Lectures from Western Europe 1 I. Textbooks
1 the position and function of teaching materials
"Western Europe" is an important part of the "Understanding Region" part of world geography, an extension and deepening of "Eastern Hemisphere Region", and a place for students to learn more about a developed country in this region. According to the total score structure, this textbook can be roughly divided into four parts, namely, areas where developed countries are concentrated, manufacturing-oriented industries, traditional animal husbandry and prosperous tourism. The first part of the textbook is an overview of western Europe, and the last three parts are the first part to state the reasons. In the first lesson of this textbook, the main plan is to help students learn the first and fourth parts, namely "areas where developed countries are concentrated" and "prosperous tourism".
"Areas where developed countries are concentrated" first introduces the location and scope of Western Europe, mainly taking the "EU" as the carrier, showing many developed countries in Western Europe and their important position in world economic development, and inspiring students to deeply understand the importance of international cooperation. This part focuses on the overall introduction of the current economic situation in western Europe, paving the way for later analysis of the reasons for economic development in this region.
Prosperous Tourism focuses on the famous tourism resources in western Europe and its countries, helping students to form the consciousness of "developing tourism and promoting economy", thus cultivating their sentiments. This part is one of the explanations for the concentration and strong economic strength of developed countries in Western Europe.
2 teaching objectives
According to the requirements of geography curriculum standards, combined with the actual cognitive level and participation ability of seventh-grade students, combined with real life, it is determined that this class should achieve three teaching objectives:
Knowledge goal: Remember the location and scope of Western Europe, be familiar with the major countries and cities in Western Europe, understand the important role of the international organization "EU", and understand the main tourism resources and high tourism income in Western Europe.
Ability goal: to cultivate students' comprehensive induction ability, enhance students' ability to look at pictures and analyze, and improve students' appreciation level.
Emotional goal: enhance students' cooperative consciousness and cultivate students' economic consciousness.
3 the focus and difficulty of teaching materials
According to the arrangement structure and knowledge system of this textbook, combined with students' existing geographical knowledge, and strictly guided by geographical curriculum standards, it is determined that the teaching focus of this lesson is: the geographical position of western Europe, the member States of the European Union and rich tourism resources.
Because the seventh-grade students are unfamiliar with international comparison organizations, some students have a strong sense of independence and many other factors, it is decided that the teaching difficulties of this class are: the benefits of establishing the European Union and the cultivation of cooperation consciousness.
4 Teaching material processing
There are many "activities" in the textbook of this section. If the links of "knowledge imparting" and "activity cognition" are set separately according to the arrangement order of teaching materials, it is easy for students to feel monotonous. Therefore, in the first class, the two activities in the first part of the textbook are decomposed into the understanding of EU member States and their economic status. At the same time, according to students' interests, adjust the teaching order, that is, learn western European tourism in advance.
Second, talk about teaching methods.
1 teaching method
According to the characteristics of students' age and the teaching idea of "from perceptual knowledge to rational analysis", the following teaching methods are determined as the main methods:
Appreciation methods: provide and display a large number of pictures and music clips of western European scenery for students, with the aim of creating a teaching atmosphere;
Discussion: The problem of classroom teaching expansion "the benefits of establishing the European Union to its member States" is more difficult for individual students, and the purpose of small-scale discussion is to strive for teaching difficulties.
2 learning methods
Cooperative learning: The text content of this lesson is less, and many knowledge points and ability points are integrated into the activities and charts of the textbook. Students' ability to refine the activities and charts of teaching materials is limited, and they lack the ability to summarize and summarize. They all need to help each other find EU member states, analyze the economic situation of the EU, and remember the tourist attractions in Western Europe.
Third, talk about teaching methods.
Multimedia-assisted instruction
1 Music Fragment of Blue Danube Purpose: To create a teaching scene and set off a teaching atmosphere.
The purpose of the "Administrative Map of Western Europe" is to show the location of the region and EU member states.
3 Statistical Table of EU's Import and Export Share in the World Purpose: To compare the economic status of the EU in the world.
4 "GNP Ranking Map of Per Capita in Some Countries" Purpose: To emphasize the concentration of developed countries in Western Europe.
5 "Pictures of Tourism Scenery in Western Europe" Purpose: To show the famous tourism resources in Western Europe.
The purpose of the World Proportion Table of Foreign Exchange Income from International Tourism is to emphasize the high tourism income in Western Europe.
7 "Some Pictures of Yibin Tourism Scenery" Objective: To understand the tourism resources in my hometown.
8 "Scoreboard" aims to stimulate students' interest and realize incentive evaluation.
Fourth, talk about the teaching process
Create a scene: 1 "Listen": Play the music clip of "Blue Danube" and organize students to prepare well before class;
Introduce a new lesson: "Talk": Organize students to talk about their existing understanding of "Western Europe" in daily life;
Learn a new lesson: 3 "find out": look up the map, describe the land and sea location in this area, and understand the names and distribution of EU member States;
4 "discussion": discuss "the benefits of establishing the European Union to its member States";
5 "comparison": compare the economic status of the EU in the world;
6 "take a look": appreciate the famous tourism resources in western Europe and analyze their tourism income;
Summarize the new lesson: 7 "Try it": Organize students to briefly describe new knowledge;
Consolidation exercise: 8 "doing":
Practice after class; 9 "Guess": A geographical riddle.
Mobile arrangement: 10 Enjoy "Yibin scenery".
"Western Europe" Lecture Notes 2 I. Lecture Materials
This chapter is arranged at the back of Chapter 7, Asia. Through studying in Asia, students get a preliminary understanding of the knowledge, learning methods and skills of Asian regional geography.
The study of western Europe mainly includes two aspects: first, the areas where developed countries are concentrated; Second, climate and agriculture. It plays a connecting role in this book. We can not only know that Western Europe is a region with many countries, dense population and developed economy, but also be the starting point for introducing its industry, tourism and EU organizations in the next class, and lay the foundation for students to form the concept of global integration.
Second, talk about teaching objectives
1. Knowledge objective: Find out the scope, location and major national capitals of Western Europe on the map; Can tell the main climate types and characteristics in this area and their influence on agriculture.
2. Ability goal: initially learn the ability to use the geographical information of a country or region to summarize its geographical characteristics; Through the influence of climate on agriculture, cultivate students' ability to analyze, reason and summarize problems.
3. Emotional goal: establish a correct view of man and land, coordinate economic development with the natural environment, and take the road of sustainable development; Obviously, nothing in the world exists in isolation, they are interrelated and influence each other.
Third, talk about the difficulties in teaching.
1. Focus: Understand the scope, location and major national capitals of Western Europe.
2. Difficulties: Understanding the impact of climate on agricultural production.
Fourth, talk about learning.
1, students' existing knowledge and ability
Through the study in the early stage of junior high school, students initially master the method of reading topographic maps and climate maps;
2. How to cultivate students' learning ability in this course?
The cognitive ability of junior one students is uneven, so when learning the topographic map of western Europe, let them design and paste the topographic map to arouse their interest in learning. When learning the characteristics of temperate oceans, each group will discuss and summarize, and middle school students will be the spokespersons of the center to further cultivate students' ability to analyze problems and express them in language. Thinking questions are answered by ordinary students and commented by top students, which can stimulate students' thinking enthusiasm and desire to explore in various ways, give play to students' main role, and continuously improve students' understanding ability and problem-solving ability.
Verb (abbreviation for verb) Speaking and teaching methods
According to the characteristics of this course and the teaching method of "independent inquiry", students are guided to study in groups. On the basis of a series of activities, such as exchanging and collecting data, posting topographic maps and watching projections, students successfully complete the teaching task by adopting teaching methods such as intensive lectures, analysis and synthesis, and questioning and argumentation.
Six, said the learning method
Using multimedia to process the static information of teaching materials into dynamic information of sound, emotion and shape, guide students to analyze the development situation and reasons of traditional animal husbandry in Europe, let students learn the methods of analyzing geographical problems, make full use of methods such as collecting data, drawing and discussing, let students actively use their brains, move their mouths and do things, and enhance their sense of participation and cooperation.
Seven. teaching process
(1) lead-in: Play pictures of characteristic buildings and beautiful scenery of major western European countries, with Spanish bullfighting songs and bullfighting videos as music, and enter the classroom.
Design intention: The combination of music and pictures can satisfy students' curiosity and thirst for knowledge and stimulate their enthusiasm for learning.
(2) new teaching:
1, where developed countries are concentrated (three major links in design)
Link 1: Autonomous learning.
There are three questions for the teacher to show the goal of self-study. Students complete the first fill-in-the-blank question by reading and looking at the pictures, and know that the area is densely populated and there are many countries. Then read the map carefully, find out the locations of major countries and their capitals, and point out which are island countries, which are peninsula countries, which are coastal countries and which are landlocked countries, so as to deepen the memory of national locations. Finally, the outstanding characteristics of the third problem are summarized: densely populated, numerous countries, and areas where developed countries are concentrated.
Design intention: the geographical location of western Europe and its major national capitals are the focus of this course. Guiding students' autonomous learning with self-exercise can give full play to students' autonomous ability, and then cultivate students' ability to find and solve problems, which is conducive to forming good study habits.
Link 2: Interesting reading.
Students understand the reading materials in the textbook: interesting pocket countries. The teacher showed the relevant pictures of Pocket Country and Linyi County with the help of slides, and marked the data. In contrast, they can feel the smallest country more intuitively and leave a deep impression.
Design intention: to understand the local customs of characteristic countries and stimulate students' interest in learning geography.
Link 3: Summary.
The outstanding features of Western Europe are: dense population and numerous countries, which are the areas where developed countries are concentrated in the world.
Major countries and their capitals: Britain, France, Germany, Switzerland, Sweden and Italy.
The largest and smallest country in this region: Vatican, France.
Objective: To help students form a knowledge network and highlight important and difficult points.
2, climate and agriculture (design three links)
Part I: Group discussion.
Why is animal husbandry developed in western Europe? Students will talk about the influence of temperate maritime climate, so the most crucial point is that climate is the fundamental reason that affects agriculture.
Design intention: Through group discussion, find representatives of each group to speak, which can not only cultivate cooperative learning ability, but also feel the happiness of group activities and stimulate students' courage of self-expression.
Link 2: Cooperation and exploration.
This refers to the cooperation between teachers and students: how is the temperate maritime climate formed? Teachers use unique methods to relieve students' troubles that they think are "difficult". Mainly in the form of filling in the blanks and answering questions, the inherent patterns are formed in the mind: latitude position, land and sea position, topography and ocean current.
Design intention: reduce the learning difficulty, guide students to analyze and solve problems, and learn to summarize.
Link 3: Summary.
Influence of temperate maritime climate on agriculture
Influence of Mediterranean Climate on Agriculture
Lecture 3 on "Western Europe" on Teaching Materials
1 the position of this section in the textbook
This chapter is an organic part of the curriculum system of geography education in grade seven, focusing on regional geography learning. This chapter is arranged at the back of Chapter 7, Asia. Through studying in Asia, students get a preliminary understanding of the knowledge, learning methods and skills of Asian regional geography. In terms of design arrangement, this chapter tries to embody the content of strengthening the study of regional geography knowledge and skills, strengthening contacts, and further improving students' ability to explain geographical problems and learn regional geography, so as to realize the teaching objectives of regional geography.
The research on the specific spatial characteristics of the world's physical geography and the factors such as topography, climate and hydrology is mainly obtained through the methods of reading maps and data analysis under the guidance of teachers, with emphasis on the basic characteristics, distribution laws and impact analysis on human activities. Strengthen the training of map reading ability and data analysis, and strengthen the analysis of the correlation of natural geographical elements and their influence on human activities. The characteristics of "regionality" and "comprehensiveness" of geography learning are put forward.
The study of western Europe mainly summarizes and highlights the characteristics of industrial distribution and economic development in western Europe and its relationship with natural conditions and natural resources through data collection and analysis. And through the hands-on design of tourist routes, students' learning interest and learning ability are improved.
2 the content structure of this teaching material
This part is divided into four parts. The first box is titled "Where developed countries are concentrated", the second box is titled "Manufacturing-oriented industries", the third box is titled "Traditional animal husbandry", and the fourth box is titled "Prosperous tourism".
3 Logical structure (or arrangement method) of this section.
The first lesson introduces that western Europe is a place where developed countries are concentrated, and manufacturing is the main industry. The economic development of this area comes from three major industries: industry, animal husbandry and tourism. Animal husbandry has always been an important industry in this area. This lesson focuses on its animal husbandry. The textbook breaks the convention and introduces the developed animal husbandry in Europe from the characteristics of people's daily eating habits by flashback method. Then, according to the content of the textbook, the favorable conditions for the development of animal husbandry in this area are analyzed from the aspects of climate conditions and terrain conditions. It also analyzes the causes of climate in this area from the aspects of geographical location, expounds the influence of natural environment on human production activities from the outside to the inside, and highlights the teaching thought centered on the relationship between man and land.
Second, talk about learning.
1, students' existing knowledge and ability
Through the study in the early stage of junior high school, students initially master the method of reading topographic maps and climate maps;
2. How to cultivate students' learning ability in this course?
Students' cognitive ability is uneven, so when learning topographic maps of western Europe, let them design and paste topographic maps to arouse their interest in learning. When learning the characteristics of temperate oceans, each group will discuss and summarize, and middle school students will be the spokespersons of the center to further cultivate students' ability to analyze problems and express them in language. Thinking questions are answered by ordinary students and commented by top students, which can stimulate students' thinking enthusiasm and desire to explore in various ways, give play to students' main role, and continuously improve students' understanding ability and problem-solving ability.
Third, say the goal.
1, knowledge target
Geography curriculum standards require students to master the characteristics of topography, climate and traditional animal husbandry.
2. Ability objectives
The curriculum goal of the second part of Geography Curriculum Standard clearly points out that geography class perceives the surrounding geographical things through various channels, forms geographical representations, and initially learns to form concepts through comparison, abstraction, generalization and other thinking processes according to the collected geographical information, so as to understand the basic laws. Therefore, this kind of ability goal is mainly manifested in:
(1) Cultivate students' ability to look at pictures, collect information and summarize;
(2) Cultivate students' ability to comprehensively analyze and evaluate the geographical environment.
3, emotional goals:
In the part of "Emotion, Attitude and Values", the geography curriculum standard requires students to care about the environment and development of their hometown and enhance their feelings of loving their hometown and motherland.
(1) The influence of natural environment on human production and life;
(2) China's western pastoral areas are vast and there are many excellent animal husbandry varieties. Through the study of this lesson, students can be inspired to learn from the experience of Western Europe and make suggestions for the development and construction of the western part of the motherland.
Fourth, talk about the key points and difficulties.
According to the requirements of geography curriculum standards and students' actual learning situation, the key points and difficulties of this lesson are as follows:
Teaching emphasis: let students understand the topographic characteristics of western Europe and describe the climatic characteristics of temperate maritime; Analyze the development of traditional animal husbandry in Europe.
Teaching difficulty: the reason why European animal husbandry has become a traditional industry.
Verb (abbreviation for verb) Speaking and teaching methods
According to the characteristics of this course and the teaching method of "independent inquiry", students are guided to study in groups. On the basis of a series of activities, such as exchanging and collecting data, posting topographic maps and watching projections, students successfully complete the teaching task by adopting teaching methods such as intensive lectures, analysis and synthesis, and questioning and argumentation.
Six, said the learning method
Using multimedia to process the static information of teaching materials into dynamic information of sound, emotion and shape, guide students to analyze the development situation and reasons of traditional animal husbandry in Europe, let students learn the methods of analyzing geographical problems, make full use of methods such as collecting data, drawing and discussing, let students actively use their brains, move their mouths and do things, and enhance their sense of participation and cooperation.
Seven, talk about teaching ideas.
(A) the introduction of new courses
[Activity 1] Exchange information about European life and eating habits collected before class.
(2) the exploration process.
[Activity 2] Map of western European pastures. Brief introduction of animal husbandry in western European countries.
[Activity 3] Let the students read the textbook map 823, Topographic Map of Western Europe and Topographic Outline Map of Western Europe, and let the students walk to the podium. Draw out "Great Britain, Iberian Peninsula, Apennine Peninsula, Scandinavia, Scandinavian Mountains, Alps, Western Europe Plain, Bode Plain" on the outline map with magnetic stickers. Let the students know the topographical features of this area.
[Activity 4] Climate map of Western Europe
Panel discussion: 1, the main climate characteristics of this area, leads to the concept of temperate maritime climate.
2. What effect does this climate have on animal husbandry production?
[Activity 5] Reread the textbook picture 822 "Climate in Western Europe" and ask students to read the temperate continental climate, Mediterranean climate, frigid climate and plateau alpine climate from the picture.
(3) In-depth exploration process
[Appreciation of Poetry] Song of Chile
Development and practice
1. What pastoral areas are there in western China? What are the excellent livestock breeds?
2. What are the similarities and differences in topography and climate between western Europe and western China pastoral areas?
Eight, say blackboard writing design
After class, if possible, students can design blackboard books, or I can write them on the blackboard myself.
Nine, said the problem design
Design questions according to "activities", pay attention to the novelty and activity of questions, and have a certain level and depth in combination with students' reality.
Ten, said the teaching means.
In order to better achieve the teaching objectives, we should make full use of maps, video materials and poems in textbooks and multimedia courseware to complete the teaching.