate in Western Europe" again, and ask students to read the temperate continental climate, Mediterranean climate, frigid climate and plateau alpine climate from the picture. Why is the temperate maritime climate the most widely distributed in this area? Organize students to discuss and summarize. Instructor's Tip: Summarize the distribution from the aspects of location, topography, North Atlantic warm current and westerlies, and finally make comments.
(3) In-depth exploration process
1. Through the study, we learned about the topography and climate of western Europe and its influence on the development of traditional animal husbandry in Europe. But is there agriculture in that area? What happened?
The purpose of the design is to guide students to compare planting and animal husbandry, and to understand that this area makes full use of local natural conditions to develop animal husbandry, not to say that there is no planting, but that planting serves animal husbandry.
2. Students read the textbook page 62.
Mingming: There is a shortage of labor in western Europe, and the production is highly mechanized, modernized and automated. The added value of livestock products after deep processing in manufacturing-oriented industries is much higher than that in planting, and higher profits can be obtained in the international market, which is another reason for the development of animal husbandry in this area.
The purpose of the design is to show that the development of animal husbandry is not only related to natural conditions, but also related to socio-economic conditions. At this point, the difficulty is solved.
The latitude of western China is similar to that of western Europe. It is also dominated by animal husbandry, with many pastures and excellent livestock varieties.
[Appreciation of Poetry] Song of Chile
However, the development of animal husbandry in this area is relatively extensive and has great development potential. How to learn from the experience of western Europe and combine the western development to vigorously develop China's animal husbandry and make contributions to the development and prosperity of the motherland! It is a question worthy of all students' thinking.
Through students' appreciation of the poem Song of Chile, this paper introduces the western grassland of China, which "enhances students' infiltration and enthusiasm". Let students understand the important role of geography in social and economic construction and dealing with the relationship between man and land, so that students can establish scientific geographical consciousness and geographical values, and at the same time realize the emotional goal of this lesson.
Development and practice
1. What pastoral areas are there in western China? What are the excellent livestock breeds?
2. What are the similarities and differences in topography and climate between western Europe and western China pastoral areas?
Eight, say blackboard writing design
After class, students can design blackboard books or teachers can design them themselves, as shown below:
Nine, said the problem design
Teachers can design problems according to "activities", pay attention to the novelty and activity of problems, and combine with students' reality, which has a certain level and depth.
Ten, said the teaching means.
In order to better achieve the teaching objectives, we should make full use of maps, video materials and poems in textbooks and multimedia courseware to complete the teaching.
Combined with the lesson of "8.2 Western Europe-Traditional Animal Husbandry", this paper briefly introduces what geography "lecture" should do and say. Teachers should also pay attention to the following questions when speaking in class:
(1) "lecture" is not a lecture, but a lecture, and it is by no means "memorizing" (or "memorizing") lecture notes or teaching plans;
(2) You should be fully prepared, face the judges or teachers, and show them your prepared results (such as courseware, blackboard design, knowledge structure, etc.). );
③ Putonghua should be standardized and the language should be concise and clear;
④ Pay attention to the time limit.