Eighth Grade Geography Volume 2 Lesson Notes

As a conscientious people's teacher, you always have to write lesson notes, which help to carry out teaching activities smoothly and effectively. How should we write lecture notes? Below are the textbooks for the second volume of Geography for Grade 8 that I have collected and compiled. They are for reference only. You are welcome to read them. Lesson Notes for the Second Volume of Geography for Eighth Grades 1

The content of my lecture is the content of the first box question in Section 2 of Chapter 7 of the Second Volume of Geography for Eighth Grades "The Special Tourist Area in the Southwest Border - Xishuangbanna" "Rich tourism resources"

1. Teaching content and teaching objectives

This section is a special case of understanding the province's regions. The corresponding requirements for this section in the "Geography Curriculum Standards" are:

(1) Use a map to tell the location of the region and make a brief evaluation of the regional geographical location;

(2) Based on relevant materials, describe the driving role of pillar industries in regional economy;

(3) Give examples of the impact of regional environment and regional development on lifestyle and quality of life. Regarding the content of the first box question in this section, based on the "Geography Curriculum Standards" and starting from the students' academic situation, I determined the teaching objectives of this lesson:

(1) Knowledge and ability

1. Be able to use the Xishuangbanna location map to tell the location of Xishuangbanna and make a brief evaluation of the regional geographical location.

2. Learn to use maps and data to analyze the causes of tropical monsoon climate.

3. Be able to tell the typical characteristics of the original tropical rainforest plants in Xishuangbanna.

4. Be able to tell the resource characteristics and advantages of Xishuangbanna.

5. Focus on cultivating students’ reading and observation skills, mutual cooperation skills and analytical inquiry skills.

(2) Emotions, attitudes and values

Through understanding of Xishuangbanna’s unique resources and environment, stimulate students’ love for nature and characteristic culture; understand the impact of the regional natural environment on people The impact on life and production forms the concept of coordinated development of man and land.

Determination of key points and difficulties: The regional geographical location determines the basic geographical characteristics of the area, and resource advantages are the basis for forming a characteristic tourist area. Therefore, I determined the location advantages and resource advantages of Xishuangbanna as the focus; in teaching, I mainly It uses the location map of Xishuangbanna to construct a complete geographical location for students; it uses a large number of natural landscape pictures and cultural landscape pictures to understand the resource advantages of Xishuangbanna.

Difficulties: It is difficult to determine the causes of the tropical monsoon climate in Xishuangbanna and the relationship between the cultural life of the Dai people and the natural environment. Because junior high school students’ ability to comprehensively analyze geographical things and their logical thinking abilities are still relatively poor. In particular, the complex connections between physical geographical elements and human geographical elements require strong logical thinking abilities. In the teaching process, I mainly use group cooperation and discussion methods to overcome difficulties.

2. Teaching methods

1. Map reading and observation method Using maps is the basic method for learning regional geography. By reading the location map of Xishuangbanna, students can understand the location and advantages of Xishuangbanna; by using the rainforest plant map, students can summarize the basic characteristics of the rainforest landscape; by showing pictures of Dai customs, students can learn about Dai customs, etc. In this lesson, I show multiple pictures, which are intuitive images. At the same time, I stimulate students' interest and cultivate their ability to read pictures and observe.

2. Group cooperative discussion method: By creating problem situations, students' desire to explore problems is stimulated, and students' ability to collaborate and analyze and explore is also cultivated, so that students can experience the joy of cooperative learning! In this class, I focus on two issues: First, Xishuangbanna is close to the Tropic of Cancer, so why does it not have tropical desert landscapes like other places at the same latitude in the world? Because the analysis of this problem can lead to the conclusion that Xishuangbanna has a tropical monsoon climate, it is the key to solving the difficulty of this lesson "the causes of monsoon climate". Second, what is the relationship between the cultural life of the Dai people and the natural environment? The Dai people have many cultural customs. Among them, Water Splashing Festival, Bamboo House, Bamboo Rice, Peacock Dance, etc. were selected to explore the relationship between cultural customs and the natural environment, so that students can realize the complex relationship between physical geographical elements and human geographical elements. .

3. Teaching process

I used MVBOX to play the song "Bamboo Under the Moonlight" with pictures of Xishuangbanna in the background. At the same time, two questions are raised for students to appreciate with questions, which not only creates a relaxed and pleasant learning atmosphere for students, but also enhances the effectiveness of learning.

The entire teaching process is to use a large number of pictures to observe and obtain geographical information; and to create questions to explore and cultivate students' ability to analyze geographical things and cooperate with others.

Class summary:

The class summary uses the method of connecting the previous and the next, which summarizes the learning content of this lesson and leaves room for thinking, extending the learning outside the classroom.

In terms of blackboard writing design: the use of framed blackboard writing is also an evaluation of students’ learning results. After being improved by teachers and students, the knowledge structure and causal relationship of this section can be clearly displayed, so that students can clearly understand the key points of this section, clarify their ideas, and provide an outline. At the same time, it can help guide students to give feedback and fill in the gaps. , to better grasp the content of this lesson.

Assignment: Write a promotional article or produce a promotional poster with the theme "Come to Xishuangbanna"

The assignment is highly open-ended, which is to consolidate the knowledge learned. and feedback, and also exercise students' ability in language organization and expression, or painting. It embodies the daily life and social content of geography.

The above is the content of my lecture for the first lesson in Xishuangbanna. Please criticize and correct me.

Thank you! Lesson Notes for the Second Volume of Geography for Grade 8 2

1. Analysis of Teaching Materials

1. The Status and Function of Teaching Materials

The content of this section is selected from "Geography" published by People's Education Press 》The content of the first section of Chapter 8 of the second volume for eighth grade students is for further study based on students’ understanding of China’s regional geography. Through the study of this section, students can understand the inter-provincial regions in our country and be able to give examples of the interaction and mutual influence between the natural geographical elements of a certain region, so that students can understand the dialectical relationship between regional development and ecological environment protection, and cultivate students' correct personality concept of land. Learning this section well can lay the foundation for studying high school geography in the future.

2. Teaching objectives

Based on the above analysis of teaching materials and students’ cognitive level, structure and psychological characteristics, the following teaching objectives are formulated:

Knowledge objectives: < /p>

① Use a map to illustrate the location of the Loess Plateau, describe the provincial administrative regions that the Loess Plateau spans, and make a brief evaluation of the geographical location of the Loess Plateau.

② Read pictures to become familiar with the topographic and geomorphological features of the Loess Plateau with thousands of ravines; understand the formation of the Loess Plateau through illustrations and written materials.

③ Read pictures to analyze the causes of serious soil and water loss in the Loess Plateau, and discuss the serious consequences. Through analysis, you must understand the complex relationship between the interactions and mutual influences between various elements of the natural environment.

④ Analyze the natural and man-made reasons for the deterioration of the ecological environment and frequent natural disasters on the Loess Plateau through data, and understand the corresponding methods and experiences of environmental protection and resource development.

Ability goals:

Through learning, further improve students' ability to read pictures and analyze, collect and process information, summarize, unite and collaborate, language expression and creative thinking.

Process and method:

Allow students to analyze the causes, hazards and countermeasures of soil erosion in the Loess Plateau through class group discussions by reading chart information.

Emotions, attitudes, and values:

Through the study of this section, students will develop a correct concept of people and land, and understand the dialectical relationship between regional development and ecological environment protection. Establish the concept of sustainable development.

3. Establishment of key points and difficulties:

The core of this lesson is to allow students to understand and master the dialectical relationship between regional development and ecological environment protection. Therefore, the location and scope of the Loess Plateau are the focus of this lesson.

For eighth grade students, they have a certain knowledge accumulation and analysis and induction ability, and their enthusiasm for exploring knowledge is rising. In the case of depth of thinking, divergent thinking, and the need to deepen, the difficulty of this course was determined to be soil erosion on the Loess Plateau.

2. Teaching method analysis and study method guidance

This class mainly uses PowerPoint courseware and multimedia teaching methods to make difficult problems easy and make it easy for students to understand and master the content they have learned.

In line with the goal of providing students with useful geography and geography that is useful for lifelong development, the selection is based on the student's situation, the teaching content, and the purpose of cultivating abilities, mainly using cooperative inquiry. style, giving students a relatively loose space for activities and giving full play to their initiative. Let students master the methods of learning geography.

3. Teaching process

1. Teaching structure:

(1) Creating scenarios to introduce new lessons

(2) Cooperation and exchange Interpretation and inquiry

(3) Application, transfer, consolidation and improvement

(4) Summary, reflection, expansion and extension

(5) Class summary

2 , Teaching procedures

Teaching

Process teaching content design intention

1. The location and scope of the Loess Plateau are the focus of this lesson. How to highlight the key points? Here's what I did.

Guide students to read the location map of the Loess Plateau and find the answer on the map. In order to create a lively atmosphere, the competition will be held in a group format. Teacher’s final comments.

2. Causes of the Loess Plateau

(1) Show the "Landscape Map of the Loess Plateau" and ask the first discussion question. After students complete the activity, ask the second question to stimulate students' curiosity. This leads to the discussion of "Feng Cheng Theory".

(2) Discussion on the "Feng Cheng Theory". According to activity 2, I arranged students to conduct group discussions. Give affirmation and praise to students based on their answer performance.

After gaining a preliminary understanding of the Loess Plateau, move on to the next topic.

1. Soil and water loss is both a key point and a difficulty. How to break through the difficulties, I use the gradient questioning method to gradually strengthen the guidance of students, and use gradually in-depth questions to allow students to draw their own conclusions about the causes of soil erosion. On this basis, we will expand knowledge and display relevant maps and problems in areas with severe soil erosion in China through multimedia to understand the status and causes of soil erosion in my country.

Ask questions to lead to the next question.

2. Serious consequences of water and soil erosion

After students have a preliminary understanding of water and soil erosion on the Loess Plateau, they gradually increase the design goals and analyze the serious consequences of water and soil erosion. Guide students to read pictures and design three gradient questions to deepen their understanding. In order to prevent students from becoming fatigued, a comparison of the historical ecological environment of the Loess Plateau during the Han and Tang Dynasties and the present is included in the preparation. Students will summarize and describe after discussion and communication. The teacher’s final summary.

3. Fragile ecological environment

1. Manifestation of fragile ecological environment

Through teaching material activities and reading the Yan'an climate map, students analyze the Meteorological disasters and geological disasters caused by the Loess Plateau. Summarize the manifestations of fragile ecological environment.

2. Reasons for the fragile ecological environment

Mainly through students’ self-study through reading textbooks and textbook reading materials and drawing conclusions through discussions and exchanges, allowing them to combine the knowledge they have learned. Come explore new issues and integrate knowledge organically.

4. Ecological Construction

Show some pictures of the ecological management of the Loess Plateau to let students have a perceptual understanding and start a discussion on a debate topic divided into pros and cons. It triggers students to think and debate, and finally comes up with methods of ecological construction.

1. Maps are the second language in geography classroom. Through activities, students can cultivate their ability to read and use maps and develop their thinking potential.

2. (1) Through the transition of these two questions, students will be inspired to explore the causes of the Loess Plateau and develop the breadth and flexibility of their thinking.

(2) The teaching in this link mainly uses students’ discussion method to understand the causes of the Loess Plateau, and cultivate students’ abilities of reasoning, analysis, judgment and scientific and rigorous research attitude.

1. Adopt student discussion and group collaboration methods in an open format to cultivate students' collective thinking ability. The design of "Distribution of Severe Soil and Water Loss Areas in China" transfers students' methods and abilities. Help students broaden their knowledge and implement "migration" of thinking.

2. In the process of independent cooperation and exploration, students have achieved a step-by-step step-by-step understanding process and have broken through difficulties. Students move up the ladder, which not only conforms to students' cognitive psychology, but also guides them. Students' thinking activities develop in depth, and finally achieve new forms of thinking results.

1. Propose inquiry ideas and realize the expansion and deepening of knowledge in the thinking activities of questioning - thinking - solving doubts.

2. Help students understand the process of interaction between man and land, propose a harmonious relationship between man and nature, and establish a sustainable development concept.

Open-ended questions use the form of a competition to cultivate students' awareness of participation, allowing students to combine reality, use their imagination, discuss and exchange their ideas. Cultivate students' dialectical thinking and divergent thinking abilities. Eighth Grade Geography Volume 2 Narrative Lesson 3

1. Narrative Materials:

The content of this chapter "China Going Global" is divided into four parts:

The first part is about my country’s basic national conditions. The natural geographical environment is complex and diverse; it has a vast territory, a long history, and a large population; the total amount of natural resources is rich, but per capita is small.

Part 2. my country’s coastal areas and inland areas, the Yellow River Basin and the Yangtze River Basin, the south and the north, the east and the west have very significant regional differences, which are mainly reflected in the geographical environment, development level and cultural characteristics. aspect.

The third part, the achievements of my country’s social and economic construction in the past half century, and the integration of China and the global economy.

The fourth part, the existing problems and development direction in the process of my country's socialist modernization construction.

According to the requirements of the syllabus and the key and difficult points of this lesson, combined with the specific situation of the students, the following learning objectives are determined:

1. Understand the basic national conditions of our country;

2. Understand the regional differences between my country's coastal areas and border areas, the Yangtze River Basin and the Yellow River Basin;

3. Understand the great achievements of my country's social and economic construction and the opportunities and challenges it faces after joining the WTO.

4. In the process of modernization, we should pay attention to the protection of the ecological environment and follow the path of sustainable development.

2. Talk about learning:

Students have studied geography for two years in the first and second grades of junior high school, and have a preliminary understanding of world geography and Chinese geography. The knowledge in this class is not unfamiliar, and it is relatively easy to learn.

3. Lecture teaching method:

1. Lecture method:

According to the subject characteristics of geography and students’ cognitive rules, in order to better highlight The key point is that the teaching methods I use are: target teaching method, self-study guidance method, explanation method, etc., to expand students' knowledge, stimulate students' interest in learning, enrich students' imagination, and cultivate students' desire for knowledge.

2. Teaching method:

Students must learn to learn independently and learn to read books and pictures with questions.

3. Teaching aids:

Multimedia courseware. Organically combine the text information in the textbook with the chart information in the courseware to stimulate students' interest in learning and deepen their understanding of the textbook.

4. Teaching process:

1. Introduction: watching a set of pictures of the Nanjing Massacre

Summary: If you fall behind, you will be beaten. Why did China in modern times What about lagging behind Western countries? Seclusion. So how to change this situation? Reform and opening up, going global. Today we will learn about China going global.

2. Provide learning objectives:

3. Students read the text and use pictures to summarize my country’s basic national conditions and understand the regional differences between my country’s coastal areas and border areas, the Yangtze River Basin and the Yellow River Basin; Understand the great achievements of my country's social and economic construction and the opportunities and challenges it faces after joining the WTO. In the process of modernization, we should pay attention to the protection of the ecological environment and follow the path of sustainable development.

4. Summary:

5. Arrange social practice activities to consolidate what has been learned.