Who can give a good junior high school geography teacher a real question?

I have a set here. Do you think it will help you?

In 2008, the examination questions and reference answers of geography teachers in Zhuzhou City.

1. A student asked the teacher: "Teacher, you told us that the topography of the Loess Plateau was formed by external forces, and you also told us that the direction of external forces was to cut high and fill low, so that the surface tended to be flat." Isn't that contradictory? "In the face of this student's question, how should a teacher respond? (10)

First of all, we must affirm and encourage students' independent thinking and scientific attitude of seeking truth from facts (3 points). Then help students sort out the context of knowledge: the direction of external force is indeed to cut high and fill low, and the natural landscape of the Loess Plateau is indeed formed by external force, which is not contradictory (3 points). Because it is an external force that brings materials from the Loess Plateau to the North China Plain and the Bohai Sea, it is a process of cutting high and filling low. As for the form of thousands of gullies and valleys on the Loess Plateau, it is the inevitable product of this process, because the erosion resistance of the Loess Plateau is different under different surface forms, and the difference of surface structure is manifested as the form of thousands of gullies and valleys under the action of external forces, but this form is unstable. In the absence of interference from other factors, all the loess in the Loess Plateau was finally transported to the lowlands (4 points).

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2. The evaluation and explanation of examples and classic questions can best reflect a teacher's basic skills and knowledge. The following is a set of comprehensive questions for the national college entrance examination in 2004. Please make a brief evaluation of this set of test questions (hint: it can be evaluated from the aspects of proposition intention, problem-solving ideas and test question evaluation) (15 points).

On June 20, 2003, 165438+, Zhongxing 20 was successfully fixed over the equator 103 E, and an extracurricular activity group in Tianjin planned to observe satellites. Answer the question 10~ 1 1.

10. During the day, what time (Beijing time) do you see the largest area of the satellite exposed to sunlight?

A. 1 point, B.7/point, C.1/point, D.1point.

1 1. At the same time every day, the day when the satellite was most exposed to sunlight was observed.

A.March B.June C.September d. 65438+ February

Intention of this topic: cut into the knowledge of the moon phase through satellite data, and mainly examine students' knowledge transfer ability and spatial imagination ability (6 points).

Ideas to solve the problem: ① extract effective information-the fixed-point position of the satellite (above the equator103 e) and the position of the observation team in Tianjin (about117 e, 39 N) and the relevant knowledge of the moon phase change (2 points). (2) Thinking process-Because the satellite itself does not emit light, it needs to reflect sunlight to be seen by people on the earth, so it can be regarded as an artificial moon, but the difference is that its relative position remains the same (its speed of orbiting the earth is the same as that of rotating the earth). The change of the moon phase depends on the relative positions of the sun, the earth and the moon. Similarly, the area where the sun's rays can be seen on the satellite depends on the relative positions of the sun, the moon and the observer. Satellites are brightest only when the sun shines from behind the observer. From this, it can be inferred that 10 should choose a (because Tianjin is about 14 degrees east of 103 E and about 1 hour earlier). Question 1 1 b (the position of the direct point of the sun and the position of the observer are in the northern hemisphere) (4 points)

Examination evaluation: the innovation in the process of proposition is mainly the creation of situation and the realm of conception. By observing the situation of satellites through extracurricular activities, this topic naturally cuts into the knowledge of the moon phase, and condenses the knowledge of the earth's revolution, rotation, time zone, time zone and Tianjin's geographical location into two multiple-choice questions, which has strong comprehensiveness and thinking ability and is a highly differentiated test. (3 points)

(This is called the test in a false situation: First, suppose the satellite is spherical in shape, but in fact, the visible part of the satellite is mainly a solar panel with variable direction, and its position change has nothing to do with the law of moon phase change; Second, the satellite is only a small light spot for the observer. Unless there is a powerful telescope, it is impossible to see the change similar to the moon phase, and the brightness change caused by the difference of the sun's position is easily submerged in the influence of cloud cover, weather, atmospheric transparency, visibility, atmospheric disturbance and other factors. )

3. The teaching goal is the expectation of classroom teaching. It is the starting point of lesson preparation process and the end point of teaching process. Compared with the previous syllabus, the new curriculum standard defines the teaching objectives from three dimensions: knowledge and skills, process and method, emotional attitude and values, which is obviously more conducive to the all-round development of students. The following is an excerpt from a compulsory textbook of geography in senior high school published by Hunan Education Publishing House. Please analyze the emotional attitude and values that this textbook should achieve (15).

Two. Multilevel celestial system

The distribution of celestial bodies in the universe is uneven, maintaining the relationship between gravity and the eternal motion of celestial bodies, forming a multi-level celestial system.

(1) Milky Way and Extragalactic Galaxies

Milky Way and extragalactic galaxies are mainly composed of relatively large celestial bodies such as stars, and the distance between stars is the smallest unit in light years. For example, the distance between the nearest star and the sun is 4.2 light years.

The galaxy in which our earth is located is called the Milky Way. In addition to a large number of stars in the Milky Way, there are many cloud-like celestial bodies composed of dust and gas, called nebulae. There are some celestial bodies outside the Milky Way that look like nebulae, but they are actually star systems at the same level as the Milky Way, which we call extragalactic galaxies. By the end of the 20th century, there were more than 654.38+025 billion extragalactic galaxies observed by human beings. Like the Milky Way, they all contain billions to hundreds of billions of stars with diameters ranging from thousands to hundreds of thousands of light years.

The Milky Way and extragalactic galaxies are both galaxies, and all the galaxies together form the largest celestial system, which is called the total galaxy. It includes all the celestial bodies in the universe that we know at present. So far, the ability of human beings to explore the universe is still very limited. In this sense, the whole galaxy is what astronomers call the visible universe.

(1) Stimulate students' desire and passion to explore the universe. (5 points)

(2) Let students realize that the universe is material, so as to gradually establish a materialistic view of the universe. (5 points)

(3) By realizing the great leap of the universe in time and space, we can inspire students' awe of nature. (5 points)

(Other reasonable answers can be graded as appropriate)

4. Compared with the original syllabus, an important innovation of the new curriculum standard is to express the content standard in the form of behavioral goals, such as "combining examples, analyzing ……"; "For example ..."; "Take an area as an example, analyze …" and so on. In fact, this requires teachers to use vivid, lively and practical examples and materials to sublimate their teaching process. These examples and materials should be excavated, accumulated, sorted out and improved by teachers in peacetime. Zhuzhou is a city with distinctive regional characteristics and rich teaching resources. What teaching resources from Zhuzhou have you used in geography teaching in senior high school? (15)

Example: Zhuzhou is an immigrant city. By analyzing the geographical distribution of Zhuzhou residents' native places, we can explain the process and main reasons of population migration. Through the analysis of different dialects in Zhuzhou, we can explore the regional connection of human activities. The different industrial structure and economic characteristics of each district in Zhuzhou are living teaching materials of urban regional structure theory; The development of Zhuzhou urban space and the construction of Changsha-Zhuzhou-Xiangtan urban agglomeration can enrich the theory of urbanization process and explain the impact of urbanization on the environment. The distribution of Zhuzhou industry, the influence of industrial pollution on the environment and pollution control are the most vivid examples to explain industrial location theory, the relationship between human beings and the environment, the main environmental problems faced by human beings and the theory of sustainable development. (Reasonable answers can be graded as appropriate, but effective answers are those that describe Zhuzhou examples and materials in geographical terms or are related to the principles, theories and specific contents in textbooks. Each valid answer counts 5 points, and at least 3 valid answers are required. )

5. The new curriculum reform of high school geography is mainly based on the following basic concepts: to cultivate the necessary geographical literacy of modern citizens; Meet students' different geographical learning needs; Attach importance to the exploration of geographical problems; Emphasize the application of information technology in geography learning; Pay attention to the combination of learning process evaluation and learning result evaluation. The setting of inquiry learning is the concentrated expression of these basic ideas. What research study projects have you guided students to carry out in teaching? How did you organize the implementation? (15)

Write the content of the research-based learning project that has been carried out, with 3 points for each item ***6 points, and the implementation process, including topics guidance, research plan formulation, investigation and research, writing research reports or papers, defense and other links, must be basically complete, true and operable, with 9 points.