1. Using maps to acquire knowledge The main content of junior high school geography learning is the spatial images of various geographical things and phenomena, such as the contours and boundaries of continents, oceans, countries and regions, the topography of a certain place, the change of temperature and so on. It is difficult to express accurately in words. With the help of the map, it can be seen at a glance. Students are required to always have a map around them, so that they can form an accurate and firm impression on various geographical things and phenomena and avoid confusion about the names and climate types of countries around the world. Students who have tasted the benefits of using maps are also constantly looking at maps and accumulating new knowledge. Another important feature of geography is comprehensiveness. We can collect a lot of geographical information from a map, such as the location, topography, climate, rivers, lakes, resources and other natural knowledge of a region, and then further analyze the human conditions of the region such as population, industry, agriculture, transportation and commerce, so as to grasp the comprehensive characteristics of the region as a whole. Therefore, in the usual geography teaching, we should use maps to guide students to acquire knowledge. 2. Combine knowledge with practice.
It is very difficult to introduce the familiar problems of middle school students into the classroom. For example, when studying the section "chinese administrative division", it is difficult to remember the abbreviations of provincial administrative divisions. In the new lesson, the teacher asks students to know the words on the vehicle license plate, which shows the practical use of learning the abbreviations of provincial administrative divisions. Then ask the class to say the words they know on the license plate. The teacher wrote them on the blackboard (without repetition) and asked, "What other words may appear on the vehicle license plates nationwide?" At this time, students are eager to know, open the book and search carefully, and have realized its application in practice. After finding it, they actively combined the provincial outline and abbreviation to remember, and no one wanted to fall behind, so the learning atmosphere was very strong. This not only successfully solved the teaching difficulties, but also enabled students to learn their own methods of acquiring knowledge. This method is to learn geography with real life.
3. Analysis-induction-comprehensive sublimation of knowledge
Analysis, induction and synthesis are indispensable in students' thinking process. They are interdependent and closely combined. Therefore, in geography teaching, we should follow the law of "analysis-induction-synthesis" to make the knowledge we have learned flexible and changeable. The analysis should start with the systematicness of the contents of various geographical things, from the individual to the general, link individual scattered geographical things together, find out their * * * characteristics, summarize the laws, and then summarize the relevant information from the local to the whole, so as to deepen the understanding of the characteristics of each region and obtain a complete knowledge system. For example, after the new junior high school geography textbook is given, teachers and students will discuss it together first. Junior high school geography knowledge can be divided into two categories: nature and humanities. Physical geography can be divided into geographical location, topography, climate, rivers and lakes, resources and so on. And human geography can be divided into population, nationality, industrial and agricultural production, transportation, commerce and so on. Some topics can also be divided into several items, such as geographical location can be divided into latitude location and land and sea location, climate can be divided into climate name, distribution area, climate characteristics and its influence on local vegetation and agriculture, and industry and agriculture can be divided into their own development conditions, distribution areas and products (industrial departments and crops); The conditions for industrial development can be divided into resources, transportation, manpower and science and technology, and the conditions for agricultural development can be divided into topography, climate and labor. Then, using the learning methods of overall guidance and local guidance, from the above-mentioned knowledge structure, from big countries to small towns, we will systematically review, sort out and discuss. In the process of students completing the review task by themselves, the knowledge in books is promoted to a new height, which embodies the characteristics of the process of analysis-induction-synthesis of knowledge.
Generally speaking, cultivating students' autonomous ability is an important content of implementing quality education and also a requirement of new curriculum reform.