How to Infiltrate Socialist Core Values in Geography Teaching

The era we live in now is the knowledge age and the information age. In this era, whoever can persist in innovation and be brave in innovation will be able to meet the challenges of the future knowledge economy. Today's students are the main force of our future national construction, and their innovation ability is directly related to the future development of the country. However, education in China, especially basic education, is a continuous education that destroys students' creativity to a great extent because of the constraints of traditional concepts, systems and models. Our school is gradually becoming a model. No matter how many corners you have, they will be worn away day by day and become a unified pattern. Our teachers, like hardworking "gardeners", no matter how green and colorful you are, they will be mercilessly cut off for uniformity. With the growth of grade, imaginative children gradually become "obedient" problem-solving machines. What a sad thing it is! Geography teaching is no exception. Therefore, it is urgent to cultivate students' innovative consciousness and practical ability in geography teaching! So how to cultivate students' innovative spirit and practical ability in geography teaching? According to my investigation, I summarized several methods:

1. Cultivate students' interest in geography

Guo Moruo said: "Interest leads to diligence, and interest leads to genius". When a person is interested in something, he will have a strong curiosity and actively, actively and persistently explore the mystery. Interest has a great impetus and can stimulate people's imagination and creativity. In order to make students innovate in the future geography field, we must first cultivate students' strong interest in geography class. According to my investigation report, 90% of the students are the best in the subjects they are interested in, and they will have a whim in this course.

2. Encourage students to be creative.

There are few frames in students' minds, so they can look at the common things of adults coldly and put forward some new ideas, which are sometimes naive or even bizarre to adults. Teachers should allow, encourage and guide students to be unconventional. Students are appropriately allowed to raise their hands and ask questions at any time in class to express their thoughts; Allow students to argue with teachers; When I ask questions in class, I often ask, "What do you think?" "What do you think?" "What do you think?" "What do you think?" "Any different ideas?" "Think again?" Wait, encourage students to express their views freely. Once students succeed, they should be praised and encouraged in time, so that students can experience the joy of innovation. For example, it is often used: "Good!" "Very innovative!" "You really know how to use your head!" "What a great idea you have!" Praise students' new ideas in an equal tone. Even if they don't succeed, they don't easily deny it, so as not to dampen their self-esteem and self-confidence. Especially when students disagree with the views of teachers and books, teachers should not give value judgments immediately, but should learn from each other, discuss with students and draw correct conclusions. Try to eliminate students' ideological burden of being afraid of answering wrong.

Third, cultivate students' divergent thinking.

Divergent thinking is the core of innovative thinking. Without divergence of thinking, there is no concentration, novelty and originality of thinking. To cultivate students' divergent thinking, we should pay attention to inspiring students to think about the same problem from different angles. In classroom teaching, we should pay attention to multiple solutions to one question, multiple thoughts on one question and changeable questions, and induce students to think and find answers from different angles and sides, so as to produce as many new and unique ideas and methods for solving problems as possible. For example, "how to transport the abundant water resources in Antarctica to the Sahara desert and turn it into an oasis?" "How to develop mineral resources on the moon?" "How did humans migrate to other planets?" "How to reduce the excessive traffic on the Panama Canal?" And so on, it is very beneficial to the training of students' divergent thinking.

4. Guide students to investigate and study the geographical phenomena around them.

Students' investigation and study of geographical phenomena around them will not only help students understand and remember geographical knowledge, but also cultivate their innovative spirit and practical ability. For example, after learning the relevant knowledge of climate, in order to deepen students' understanding and application of climate knowledge and cultivate students' innovative spirit and practical ability, I assigned students such an investigation and research assignment: In terms of diet and daily life, what do villagers in their hometown take as their staple food and why? What are the characteristics of houses and other buildings in my hometown and why? Through students' hands-on access to books and magazines, online materials, and on-the-spot investigation and research in relevant departments, it is not difficult to find that the villagers in their hometown mainly take rice as their staple food, mainly because their hometown is located in the south, which is hot and rainy and suitable for rice growth, so the villagers mostly take rice as their staple food; Buildings in my hometown mainly consider ventilation, sunshade, heat insulation, cooling and other functions. The roof slope is large, which is conducive to drainage, all because my hometown has a subtropical monsoon climate!

Verb (abbreviation of verb) uses various teaching methods and means flexibly.

In class, geography teachers should use a variety of geography teaching methods and means to cultivate students' innovative spirit and practical ability. These geography teaching methods and means are: 1) using maps. Map plays a special and important role in teaching, and the most prominent feature of geography teaching is the use of map. Without maps, there would be no geography and geography teaching would be impossible. Geography teachers should often give lectures with maps and cultivate students' ability to read, analyze, fill in and use maps in a planned and step-by-step manner. 2) Application of geographical map. There are various geographical charts, which can intuitively express geographical figures, total population, population density, industrial and agricultural production indicators, etc. And simplify complex geographical things and phenomena. The drawing, analysis, comparison and connection of geographical charts are conducive to cultivating students' analytical ability and judgment ability and understanding the essence of various geographical things and phenomena more deeply. 3) The application of geographical logic. Geography is a comprehensive subject, which reflects the geographical environment on which human beings live as a whole. All continents, countries and regions on the earth are geographical environments of different scales. However, the characteristics of geographical environment are always interrelated, restricted and interacted with the constituent elements. Through the analysis, synthesis, comparison and induction of geographical things and phenomena, students reveal phenomena and sum up laws, from shallow to deep, from known to unknown, from concrete to abstract, and deeply understand the internal relations of various elements. It plays an important role in cultivating students' thinking ability and developing their intelligence. 4) Teaching content is closely related to practice. First of all, classroom teaching should be combined with practice. Classroom teaching is the basic form of educational activities, and teaching tasks are mainly completed in the limited time in the classroom. Therefore, teachers are required to make full preparations before class, dig deep into teaching materials, prepare lessons carefully and collect information extensively. In addition to the inserts and pictures in textbooks, teachers can also make use of vivid and intuitive local materials, colorful production and living materials, current affairs materials at home and abroad with strong flavor of the times, and interdisciplinary materials closely related to mathematics, physics, chemistry, biology, politics and history. Reprocessing these materials and integrating them into teaching selectively and purposefully can not only "live" the classroom, stimulate students' interest in learning geography, but also cultivate students' practical consciousness, so that they can form a good habit of paying attention to the living environment, observing production and life, and caring about current affairs reports. 5) Make full use of multimedia teaching. Geography is a subject that studies the geographical environment on which human beings depend for survival and development, and the relationship between human beings and geographical environment. There are many abstract geographical concepts, things, phenomena, laws and complex macro-world in geography, which are difficult to express in words. Traditional teaching methods are difficult for students to understand and master. With the help of multimedia technology, students can intuitively observe and understand geographical phenomena, breaking through the key and difficult points in teaching. Therefore, geography multimedia teaching is showing its strong vitality. Making full use of rich multimedia teaching provides beneficial exploration and practice for improving students' comprehensive quality. Multimedia teaching has really deepened students' understanding of the contents of geography textbooks and cultivated their emotions. Improve students' comprehensive quality and arouse their enthusiasm for participation. It cultivates students' innovative consciousness and practical ability, and becomes a good form of shaping students' independent personality. It also enhances the interest, knowledge and scientificity of geography teaching activities and improves the quality of geography teaching.

Intransitive verbs carry out colorful extracurricular activities in geography.

Extracurricular activities are usually informative, scientific, practical, flexible and interesting. In this activity, students can not only get a good environment to develop their creativity, but also start real creative activities. As a geography teacher, we should vigorously carry out some extracurricular activities with rich contents and various forms. For example, organize various interest groups (astronomy, meteorology, earthquake, environmental protection, military geography, etc.). ), hold special lectures, hold lectures and knowledge contests, visit and investigate, write geography essays in combination with reality, and participate in various public welfare activities. In these activities, the students started real creative activities. Students often take part in these activities, which can not only broaden their horizons and enlighten their thinking, but also choose questions that they are interested in but have not been exposed to in-depth study in classroom teaching and cultivate their innovative ability.