The first volume of geography teaching plan for the eighth grade and the complete works of reflective model essays

Teaching reflection is not only a general review of teaching activities, but also an awakening of self-awareness from a wider social, ethical and educational level. The following is the complete set of eighth grade geography teaching plans and reflective model essays I compiled for your reference only. Welcome to read this article.

The first volume of the eighth grade geography teaching plan and the complete set of reflective model essays (1) The eighth grade geography is mainly to learn and understand the geography knowledge of China. The first chapter of the textbook gives students a preliminary and clear understanding of China by studying the territory of China, the relative position of provincial administrative regions in China, the current population situation of China and the fact that China is a unified multi-ethnic country, so that students can learn to understand geographical things from geographical space and cultivate their spatial thinking ability. Repeated use of maps, pictures reading, puzzles and maps in teaching can help students form the spatial concept of administrative regional distribution in China. Through learning, students can realize that safeguarding the reunification of the motherland and safeguarding national interests are the traditional virtues of our Chinese nation, and cultivate students' feelings of caring for and looking forward to the reunification of the motherland. In order to achieve good classroom effect, I adopted the following teaching methods:

First, quote some simple knowledge that students are interested in as a starting point.

It can ignite students' interest and make the classroom full of vitality. The important thing in this chapter is to cultivate students' spatial thinking ability and geographical awareness, so it is very important to arouse students' interest. In the first class, I use students' knowledge of geography in China to tell them what China is like in your mind from a geographical perspective. Where have you been in China? What do you see? The students responded well to these questions. While pointing out the problems, the students fully affirmed the good answers. According to the content of the textbook, but not limited to the textbook, design a series of questions with thinking value to inspire students' thinking and stimulate students' interest in learning. Let them explore and learn in the form of group cooperation, cultivate the spirit of cooperation, form a good quality of mutual assistance, give play to the effectiveness of groups and individuals, learn independently and master learning methods.

Second, some game activities are inserted in the classroom, which is beneficial to students' interest in the classroom.

China's current administrative divisions have a large knowledge capacity and many memories. The relative position of administrative divisions in xx province is a difficult point in teaching. In teaching, I study chinese administrative division on the basis of making full use of the administrative map of China. By demonstrating puzzles, I guide students to look at and fill in pictures, so as to turn "dead" pictures into "alive" pictures, attract students' attention, and then organize students' puzzles, so that students can learn in games and realize happy teaching. Insert some game activities in class to let students know that they can also learn knowledge through games. Let the students remember these knowledge points unconsciously. Through this heuristic and game-based teaching, students' classroom atmosphere is more active and students are interested.

In the future teaching, I will add more geography knowledge and teaching methods that students are interested in. Constantly innovate, actively create situations, stimulate students' enthusiasm for learning, and cultivate students' interest in geography inquiry.

The first volume of geography teaching plan for the eighth grade and the complete works of reflective model essays (2) But from the analysis of test papers, the existing problems are still quite obvious. There are some problems that need to be improved in my teaching, and there are also problems that students don't carefully examine the questions. Let me briefly analyze the problems existing in this test:

First, there are too few comprehensive applications in teaching.

Every knowledge point in teaching is massive and belongs to different geographical concepts. For example, the first chapter looks at China from the world and belongs to human geography; The second and third chapters belong to physical geography; The fourth chapter belongs to economic geography. Generally speaking, teaching is mainly to teach a certain paragraph of content, and sometimes to review what we have learned before. For example, when teaching topography and topography, by the way, why does China's population show a pattern of less in the east and more in the west when talking about population? In fact, the terrain has a certain influence on it. In order to cultivate students' comprehensive analysis ability. However, due to the limitation of time and students' acceptance, this teaching mode was not used too much this semester, but was emphasized more in review. So the subjective questions have been reviewed, but the scoring rate is not very ideal. Except for 24 questions, "Navigation problems and management measures of the Yangtze River", the other questions are not very high.

Second, students' ability to examine questions is weak.

The difficulty of this test paper is moderate, but it requires students' ability to examine questions, that is, the purpose of understanding and analyzing problems is relatively high. Because there is no exam in geography at ordinary times, students' problem-solving ability is mainly cultivated by the topics in the workbook, so their understanding ability is limited. Often beyond the standard of the exercise book, it is difficult for students to understand or know the problem-solving skills. Therefore, in the future teaching, we should also pay attention to giving a certain study plan and exercising the corresponding questions. Do "keep soldiers for a few days and use them for a while."

Third, the importance of local geography.

At the geography teaching material analysis meeting at the beginning of the school year, Mr. Shen, a geography teaching and research group of the city, pointed out that the current geography teaching should be fully linked with the local geographical environment, that is, the corresponding local geography and real-time life geography should be added to the teaching, instead of studying alone in the second half of the second grade. I do the same thing in my usual teaching. Every class is interspersed with local and real-time geographical information as much as possible, so that students can think about geographical problems in connection with life. Really realize the goal of "learning geography is useful for life" advocated by yourself. Although this topic appears in the additional questions, it also shows the close relationship between geography teaching and today's life. Some students may have a little more questions because of the tight time, and they didn't finish the questions.

The first volume of geography teaching plan for the eighth grade and the complete collection of reflective model essays (3) The implementation of new curriculum standards requires the setting of courses, and classroom teaching must take the all-round development and lifelong development of students as the starting point. Traditional geography teaching emphasizes the teaching of geography knowledge and ignores the students' geography learning process. I don't know that the process of human understanding geographical things and their laws is a long and difficult exploration process. The scientific exploration and innovation spirit of human beings in the unknown world embodied in this process is undoubtedly a humanistic inspiration for geography teaching after the implementation of the new curriculum standard. This requires us to change the traditional "knowledge-based" and "discipline-centered" geography teaching in time, and strive to create a brand-new geography teaching that is close to real life, practical for students and pays attention to humanistic care. Pay attention to improving learning interest and cultivating innovative thinking in teaching.

One of reflections: liberating students' cognitive habits and cultivating their interest in learning.

According to the psychological characteristics and cognitive ability of junior high school students, we can contact the things around us to understand and acquire geographical knowledge. For example, the spatial distribution characteristics of precipitation in China can be better understood by combining the fact that southern dwellings mostly use spires, while northwest dwellings mostly use flat roofs. Combined with the differences between southern fruits and northern fruits, the differences of water and heat between southern and northern regions were introduced.

Let students know that there is geography everywhere in life. You can also combine newspapers, magazines and TV news to receive all kinds of audio-visual and vivid geographical knowledge. For example, by watching a set of CCTV weather forecast programs in recent days and observing the weather forecast chart on the TV screen, we can know that the weather is in line with it and report the weather situation in groups. In addition, the map is the soul of geography. Let students make good use of geographical atlas, filling map, teaching material color map and illustration. Through reading, filling in, drawing and analyzing, cultivate the habit of never leaving the picture.

Reflection 2: Emancipate students' thoughts and cultivate innovative thinking.

In the specific learning process, students should be the main body, teachers should not replace others, and students should be encouraged to use their brains and create boldly. Not afraid of mistakes and repetition, so that students can gain knowledge and wisdom in the process of constantly summing up experiences and lessons. For example, when studying typhoons, the textbook puts forward the view that "typhoons have their merits". I strike while the iron is hot to guide students to talk about their views on sandstorms and volcanoes, and divide them into two groups for debate. On the other hand, some people think that sandstorms can also degrade toxic substances in the air and purify the air to some extent. Some people think that the gas released by volcanic eruption may kill people, and the fiery magma emitted by the volcano destroyed the ancient city of Pompeii. On the other hand, it is suggested that the soil is fertile and the crops grow well after volcanic eruption. It has even been suggested that diamonds, which people use to express sincerity and eternity, are masterpieces of volcanic dedication. Students have unconsciously increased their knowledge in the fierce debate, thus learning the method of dialectical understanding of geographical things in two. As the saying goes, "play the pipa to create new ideas." In teaching, sometimes I will deliberately play against the teaching materials to cultivate students' reverse thinking ability. For example, when talking about the geographical significance of China's topography, ask students: If the topography of China is high in the west and low in the west, what impact will it have on the climate and rivers? When talking about the change of temperature, ask the students: What impact will the completion of the Three Gorges Project have on the local daily range and annual range? After students' thinking is activated, the classroom atmosphere is very active and the learning effect is remarkable.

The first volume of the eighth grade geography teaching plan and reflection model essay (4) According to the teaching progress, we are about to learn the lesson of "developing agriculture according to local conditions". This course is the second section in the fourth chapter of China's economic development, and it is the course after the second chapter of China's natural environment and the third chapter of China's natural resources. This part has four titles: agriculture and us, regional distribution of agriculture, development of agriculture should be adapted to local conditions, and challenges and countermeasures faced by agriculture in China. On the basis of the first two chapters, this part is not too difficult for students.

By carefully preparing lessons and thinking about students' classroom learning, I have a further understanding of how to stimulate students' interest in learning and inject vitality into the classroom.

1. According to the requirements of the three elements of quality education, the activities in dynamic classroom are not only students' superficial activities, but also students' thinking activities. Therefore, when dealing with this course, I pay attention to let students do it freely, arouse students' thinking through language or images, give appropriate guidance according to the law of students' thinking development, and let students draw their own conclusions, which can not only conform to students' cognitive laws, but also impress students and reflect the process of students' independent activities.

2, the key content is in the group, through the cooperation and competition between groups to break through. According to the different teaching requirements of different links, different questions are designed. Students discuss and communicate with each other in groups with the group leader as the center. The basic questions and key points are set to level A, and the team leader is responsible for asking all members of the team to pass; The problem of improving ability is set as layer B, and each group will continue to discuss layer B on the basis of completing layer A according to their own conditions. This design not only embodies students' independent activities, but also faces the whole society and participates in them. It also highlights the hierarchical teaching and realizes the diversification of evaluation.

3. Pay attention to the integration between disciplines. Make full use of the advantages of multimedia teaching to stimulate students' interest. The introduction of ancient poetry embodies the integration of disciplines.

4. Pay attention to the cultivation of geography learning ability and fully reflect the characteristics of geography. In the process of teaching, I never forget to cultivate students' two basic abilities in geography learning: the ability to look at pictures and the ability to analyze. With these two basic abilities, students will not find it difficult to learn geography. Make full use of the advantages of board painting to cultivate students' ability to read, recognize and use maps, which fully embodies the characteristics of geography.

5. Learn geography in life and apply geographical ability to life. In the teaching process, we should start with life, let students discover geography, feel geography and learn geography from life, and then apply geography to life. For example, let students discover agriculture from life and feel the importance of agriculture, and finally arrange local simple agricultural production activities reasonably according to what they have learned.

6. The course arrangement should be scientific and reasonable. On the basis of paying attention to students' independent activities and consolidating exercises, we should also pay attention to the reasonable arrangement of time to be relaxed and meticulous.

In the future, I will pay more attention to these aspects in the actual teaching activities, actively strive to realize the three essentials of education, and strive to make my classroom more energetic.

The eighth grade geography teaching plan and reflection model essay encyclopedia Volume I (5) This year I served as the eighth grade geography teaching work, and several months passed in a blink of an eye. Now I write the teaching reflection as follows:

1, Reflections on Students' Autonomous Learning

In our small county, because junior high school geography is not a subject of senior high school entrance examination, which is often referred to as a minor subject, students and even many geography teachers do not attach importance to it, so most students are in a passive learning state in geography teaching. Under the guidance of the new curriculum standards, I think teachers need to teach students to learn independently, so that students can experience the fun of autonomous learning and gain knowledge in autonomous learning.

For example, in the first class of secondary school students, I arrange for students to preview before class, prepare lessons according to their wishes, and then let students be teachers in class, so that students can ask questions, supplement and play freely. The students are very motivated and well prepared, which can be seen from the scene of class. The "intern teacher" acted like a model, and the students in the audience also raised their hands to speak, and the whole class reacted strongly. I deliberately sat among the students. If you feel that the answer to a question is inaccurate or takes up too much time, you don't have to answer it repeatedly, but stand up and speak and introduce the next topic in the form of questions. The students finished every problem well. There are still many students who are eager to try and ask for self-study in the third section "China High-tech Industry".

Reflection after class: In fact, students are born with the need to do something and be appreciated. They need self-realization and self-esteem. Need to have the opportunity to influence the lives of other students; Need our support; Need to do interesting and challenging things. The key is that the teacher can guide correctly!

2. Thinking about teaching design.

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. After class, we should seriously reflect and analyze, because we ignore the practical reflection on teaching design, so 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 practice, see the mistakes in practice in time, constantly explore the problems in teaching objectives and teaching methods, and actively improve them, so as to optimize teaching and effectively promote students' learning.

In the new geography textbook for junior middle school, atmospheric environment is a difficult point, and the contents about weather, climate and monsoon are even more difficult. How to transform these contents from abstract theories and images into students' easy-to-understand knowledge has put forward high requirements for geography teachers. So you can try to write such a case in teaching design and break through the difficulties through case teaching method. The case is as follows:

On the eve of Battle of Red Cliffs, Cao Cao was in Jiangbei and Soochow was in Jiangnan. Zhou Yu sent troops to attack Huang Gai and offered a series of tricks to prepare for Cao Cao's fire attack. Suddenly, he remembered that he had neglected an important thing and suddenly became ill. When Zhuge Liang visited the doctor, he pointed out that the root of Zhou Yu's illness was "owing the east wind" and allowed him to borrow the east wind to help himself. In fact, Zhuge Liang only predicted that the weather would be abnormal after a period of time, so the question is:

(1) Which province of China is Chibi located in? Try to analyze the local climate conditions.

(2) Why did Zhou Yu suddenly get sick because of "owing the east wind"?

(3) What are the geographical factors that form the largest monsoon region in China?

(4) The eastern monsoon region of China is the most typical region of monsoon climate. Try to explain its climatic characteristics.

(5) Besides military affairs, what other aspects do you think the monsoon will affect?

In this way, the content to be learned is turned into a small problem through the case. Teachers only provide background information, find out the answer through students' own inquiry, master the knowledge of weather and climate, understand the geographical factors that form climate, and expand their geographical ability at the same time. Facts have proved that students are very interested in this teaching method, and abstract principles have become intuitive materials. The theory of multiple intelligences, which is better than blind indoctrination, tells us that every student has different combinations of intelligences and has his own intellectual weaknesses and weaknesses. Students have wide and narrow knowledge, high and low learning ability and strong and weak cognitive ability. Teachers must face up to this individual difference between students. For example, we can carefully conceive and design the presentation of content, written materials, image information, multimedia, etc. to take care of different students' learning interests and ability requirements.

3. Reflection on shortcomings.

The above teaching reflections seem to be successful examples. In fact, whenever I am free, I will still reflect: Why do individual students have indifferent expressions, empty eyes and scattered thoughts outside the classroom ... Perhaps it is because they did not realize his various changes in time, or because they did not meet his basic needs, what are the good countermeasures for poor students to transform? I will continue to reflect on teaching in the future

This is just a mystery.

The eighth grade (6) geography teaching plan and reflection Volume I is almost a semester. This semester, the geography teaching in Class xx, Class xx, Class xx, Class xx * * in Grade VIII, and the task of the head teacher of Class xx and the head of the teaching and research group of Wenzong Group is heavy. Facing the new curriculum reform environment, new teaching materials and the reality of extremely poor students, I feel great pressure. So there are many gains and many regrets. The teaching work of this semester is reflected as follows:

First of all, I encountered a lot of confusion.

The new geography curriculum uses illustrated materials, vivid charts and interesting reading materials to paste into the classroom activities of students' lives, creating a geography teaching situation full of the flavor of the times. In the face of such a textbook, how should you use it? How to attend class? How to play the role of teachers? How to tap students' potential? ..... needs geography teachers to reflect calmly and actively to adapt to geography teaching under the new curriculum. Seriously study the theoretical knowledge related to the new curriculum standards and new curriculum reform, and lay a solid theoretical foundation for your own teaching work. The new geography textbook fully embodies the concept of the new curriculum: learning geography knowledge that is useful for students' lifelong development. The key point is to teach students the methods and skills of learning geography. In teaching, we must abandon the traditional teaching methods of exam-oriented education and completely change our concepts to promote the improvement of students' ability.

Secondly, organize and guide students well.

Students are the main body of learning. An important content of the new curriculum reform is the change of students' learning style. It is also of great significance for geography teaching to give full play to the independent, cooperative and inquiry learning methods, which coincides with many activities, reading and thinking in the new textbook. Du Langkou's teaching mode conforms to the spirit of the new curriculum reform and has achieved great success. Our school's classroom model of "learning before teaching, reaching the standard in class" has also achieved good results. But I always feel that I have not done enough to deal with the leading role of teachers and the main role of students.

Third, we should study new textbooks seriously.

The geography textbooks we use are flexible and fully consider students' cognitive laws. It is not a systematic collection of knowledge, but a flexible teaching tool that requires the active participation of teachers and students. It is obviously different from traditional textbooks. For the arrangement of unfamiliar teaching materials, we should study carefully and thoroughly. Only by mastering the teaching materials can we make good use of them in teaching. After-class summary can play a role in reviewing classroom teaching and provide some reference for adjusting teaching in the next class; It is helpful to summarize the gains and losses in classroom teaching and record the joy and feelings of success and failure. Over time, it will form its own teaching style and continuously improve the teaching effect; Provide a basis for revising the teaching plan in the future; Summarizing in time after class is to improve the art of teaching and the quality of classroom teaching, which requires revising the teaching plan in time on the basis of analyzing and summarizing each class, so as to make the teaching plan better, more in line with the actual teaching materials and students' acceptance of knowledge, so as to learn from each other's strengths in future teaching; To provide materials for writing papers, classroom teaching is an art, and the improvement of art is endless, which depends on continuous summary, accumulation and innovation. The process of self-summarizing success and finding existing problems is itself a process of learning and improving. In particular, the summary of successful teaching is helpful for teachers to explore teaching rules and summarize advanced teaching reform experience.

Anyway. The implementation of the new curriculum puts forward higher requirements for us. We should also study hard to adapt to this requirement. In my future work, I will definitely continue to work hard and strive for good results.