Reflections on the American Teaching of Geography in Grade Seven

Reflections on the American Teaching of Geography in Grade Seven

Teaching reflection means that teachers observe each other's teaching, describe what they see in detail, and discuss and analyze it. Next, I recommend three model essays on the teaching reflection of the seventh grade geography "America". I hope you like it!

Reflections on the geography "America" teaching in the seventh grade.

America is the only superpower in the world today. It is in a leading position in the world in many fields such as economy, science and technology, and military affairs, and its national characteristics are very prominent. Therefore, in the study of regional geography, the United States has great learning and research value.

This lesson mainly explains the social status and economic development characteristics of the United States by telling the two most representative parts of the United States today: immigrant countries and specialization in agricultural areas.

Immigrant countries mainly introduce the composition of American nationalities and the great achievements made by different nationalities and races in all walks of life in the United States. It explains the multiculturalism brought by different nationalities and races in the world from the side, which lays the foundation for the formation of unique American culture and the rapid economic development. This part of teaching should make students aware of the irreplaceable role played by the world multicultural team in American economy and society.

Specialization in the agricultural field is the focus of this lesson, because the agricultural specialization in the United States is a typical model of agricultural development in the world, and it also makes the United States the most developed agricultural country in the world today. This part of teaching can guide students to comprehensively analyze the relationship and interaction between various natural conditions and social environment when considering agricultural problems, and cultivate students' ability to comprehensively analyze problems.

Through teaching, I found that students are still very interested in this course, probably because they were interested in importing four pictures at first, which explained the importance of Alaska and Hawaii from the military aspect and attracted their attention. In addition, these two classes pay attention to discussion, and students are very interested in this form, so their enthusiasm is also very high. In addition, we can find that students do have limited knowledge and have difficulties in discussing certain issues, so proper guidance can inspire them to some extent, which is also a good method.

3. The uneven distribution of land resources in China is prominent? Water and soil? conflict

The uneven distribution of land resources in China can be regarded as an integral part of the land problem in China, and it can also be studied as a separate subject. Water and soil? The contradiction.

4. Make rational use of every inch of land

After the above, the importance of protecting land resources is self-evident. The textbook points out that land, as a renewable resource, can be used by human beings for a long time if it is used properly, but if it is used improperly or destroyed by human beings, it will lose its production capacity and cannot be regenerated.

Reflections on the American Teaching of Geography in Grade Seven (Ⅱ)

1. Land resource utilization

Describe the material with a poem? What is land? Inspire students to explain the meaning of these words. This arrangement can stimulate students' interest in learning and expand their thinking space more than straightforward explanations.

2. The present situation of land resources in China is outstanding? Man and the earth? conflict

Starting from the present situation of land resources in China, this textbook tries to guide students to learn from the knowledge of topography and climate in China. Favorable conditions? And then what? Disadvantages? Analyze from two aspects. Reflection 1: Reflection on American teaching

"America" is the content of the first section of chapter 9 in the geography textbook for grade seven. It is isomorphic with the second section "Brazil", which constitutes the textbook content of Chapter 9 "Countries in the Western Hemisphere", so that students can understand the general situation of two different countries in the Western Hemisphere. The four parts of this textbook focus on the economic development of the United States. The first lesson in this section analyzes the ethnic composition of the United States and the specialization of American agricultural areas. In the second class, I mainly know that the United States is the world's high-tech industrial base, and the United States is the world's largest resource consumer and waste emitter. The second class hour is an in-depth analysis of the situation and problems brought about by the rapid economic development in the United States on the basis of the first class hour.

World high-tech industrial base? This part highlights that the United States has the most developed and complete industrial system in the world, and the role of high-tech industries in American industrial and economic development.

Resource-consuming countries? Now that students understand that the United States is a world economic power, they can dialectically see that the United States has also become the world's largest resource consumer and environmental polluter.

After studying the neighboring countries and regions in China and the countries and regions in the Eastern Hemisphere in the first two chapters, students have been able to master the simple methods of learning regional geography and have the ability to read world maps, regional maps and statistical charts. Therefore, in teaching, guide students to understand the industrial distribution, resource consumption and environmental pollution in the United States by looking at pictures.

In the second half of the seventh grade, students' ability to analyze materials has also been enhanced. By analyzing reading materials and materials in activities, students are guided to understand the current situation of American industry and the role of high-tech industries in promoting its economic growth.

Reflections on American Geography Teaching in Grade Seven (Ⅲ)

Teaching in America is over. In order to better teach students, better serve teaching, sum up experience and learn lessons, teaching reflection is a shortcut to self-improvement. Some thoughts on American geography teaching are as follows:

The United States is the country with the strongest economic strength in the world today, and it is also one of the important contents of national geography in world geography teaching. The objectives of teaching are: to understand the agricultural composition and management characteristics of the United States and the main agricultural products; Understand the main agricultural belts in the United States; Understand the main industrial sectors in the United States and the industrial characteristics relying on modern science and technology; Understand the regional distribution of American industry; Learn about famous cities and scenic spots in America.

This textbook introduces the geographical location, territorial composition, residents, topography, climate, rivers and other natural conditions in the United States and their influence on agricultural development, the characteristics of American industry and agriculture, and the natural geography and human geography of major cities in the United States. It is very comprehensive, so this course in the United States needs at least two classes (the first class: physical geography, which can be learned by reading and analyzing various maps; The second class: human geography requires not only the ability to read and analyze maps, but also the ability to analyze geographical phenomena and comprehensively analyze problems with geographical thinking. The following analysis is for the second category). Before that, I have studied nine countries in Asia, Africa and Europe, so students have a certain understanding of the learning process, learning framework and learning methods of national geography. At the same time, students know more or less about America, which they often hear in the news and talk about in their daily lives. They are interested, so let students collect and sort out relevant knowledge before class to facilitate mutual exchange and discussion in class.

Many students' understanding of the United States is one-sided and fragmented, and there is even a phenomenon of blind worship and self-contempt. When preparing lessons, I paid attention to the exposition of knowledge requirements in the curriculum standards, and also paid attention to the education of students' correct world outlook, outlook on life and values, so that students can dialectically look at development, human rights, the cost of resources and environment behind the development of the United States, the current situation of human rights, understand the responsibilities and obligations that a big country should bear in international affairs, and finally reach a * * * understanding.

In American teaching, we should give full play to students' subjective initiative, encourage students to collect relevant information about the United States, put the United States in the world environment and understand its economic development, so as to guide students to learn to treat the development and disadvantages of the United States dialectically, stimulate students' thirst for knowledge and sense of responsibility, and achieve the purpose of teaching and educating people.

In preparation for this section, I designed the following topics for discussion: Everyone in the United States is talking about, who can compare the superior natural conditions in the United States, what is the difference between agricultural production in the United States and agricultural production in China, the cost of high-tech development in the United States, which high-tech industries in the United States are in the forefront of the world, what impact the amazing per capita carbon dioxide emissions in the United States will have on developing countries, whose fault is global warming, and how to treat the gap between China and the United States. If you succeed in studying in America, what will you do? Try to create and create a learning environment that allows students to know the United States from multiple angles in the world environment, so as to stimulate students' enthusiasm for inquiry, inspire students' thinking, and cultivate students' ability to distinguish geographical thinking that is good at discovering and thinking about problems.

Only by constantly reflecting on one's own teaching can we find out the problem, find the crux of the problem, constantly improve one's teaching and make progress through reflection.

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