Modern information technology, represented by computers and the Internet, is changing people's way of life and study at an alarming rate. In order to meet the challenge of information technology in the new era and the development of every child, we educators urgently need to change the traditional teaching methods. Under the new historical conditions, the basic concept and content of geography curriculum standards have changed greatly, which requires teachers to pay attention to the integration of information technology and teaching curriculum in the implementation of teaching practice. At the same time, the new curriculum standard of junior high school geography requires that "teachers should pay attention to optimizing and enriching geography teaching by using information curriculum resources, geographic information resources and information technology to improve the learning efficiency of each student". Teachers are also required to "pay attention to the construction and management of teaching resources, form a resource pool and realize resource sharing". "Schools should speed up the construction of campus network and encourage teachers and students to obtain course information from the Internet."

With the deepening of the new curriculum reform, most schools are equipped with multimedia classrooms, which provides favorable conditions for the integration of information technology and geography courses. It is in this context that as an ordinary middle school, the integration of various courses and information technology in our school is also in full swing. After investigation and study in recent years, it is found that in the process of integrating modern information technology with junior high school geography curriculum, teachers not only have misunderstandings in integration, but also restrict the pace of new curriculum reform to a great extent. Because of this, we must further think about how to effectively integrate information technology, multimedia resources and geography courses in school-based teaching and research to improve the effectiveness of geography teaching. Let's talk about my understanding, views and suggestions on the integration of information technology and geography curriculum:

First, the understanding and experience of the significance of the integration of modern information technology and junior high school geography curriculum

The integration of modern information technology and junior high school geography curriculum refers to the effective integration of information technology, network technology and multimedia technology into geography teaching activities and their application in classroom teaching and extracurricular learning. Its purpose is to use the advantages of modern information technology, such as wide network information coverage and high computer efficiency, to break the limitations of traditional teaching, overcome the disadvantages of traditional teaching and promote the development of modern education. In the integration of the two, information technology, as a cognitive tool, is to cultivate students' information literacy and practical ability. To give full play to students' initiative and fully reflect their main role, it is absolutely inseparable from the effective integration of information technology and geography, which is also the inevitable requirement of the diversification of educational themes and the organic integration of information technology education with other disciplines.

Modern information technology has a natural and inseparable relationship with junior high school geography teaching. Under the current excellent situation of education reform, the reform is of far-reaching significance. On the one hand, the development of modern information technology provides a unique soil for junior high school geography teaching, on the other hand, it also has a great influence on the way of geography teaching and learning. Information technology provides a platform for understanding the geographical world, making geographical knowledge easier to understand and more intuitive, and making geographical problems more vivid; It also makes geography teaching vivid and lets students really get out of books and classrooms. Practice has proved that using the interaction of modern information technology to create a geography learning environment, presenting geography problems and phenomena in the form of video, DVD and computer software, in the form of vision and hearing, rather than in the form of words, makes geography teaching more active and intuitive, and makes students deeply appreciate the fun and value of learning geography.

In order to reflect the changes brought by information technology, the new geography curriculum reform in junior high school must be effectively integrated with information technology in the concept, setting and implementation of geography curriculum. This integration is not simply to use information technology as a demonstration tool to assist teachers' teaching, but to realize the "organic integration" of information technology and geography teaching, and finally make information technology a source of learning materials, a cognitive tool and a communication platform for students.

The second is the understanding and experience of the integration of information technology and geography.

The integration of modern information technology and geography curriculum is mutually cooperative and indispensable. Classroom teaching should be teacher-led, and all kinds of teaching methods should be coordinated and promoted to give full play to the advantages of information technology. Through research, it is found that the integration of the two has the following functions:

(1) is beneficial to stimulate students' interest in learning and improve the efficiency of teaching and learning.

Psychological research shows that interest is a stable internal driving force due to the needs of the body, the most realistic and active component of motivation, and the "traction" and "adhesive" between learning entry and success. It requires us to entertain and entertain, make teaching lively and interesting, and cultivate and stimulate students' enthusiasm and initiative. Only by activating students' interest in learning can we quickly improve learning efficiency. For example, in the teaching of "Beautiful Xishuangbanna", the second volume of eighth grade tourism activities, when we can display colorful and vivid pictures of natural scenery and tourist attractions on the multimedia screen, students' attention will be focused on it. While they "appreciate" these pictures, they will naturally be full of magical reverie and joy, and enhance their thirst for knowledge. At the same time, we can use the differences between Xishuangbanna and Xinjiang to guide students to make comparative analysis, and also enable them to gain rational judgment and regular understanding. Students are also willing to share the knowledge and fun gained during the trip, so that knowledge and fun can be organically combined. By highlighting audio-visual effects such as sound, images and pictures, students' participation can be enhanced, thus greatly improving the teaching effect and students' learning efficiency.

(2) It is conducive to promoting the transformation of geography teaching methods in junior high schools.

In the teaching under the new situation, we can create intuitive and vivid situations, guide students to learn independently, or provide students with a lot of rich learning resources. As we all know, many geographical phenomena are invisible or difficult to see, and are not suitable for demonstration. Natural phenomena such as celestial movements and volcanic earthquakes. Using traditional teaching methods to express these, there are always shortcomings of one kind or another, and it may also lead students to "be in Cao Cao's heart and be in Han" without understanding, and the teaching effect is not good. And the computer's expressive force is very strong, which can make up for this shortcoming. Teachers can use network resources to design their own ppt presentations, and use computer-aided teaching to reflect geographical phenomena more intuitively and vividly, and to observe the changes of things more easily; Through pictures and animations, we can understand microscopic things, observe ancient crustal movement and biological changes, break through the time limit, observe dynamic changes and understand the law of development; Observe the movement of the whole universe and celestial bodies and understand the macroscopic characteristics of geographical things. For example, the revolution of the earth and its significance have always been a difficult point in geography teaching. In the past, it was difficult for teachers to let students understand the mystery with only one globe, but multimedia vividly showed the revolution, rotation and change of the sun and the length of the day and night of the earth, which got twice the result with half the effort and improved the quality of classroom teaching.

(3) Cultivate students' innovative spirit and ability to discover and learn.

Information technology provides abundant network resources in which students can search for issues they care about, such as the teaching of environmental issues. Teachers can assign tasks to students, collect some phenomena, materials, pictures and videos related to environmental problems on the Internet, encourage them to use their own information technology knowledge to make ppt manuscripts, put forward their own opinions and solve problems, thus stimulating students' environmental awareness, improving students' information processing ability and cultivating students' innovative thinking ability to the maximum extent.

Thirdly, the understanding and experience of the organic integration approach of information technology and geography discipline integration.

(1) Use the powerful bearing function of information technology to meet the diverse learning needs of students.

Constructivism holds that students have had life experience before they study, and they will not walk into the classroom empty-headed. Therefore, at the beginning of study, it is necessary to mobilize students' original life experience and knowledge reserve to the maximum extent. At the same time, the new curriculum standard puts forward that the content of students' learning should be realistic, meaningful and life-oriented, and the content should be presented in different ways to meet the diverse learning needs of students. Multimedia technology and network technology can realize the most effective organization and management of geography teaching. The information they manage is not only words, but also media information such as graphics, images, sounds and videos. Through these carriers, the capacity of classroom information can be greatly increased and teachers' flexibility in mastering teaching information can be improved. Multimedia and network technology make it possible for students to have multiple sensory stimuli and intuitive teaching, which can effectively improve students' learning style, speed up the understanding process and enhance their cognitive ability. For example, when learning the content of "The Yangtze River", we can play a video clip of the Yangtze River. The sound is pleasant, the picture is beautiful, and the explanation is beautiful. Students will soon be there. On the one hand, it gives students beautiful enjoyment, on the other hand, it can also make students' scattered hearts focus on the classroom at once, making students feel relaxed and novel. For example, when we talked about "Japan" in the second volume of grade seven, economic development was the most important knowledge point. At this time, you can choose to play a wonderful clip of "Yan Song sees Japanese" to inspire students to discuss, let students actively participate, and unconsciously break through the important and difficult points of teaching. Let students be immersed in the scene, get in touch with geographical knowledge at zero distance, enhance students' interest in learning and enhance their emotional experience in learning geography.

(2) Use the vivid and novel presentation form of information technology to stimulate students' desire for autonomous learning.

The new curriculum standard emphasizes students' cognitive subject position in the learning process. The new geography curriculum advocates autonomous learning, cooperative learning and inquiry learning. Information technology is like a huge knowledge gathering point, which gathers and runs through the wisdom and crystallization of many people and is the largest resource pool in the world. Using information technology in geography teaching will expand students' information, enrich their horizons and concretize abstract knowledge. The mode of using information technology to assist teaching makes the classroom form flexible, diverse and colorful, and mobilizes students' non-intellectual factors. This learning method is conducive to mobilizing students' learning enthusiasm, stimulating their interest in learning, stimulating their thinking, and enriching their geographical knowledge and enriching their classrooms. For example, "Australia" has many unique creatures, such as platypus, koala and emu. When exploring the reasons for the existence of Australia's unique creatures, flash animation can be used to simulate the continental drift movement, so that students can further understand the reasons for the formation of Australia's unique geographical location, thus revealing the mysteries of ancient creatures. At the same time, cai courseware can be used to show a life segment of ostriches and koalas, so that students can clearly observe their lives and gain perceptual knowledge.

(3) Using the powerful interactive function of information media to complete the process of self-construction.

Constructivist learning theory emphasizes student-centered, requiring students to change from the object of knowledge infusion to the subject of information processing. However, in the traditional teaching mode, everything is decided by the teacher, including the teaching content, teaching strategies, teaching methods, teaching steps and even the exercises that students do. Students can only passively participate in this process. At this time, we can use the powerful interactive function of information media to change the traditional teaching mode and advocate new teaching methods and learning methods. Let students learn according to their own learning foundation and interests in the interactive learning environment provided by modern educational technology. For example, when studying the content of "Land and Sea Distribution of the World", the teacher made "Continental Ocean Puzzle Software" with flash before class. The main purpose is to inspect and train students to understand the spatial distribution of the mainland and the ocean and the relationship between them. In the software, you can first set several important meridians and latitudes to make the graphics of the continents. Students can drag the continent to the corresponding position according to their own understanding of the location of the continent and the ocean, and then drag the names of the continent and the ocean to the corresponding position. Through the use of this software, students can master the spatial distribution of continents and oceans more skillfully and lay a solid foundation for studying world geography in the future. Use the existing knowledge and computer to collect information and show the learning results, experience the process of solving problems, and gradually learn to analyze and solve problems. In this way, in the information environment, students are liberated from the traditional passive acceptance and mechanical training, which greatly mobilizes their subjective initiative in learning. They take the initiative to participate and are willing to explore, so as to better complete the self-construction process.

(4) Make use of the incomparable advantages of the Internet to enable students to learn independently and creatively.

In traditional teaching, teachers are the disseminators of knowledge and also the speakers. Students are often listened to, not listened to. Books are the world for students to learn; In the new teaching mode under the network environment, the teacher is the designer of the course content, the guide and organizer of students' learning; Students change from passive recipients to active learning builders. The main purpose of applying modern educational technology with network as the core in the teaching process is to promote students' learning. Geographical network teaching can make full use of the "hyperlink" means in the network. By establishing "links" for some keywords, you can "link" from a single word at any time and search for relevant information and background materials in the huge database of the network, thus expanding students' horizons, improving students' interest in learning, stimulating students' enthusiasm for learning and giving full play to their learning potential. For example, suppose the school organizes students to visit and study in Australia during the holidays, but they don't know the geographical location of Australia, how many clothes to take with them when they leave, and the language is unreasonable. Where is the most densely populated and educated area in Australia? What are the special customs and habits of the local people? What are the main cities? At this time, arrange students to search for information about Australia on the Internet, and then let them sum up their exchanges on the Internet and introduce the charming Australian scenery to everyone. Students not only get different written materials and pictures in Australia through surfing the Internet, but also enrich their knowledge and educate students invisibly.

(5) Make use of various news media and current affairs news to teach geography.

Modern society is changing rapidly, and things related to geography happen from time to time, and a large number of geographical information emerge. We should collect these geographical information in categories. When collecting data, we should pay attention to the novelty, modernity and authenticity of data, as well as the correlation between data and geography.

In geography classroom teaching, teachers can make full use of the latest trends of geography news and current affairs in all aspects of the classroom, which can not only be a useful supplement to geography classroom, but also improve students' interest in learning and greatly improve the efficiency of geography classroom. For example, in the teaching of Southeast Asia, we can use the video materials of the Indian Ocean tsunami and the pictures, materials and words of the Chinese government's assistance to the region to introduce new lessons. This will not only enable students to have a preliminary understanding of the geographical features of the region-volcanoes and earthquakes, but also allow them to receive an emotional education.

All in all, in

Under the brand-new educational situation of 2 1 century, a new round of basic education curriculum reform will surely bring another revolution in educational concept and teaching organization form. The integration of information technology and geography teaching will change the teaching methods and means, achieve better results than the traditional teaching mode, and accelerate the process of new curriculum reform. The integration of information technology and geography still has many problems worth discussing. I believe that as long as information technology is used properly, it will definitely give wings to the new curriculum reform.