Three pieces of geography courseware "Languages ??and Religions of the World" for seventh grade junior high school students published by the People's Education Press

#courseware# Introduction Modern pedagogy proposes computer-assisted teaching, which not only poses challenges to teachers, but also provides modern teaching methods to educators. When using courseware for teaching, the teaching content should be intuitive and the media content should be clear at a glance. The topic of this lesson should often be directly displayed in the classroom. Intuition will help improve the teaching effect and inherit teaching resources. The following is the courseware for the first volume of geography "Languages ??and Religions of the World" for seventh grade junior high school students compiled by the People's Education Press. Welcome to read and learn from it.

Chapter 1

Teaching objectives

Knowledge and skill objectives: be able to use maps to tell the areas where the world’s major languages ??are spoken and the distribution areas of the three major religions.

Process and method objectives: Through group cooperation, learn to extract effective information from pictures, and be able to give examples of religious beliefs and cultural traditions of different countries and regions.

Emotional attitudes and values ??Goal: Enhance the sense of national honor by learning Chinese, which is the most spoken language in the world.

Important and difficult points in teaching

Key points in teaching

1. The six working languages ??of the United Nations.

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

Teaching difficulties

1. The distribution of the six working languages ??of the United Nations.

2. The distribution areas of the world’s three major religions.

Teaching process

Introduction of new lessons (creating situations and stimulating interest)

From "People on the Road to Embarrassment" to "Thailand Embarrassment" to "Hong Kong" "囧", every "囧" series of movies directed by Xu Zheng has achieved very impressive box office results. During the release of "囧", Xu Zheng once said that he would continue the comedy style of the "囧" series and turn "囧" into a brand. His next "囧" series movie is also being planned, but some problems have always troubled Xu Zheng:

1. Like "囧 in Thailand" and "囧 in Hong Kong", where should the next "囧" series film be filmed?

2. How should the plot be written? More interesting and more real?

In order to solve these problems, Xu Zheng's crew decided to come to our class to recruit a group of people who are proficient in languages, religions and other cultures from around the world to join the crew to discuss matters.

Activity 2: Introducing organizational teaching

During the learning process of this lesson, group representatives can get corresponding points for each correct answer to a question, and the group with the score is finally selected.

(Design intention: Use movies and crew recruitment that students are familiar with to create situations, stimulate students’ enthusiasm for learning, and carry out classroom teaching through group elections)

Activity 3 Lecture 1 , The Language of the World

Questions: 1. If the crew sends you to interview and invites the following characters to make guest appearances, what language should you speak?

Display pictures of the characters: 1 Obama 2 Qi Dane 3 Putin 4 Arab 5 Messi 6 Yao Ming

Question: 2. What are the working languages ??of the United Nations?

Students answered.

Activity 4: Collaborate to explore the distribution of the world's major languages

Exploration steps:

1. In the legend of the "Distribution of the world's major languages" diagram, find Find the representative colors of this group of languages;

2. Find the distribution range of this group of languages ??in the picture based on the colors, and use a colored pen to draw the language in the "World Outline Map" on the tutorial plan The approximate distribution area;

3. Refer to the "Distribution Map of the Seven Continents and Four Oceans of the World", use the continent names and location words to summarize the distribution areas of this group of languages, and complete the textbook P79 table.

(Design intention: Through group cooperation, find out the distribution range of the six major languages, give students clear exploration steps, and guide students to draw the distribution range of the language in the blank map of the tutorial plan, which can deepen Students’ intuitive impression of language distribution areas.

)

Activity 5: Activity group representatives show the distribution of the world’s major languages ??

Student representatives are divided into groups and sent to the stage to show the schematic diagram of the language distribution areas drawn by the group;

The group representatives combined the schematic diagrams drawn by the display to tell the distribution areas of the languages ????in the group;

The teacher used a projector to show the distribution areas of the six languages ????

(Design intention: through group display , find out the distribution range of the six major languages, which can deepen students' memory of the language distribution areas)

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

Transition: While showing the pictures about Buddhism in the movie "Thailand", ask students if they can tell which religion and culture is reflected in "Thailand"? - Buddhism. There are three major religions in the world. In addition to Buddhism, there are two more. *

(Design intention: The Buddhist culture in Thai囧 movies can be used to transition to the study of world religious knowledge. This not only echoes the situation when the classroom is introduced, but can also use Thai囧 movies again to inspire students. Interest in learning, let students feel that geographical knowledge is everywhere in life)

Activity 6 Lecture 2. Religions of the World

Play video: About the birthplace and distribution of the three major religions. Introduction to regions, building types and some customs

Students watch the video and complete the form on the tutorial plan.

Teacher summary: The birthplaces, distribution areas, and building types of the three major religions

(Design intention: By watching the video, it will be more vivid and intuitive, making it easier for students to remember this part of knowledge. Compared with The teacher’s blind indoctrination is effective.)

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

; 2. The distribution areas and architectural characteristics of the world’s three major religions

Activity 7 Practice Classroom Practice Wisdom and Courage to Breakthrough

1. Most people who choose to go to church to get married believe in ()

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

2. Go to West Asia and North Africa to carry out international humanitarian aid, learn ()

A. French B. German C. Arabic D. English

3. Among the following countries, the main believer in * is ()

A. Iraq B. India C. United Kingdom D. China

4. The following countries do not mainly speak English Which is ()

A. Australia B. United States C. Canada D. Japan

5. Which of the following languages ??is not a working language of the United Nations ()

A. Spanish B. Arabic C. Russian D. Portuguese

6. The religion that originated in the Arabian Peninsula is ()

A.*religion B. Buddhism C.* Teach D. Islam

7. Looking at the projected pictures of the characters, what religion do they believe in?

8. Explain that these three movies are in China from the perspective of facilitating language communication. Reasons for filming in the Mainland, Thailand and Hong Kong?

9. Combined with the "distribution of world languages", recommend ideal shooting locations for the next "囧" series film crew from the perspective of facilitating language communication.

Form of challenge: Students answer questions, the teacher adds points to the group, and finally the total score is calculated to select the winning team

(Design intention: Class practice is carried out by answering questions, and the classroom is once again active atmosphere, the arrangement of the thinking questions is from easy to difficult, in line with students' cognitive rules and thinking levels, and the design of questions 8 and 9 not only closely follows the key knowledge of this lesson, but also is in line with the "囧" concept created at the beginning of this lesson. "The situations of the series of movies are cleverly combined and echoed from beginning to end.)

Chapter 2

1. Analysis of teaching content:

The languages ??and religions of the world are The second section of Chapter 4, Residents and Settlements, in the seventh grade junior high school geography volume. Through the study of the first three chapters, students have already understood the world from a macro perspective.

Chapter 4 is based on this basis to understand the characteristics of "people" in the world and lay the foundation for studying the geography of world divisions in the next semester.

The requirements of the course standard are: 1. Use maps to identify 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 of different religious beliefs and cultural traditions that exist in different countries and regions.

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.

2. Analysis of academic situation:

The sense of spatial thinking of first-year junior high school students is not very strong. Through the study of the first chapter, they have only initially learned the basic methods of looking at pictures. Not very proficient, and even some students have not learned it; the study of Chapters 2 and 3 is to further cultivate students' ability to read pictures; when studying Chapter 4, the semester is coming to an end, and students should be more proficient in mastering the ability to read pictures. , lay a good foundation for future study. Therefore, the focus of this lesson is to cultivate students' ability to read pictures, and students can complete this task relatively easily.

3. Analysis of teaching objectives:

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

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

③Give examples of the different religious beliefs and cultural traditions that exist in different countries and regions.

④ Through picture reading and analysis, students’ ability to recognize pictures, analyze pictures, analyze reasoning skills and solve problems will be cultivated.

Process and method: By guiding students to collect information, use charts, analyze and solve problems to draw conclusions, we focus on cultivating students' cooperative learning and independent inquiry abilities.

Emotions, attitudes, and values: 1. Through learning, cultivate students’ love for the motherland language and respect for other languages. 2. Enable students to correctly view the differences in religious beliefs and establish the concept of atheism.

Teaching focus: 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 the world’s major languages ??and religions.

IV. Overall teaching design ideas:

Focus on student activities to cultivate students’ ability to read pictures, analyze pictures and cooperate in inquiry.

5. Teaching process:

Introduction of new courses:

Students, with the rapid development of our country’s economy and culture, our interactions with countries around the world are becoming more and more frequent. the more often. In order to strengthen friendly exchanges with other countries around the world, it is necessary for us to understand some relevant knowledge of the world's languages ??and religions.

Design intention: Directly import new lessons.

New professor:

1. The language of the world

Teacher inspiration: Students, think about it, what language are we using now? Can you name any other languages ??in the world besides the ones we speak?

Student activity: speak freely and list the languages ??you know.

Design intention: To explore students’ existing knowledge and experience and stimulate their interest in learning.

Activity 1:

Guide students to read the first paragraph of textbook P73, P74 Figure 4.12 "Different Languages" and the reading material "How Much Do You Know About the World's Languages". Complete the following questions independently:

①Approximately how many languages ??are there in the world?

②Which 6 languages ??are the most important languages ??in the world and are also the working languages ??of the United Nations?

③Which language is the most spoken language in the world?

④Which language is the most widely used language in the world and is also an internationally accepted language?

Design intention: Based on students’ self-study, teachers organize students to speak freely and communicate with each other on the above issues and other languages ??they know.

To enable students to broaden and deepen their knowledge and understanding of these issues.

Transition: Where are these languages ??located in the world? Please find it on the picture.

Activity 2:

Students read the "Distribution of the World's Major Languages" chart in groups and complete the after-school activity table.

Design intention: Cultivate students' ability to read pictures and work in groups.

2. 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 the religious beliefs of people with different languages ????in the world? Next we study the three major religions of the world.

Activity 1: Exchange various information about religion that you have collected and gain a preliminary understanding of relevant knowledge about religion.

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

Teacher: Religion is a social and historical phenomenon and a spiritual sustenance for people. It has a profound 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? Are you religious? Are there any religious people around you?

Students discuss and communicate after reading the materials.

Design intention: Through various activities, let students understand the origin, influence and difference 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: In the process of development, religion has absorbed various culture, folk customs, economy, philosophy and many other elements of human society. Therefore, as religion has developed to this day, it cannot simply be regarded as superstition, but should be regarded as a cultural and social phenomenon. People who believe in religion must not be discriminated against or opposed to, but the freedom of belief of religious believers should be respected and religion protected.

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

End: Let students summarize the main content of their study and talk about their feelings.

Design intention: Let students be the masters of the classroom from beginning to end. Part 3

Teaching Objectives

Knowledge Objectives

1. Know the major languages ??in the world, remember the language with the most speakers in the world (Chinese) and its scope of use Most widely spoken language (English).

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

Competency objectives

1. Use maps to tell the distribution areas of the world's major languages, and be able to express them in tables or other ways.

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

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

Emotional goals

Cultivate materialistic concepts and understand and respect differences in religious beliefs.

Important and difficult points in teaching

1. Know the major languages ??in the world, and remember the language with the most speakers (Chinese) and the most widely used language (English) in the world.

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

Teaching tools

Courseware

Teaching process

Introduction of new courses:

Students, as our country With the rapid development of economy and culture, our exchanges with countries around the world are becoming more and more frequent. In order to strengthen friendly exchanges with other countries around the world, it is necessary for us to understand some relevant knowledge of the world's languages ??and religions.

Design intention: Directly import new lessons.

New professor:

1. The language of the world

Teacher inspiration: Students, think about it, what language are we using now? In addition to the language we use Apart from the language, can you name any other languages ??in the world?

Student activity: Speak freely and list the languages ??you know.

Design intention: To explore students’ existing knowledge and experience and stimulate their interest in learning.

Activity 1:

Guide students to read the first paragraph of textbook P73, P74 Figure 4.12 "Different Languages" and the reading material "How Much Do You Know About World Languages". Complete the following questions independently :

① How many languages ??are there in the world?

② Which 6 languages ??are the most important languages ??in the world and are also the working languages ??of the United Nations?

③ Which language is the most widely used language in the world?

④Which language is the most widely used language in the world and is also an internationally accepted language?

Design intention: in On the basis of students' self-study, teachers organize students to speak freely and communicate with each other on the above issues and other languages ??they know. To 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 "Distribution of the World's Major Languages" chart in groups and complete the after-school activity table.

Design intention: Cultivate students' ability to read pictures and work in groups.

II. 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 the religious beliefs of people with different languages ????in the world? Let’s learn next The three major religions in the world.

Activity 1: Exchange various information about religion that you have collected and gain a preliminary understanding of relevant knowledge about religion.

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

Teacher: Religion is a social and historical phenomenon and a spiritual sustenance for people. It has a profound 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 people who believe in religion around you?

Students discuss and communicate after reading the information.

Design intention: Through various activities, let students understand the origin, influence and difference 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: In the process of development, religion has absorbed various culture, folk customs, economy, philosophy and many other elements of human society. Therefore, as religion has developed to this day, it cannot simply be regarded as superstition, but should be regarded as a cultural and social phenomenon. People who believe in religion must not be discriminated against or opposed to, but the freedom of belief of religious believers should be respected and religion protected.

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

End: Let students summarize the main content of their study and talk about their feelings.

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