How to cultivate middle school students' interest in learning geography?

How to Cultivate Students' Interest in Learning Geography

Fufeng County Zhao Gong Junior High School Dangxinfa

To improve students' understanding of geography and stimulate students' interest in learning geography, we should cultivate students' interest from two aspects. First, dig deep into the connotation of teaching materials and adopt peculiar teaching methods to make the classroom full of warm atmosphere. Second, pay attention to field observation and practice, make full use of language arts such as body language, figurative language and fast Manchu language, and cultivate personal interests according to different students' situations.

Keywords: geographical interest teaching method to observe the practice of language art

Interest is the psychological aspect of people trying to know something and participate in some activities. Dr. Yang Zhenning said, "Without interest, there is no memory." Without memory, there can be no understanding and application of knowledge. This shows the importance of interest.

The author has been engaged in geography teaching for many years. In teaching practice, I feel that cultivating students' interest in learning geography should start from the following four aspects:

First, improve students' understanding of geography and stimulate students' interest.

What kind of subject is geography? Most students don't know. In addition to giving students an abstract theoretical explanation, the author also gives students an analogy: our earth is like a long-distance car. The passenger capacity of this car is 5 billion people, and we are passengers in this car. The car is equipped with corresponding necessities such as fuel and food. If you carry passengers without restrictions during the trip, the car will be seriously overcrowded. The spare things in the car are far from meeting the needs. Cause the car to stop halfway until it reaches the destination, or the car chassis is deformed, the tire is flat, or the passengers die because of lack of water and food. This shows that in addition to the positive impact of human beings on the earth, human development has brought or exposed or potential disasters to the geographical environment where human beings live to a greater extent. Through the education of theory and facts, students will understand that the earth should nurture human beings and human beings should gain from it.

Qian Xuesen once said: "Many problems raised in the process of socialist construction, such as resource utilization, land improvement and development strategy, have penetrated into geography." China, as a youth in the 2 1 century, must have a certain knowledge of geography in order to carry out reform and opening up and develop social productive forces.

Second, cultivate students' practical interest

Cultivating interest in practice is the most important and direct way. We can start from the following two aspects.

1, dig deep into the connotation of the textbook and make the classroom full of warm atmosphere with interesting teaching methods. Take "the universe as an example." Students should be asked "the universe" in this way: Do you know what kind of world is outside the earth (students have different opinions)? Teachers summed up the concept of "universe" in a warm atmosphere. When talking about "celestial bodies", the author once asked students such a question.

2. Pay attention to field observation and practice. For example, for constellations, students can draw their own constellations according to the "September Star Map" first, and take them to the field to watch at night, which is impressive and firmly remembered.

Third, make full use of language art.

Language art includes body language and writing. Vivid language expression, supplemented by systematic language such as facial expressions and gestures, can enable students to reach the state of empathy. Geography classroom teaching can mainly use the following three languages:

(1) Enlightenment: According to the characteristics of the textbook, we should use the language of enlightening questions when explaining difficult knowledge. This can be gradual, interlocking, and break through the theme. For example, when talking about the change of the height of the sun, we can design it like this: Why can't our school see the phenomenon that the sun is overhead at noon every year? (Students have different opinions) Then we asked: What is the height of the sun at noon in areas farther north than our school? Finally.

(2) figurative language: for students who are easily confused and difficult to remember, use figurative forms. As soon as they listen to vivid images, they can easily write them down. For example, when talking about the cause of an earthquake, you can ask students if they have ever seen a butcher kill a pig (of course, students have), and then use the metaphor of killing a pig to describe the earthquake. The author made up a jingle: the earth stress is an (invisible) knife, which splits the cortex (referring to the rock layer)

(3) Slow and slow language: Depending on the content of the text, concise and clear language vibration waves can sometimes be used to stimulate students' listening. For example, "rapid cold front" and "volcanic eruption" can use fast, intense and explosive language to vibrate waves. Slow language can make students feel gentle and kind to what they say. For example, "warm front weather" and "geothermal" can be used in a slow and relaxed tone.

Fourth, according to the situation of different students, cultivate personal interests.

Few students give up on themselves in their studies. To treat such students, we can use the curve method to cultivate their interest in learning. The specific methods are as follows: 1. Send the information of trust and expectation to students like the spring breeze, so that students can have a good impression and respect for their teachers in their hearts, thus mobilizing their enthusiasm for learning; Second, such students should respect their personality and safeguard their dignity, and never use the methods of reprimanding, exploring bitterness and satire. For example, XX students are not serious for a long time, and they often don't do or hand in classes, homework and exercises. The author intends to let students get close to themselves through activities such as labor and style, and at this time, he will seize the students' bright spots and exchange feelings with him. Pay more attention to all aspects of life, and you will be careful if you don't concentrate on the class. If you can't answer, you can kindly remind. In this way, students will have a feeling that if he can't learn geography well, he will try his best to understand geography and learn it well.

Because geography is not listed as a compulsory subject in junior high school entrance examination, many students do not attach importance to this subject, so it is particularly prominent to cultivate students' interest in learning. What the author said above just reminds me of the role of jade absorption.

Cultivate students' interest in learning geography

Zhang Zhengan, Department of Geography, Hebei Normal University

First, the importance of cultivating interest in learning in geography teaching

The geography teaching syllabus of middle school clearly points out: "The teaching purpose of middle school geography is to enable students to acquire more systematic basic knowledge and skills of geography on the basis of geography teaching in primary schools, actively develop students' geographical thinking ability and intelligence, and cultivate students' interests and hobbies in learning geography and their ability to independently absorb new knowledge of geography. "How can this teaching purpose be effectively realized? According to the author's years of in-depth study in middle schools, guiding students' educational practice, and investigating geography teaching, I deeply feel the interest in cultivating students' learning geography.

In the investigation of geography teaching, we found that quite a few middle school students are not interested in geography and are unwilling to learn. The reason is that most of them think:

First, in society, geography is ignored in schools and is considered as a "minor". If you don't take the geography exam, it's of little use to enter a university of science and engineering in the future.

Second, learning geography is too troublesome, the relationship between people and land is not well understood, and many place names are not easy to remember;

Third, the teacher's lectures are not vivid, which can't arouse interest in learning and make learning dull.

On the one hand, it reflects that due to historical reasons and traditional prejudice, as well as the current tendency of one-sided pursuit of exam-oriented mode, there are indeed some people in the society and within our education circle who have not correctly understood the educational value of middle school geography so far, and mistakenly believe that geography is a "minor course", which is nothing more than "place names plus products", and anyone can teach it, which has little influence on further studies. Learning well has nothing to do with learning poorly, and they have not paid attention to it. This directly affects students' study of geography. On the other hand, it does reflect that there are too many, too deep, too difficult, too many geographical facts, dull text description, lack of readability and interest in the middle school geography textbooks before the reform. Students find it difficult to learn and teachers find it difficult to teach. In addition, some teachers don't understand the textbook thoroughly, handle the content of the textbook improperly, fail to highlight the teaching focus, fail to use the necessary intuitive means, and don't pay attention to teaching methods.

In the survey, we also found that students in some schools have a strong interest in learning geography and like taking geography classes. The reason is that most of them think:

First, the teacher speaks well, lively and interesting, fascinating, and can connect with reality:

Second, geographical knowledge is rich in content, closely related to the problems faced by human beings such as resources, population and environment, closely related to daily life and industrial and agricultural production, and is of great use.

In these schools, students' enthusiasm and initiative in learning geography are fully mobilized. Students don't find geography difficult to understand and remember, but they find it interesting. The more they learn, the more they like learning. Teachers are full of confidence in teaching, and the more they teach, the more they love teaching. Leaders also attach importance to geography classes. There has been a vivid and gratifying situation in geography teaching, and the quality of geography teaching has been greatly improved. This gives us important enlightenment: as long as we let students constantly understand and appreciate the value and function of geography in the practice of geography teaching and cultivate students' interest in learning geography, geography classes will be loved by students. When there are significant teaching achievements, it will get the attention of school leaders and society. What is important here is that as a geography educator, we should love geography teaching, build up confidence, make a clear direction and persevere.

Second, how to cultivate students' interest in learning geography

How to cultivate and improve students' interest in learning geography in middle school geography teaching? According to experienced teachers and my own experience, there are roughly the following aspects:

(A) a good introduction to geography class

This refers to the students' first lesson when they begin to learn a new geography course, mainly to let them understand what geography needs to learn, why, what relationship it has with human survival and development, what relationship it has with daily life, production and the "four modernizations" construction, and how to learn it well, so as to clarify the learning objectives, stimulate learning enthusiasm, understand learning methods and precautions, and start learning with confidence. Lay a good foundation for the whole geography course in the future. As the saying goes, "A good beginning is half the battle." Therefore, experienced teachers attach great importance to the course of introduction to geography and use rich, vivid and powerful examples to illustrate the contents of geography. And the close relationship with the "four modernizations" of daily life, from the development and utilization of resources to environmental protection; From go on road trip, visiting relatives and friends, sightseeing, buying local products, to post and telecommunications industry and agricultural production; From the reform and opening up, the construction of the "four modernizations" to international exchanges and cooperation, people's friendly exchanges and so on, we all need certain geographical knowledge.

In terms of learning methods, it not only introduces the characteristics of geography and the learning experience of excellent students, but also puts forward some specific requirements: for example, you should bring all your own learning tools in each class, draw pictures on the left and read books on the right, compare pictures and texts, pay attention to lectures and ask questions kindly; Surveying and mapping work should be accurate, standardized, neat and beautiful, and completed independently on time to ensure the smooth progress of teaching.

(2) Carefully design the introduction of each lesson.

If the introduction class is to pave the way for the whole geography class, then the introduction is the prelude to a class. A good introduction, like an actor's "appearance", can calm down the "podium", seize the audience, stimulate students' strong interest in learning, and make them enter the best state of knowledge. The introduction should be carefully designed according to the content of the textbook, and the new knowledge to be told should be closely linked with real life, the construction of "four modernizations" and the existing knowledge of students. Sometimes through introduction, create a problem situation; Sometimes, get in touch with old knowledge and introduce what you want to say. For example, before teaching "Jingwei", the teacher can put forward: "In the vast ocean, a seagoing ship was caught in a storm and lost control. The operator immediately sent out a distress signal and reported the scene of the accident. Nearby ships rushed to the rescue when they heard the news, and helicopters also appeared over the sea where the wrecked ship was located. But there are no other relative targets in the sea. How did the wrecked ship report its position? How did the rescuers find it? " The atmosphere in the classroom suddenly became lively. Then the teacher asked, "How did you find your seat quickly among the many seats when you went to the cinema?" Through such questions, the teacher entered the teaching of Jingwei vividly and skillfully. For example, when talking about "Geography of China" and "Hengduan Mountain Area", the introduction can be used: Last class, we visited Sichuan Basin, which is called "Purple Basin". Known as the "land of abundance", Chengdu Plain and the beautiful stone forest in southern Shandong. Today, we will enjoy the natural scenery of Hengduan Mountain together. First of all, we will see the unique scenery of mountains and rivers, high mountains and deep valleys. Here, we can appreciate the climate change of "one mountain has four seasons, and ten miles of different days", and we can also watch and taste the tropical scenery of the southern Yunnan valley. ................................................ suddenly attracted the attention of students. For example, the theory of continental drift and plate tectonics, we can ask such a question first: Coal is composed of ancient plants, and one of the largest coalfields in the world is Victoria Coalfield in Antarctica, with an area of 6,543.8+0,000 square kilometers. Why is there no grass growing on the Antarctic ground covered with ice, but there is such a large coal field buried underground? Students are puzzled and form suspense. And eager to solve this "mystery." At this time, the teacher will give an enlightening explanation to guide the students to solve the mystery, which not only satisfies the students' desire for knowledge, but also allows them to enjoy the fun of exploring knowledge.

(c) Close contact with various realities.

Including students' practical knowledge, life, production, domestic and international reality, local reality, and then reality. This is an important condition for making geography class as lively as possible, making it easy for students to understand and accept, and generating interest. Psychology tells us that teaching should start from the learners' existing experience, and a person's interest in something is often related to his familiarity and whether he can use it in practice. Start with what students feel or are familiar with. Lead out the content to be talked about, for example, when talking about the causes of monsoon, the teacher asked the students: "In midsummer, you take a bath by the river at noon and at night, what are the different feelings between being in the water and being on the shore land", which inspired the students to understand the difference in thermal properties between land and ocean. Let's talk about "time zone" again. Why are most of the game programs we watched from CCTV during the Los Angeles Olympic Games live video? But Seoul Olympic Games can see many live games, such as Italy 1990 World Cup, and many finals are broadcast live at 2-3 am. Do all these athletes get up in the middle of the night to compete? When talking about Mount Qomolangma, a snow-capped mountain in the southwest, they contacted climbers from China, Japan and Nepal to climb Mount Qomolangma from the south and north slopes. Created the miracle of crossing the main peak for the first time in human history. High school geography talks about the weather ahead, just outside the window, the north wind is rustling and the autumn rain is continuous. The teacher pointed to the autumn rain outside the window and asked: How did this autumn rain come into being? People often say that it is a cold after the autumn rain, which is why it is special to talk about the geography of China.

The content of the chapter "Signs and Regional Differences" is closely combined with the local actual situation at that time, and students are inspired by comparing questions, so that students can feel life everywhere in production and have geographical knowledge everywhere. In this way, they learn cordially, concretely and vividly, and naturally have a strong interest in geography.

(D) inspiring questions and questions

This refers to the situation that teachers' questions can arouse students' curiosity and desire for learning. Thinking is the cornerstone of all knowledge, and thinking ability is the core of intelligence. Psychology tells us that interest comes from thinking, and thinking begins with problems. Experienced teachers attach great importance to introducing questions into the classroom, so that students can learn with questions, be good at asking questions and try their best to make students "think more". This will not only help students understand new knowledge. It is also a good way to enliven the classroom atmosphere. For example, when the teacher talks about the "date line" class, two questions can be designed: 1. A pair of twin sisters were born on a ship, but their elder sister is one year younger than her younger sister. What's going on here? There are two adjacent island countries in the Pacific Ocean, Tonga in the west and Western Samoa in the east. Meanwhile, it's Sunday in Tonga and Saturday in Western Samoa. It's Sunday in Western Samoa and Monday in Tonga. What happened? Strong curiosity makes students immediately enter a high-level thinking, eager to uncover the mystery. At this time, the teacher taught students the knowledge of "date line", which was acceptable and easy for students to master. When talking about "latitude and longitude direction", it is suggested that a person should go east along a certain latitude. Can you go back to the original place? Why can a person go north along a certain meridian? Why is a person standing in the South Pole? What is his direction? Talking about the climate of the Qinghai-Tibet Plateau, I asked: the Qinghai-Tibet Plateau is high in terrain and has strong solar radiation. Why is it freezing? For example, when I talked about "celestial bodies and celestial systems" in high school geography, I asked, "Are we standing on the ground in the sky or on the ground opposite to our center of the earth? Why do astronauts see the same starry sky in space as we do? These are all questions that students are very interested in, which is very helpful to cultivate students' thinking ability and help students understand and master basic concepts correctly. However, asking questions based on students' reality is not conducive to stimulating students' interest. Confucius, an ancient educator in China, once said, "Don't be angry, don't worry, don't take one corner from three corners. "

It is the most favorable teaching opportunity to create students' psychological state of "caring and outspoken", but students may be divorced from their actual level if they can't draw inferences from others.

(5) Make full use of various intuitive means.

Geographical things are broad, and because of the limitation of students' age and knowledge, many geographical things or phenomena are impossible or never perceived by students. Therefore, students must be guided to form geographical representation through perception with the help of various visual teaching AIDS, and further understand and master geographical concepts, geographical laws, geographical causes and principles on this basis. Teaching practice has proved that it is beneficial to teach students intuitively, vividly and vividly from their reality. This is the universal law of teaching. Otherwise, divorced from students' reality, from abstraction to abstraction, from concept to concept, students will feel that concepts and principles are unfathomable and difficult to understand, thus hindering their enthusiasm for learning. Therefore, in geography teaching, we must learn to use various intuitive means to guide students to develop geographical image thinking from the beginning of perception, so as to eliminate the boring and rigid atmosphere in geography teaching and create a lively situation.

Commonly used teaching methods include maps, geographical pictures, specimens, models, instruments, board drawings, slides, movies and so on. They have their own strengths and complement each other. It should be selected and used reasonably according to the teaching content and the specific situation of the school. For example, when talking about various geographical landscapes, try to show landscape pictures and look for substitute pictures without special pictures from large picture books; When talking about the contour topographic map, we should use the contour model of the mountain (we can make it ourselves), so that students can intuitively see how the contour topographic map of the mountain represents the terrain, the density of the contour, the relationship between the trend and the steep slope, so as to ease the horizontal extension direction of the mountain; When talking about crustal movement and geological structure, it will be better to demonstrate and explain with models; When talking about the city of mountains and rivers, the distribution of products and traffic lines, we use the blank picture of the blackboard to draw. For example, the traffic lines in the three southwestern provinces of China are marked on the blackboard first, and then the railways, highways and waterways are drawn while talking, and finally a "well"-shaped traffic network is formed. The chart is intuitive, concise and clear at a glance, which is convenient for students to master while listening.

(6) Use literature, language and art.

Famous poets and working people at all times and all over the world have carefully observed, vividly described, clearly analyzed and scientifically summarized various geographical things and phenomena, as well as the achievements and problems of human beings in using and transforming the geographical environment in their life and production and labor practice. They write poems, proverbs, idioms, essays and stories in vivid, vivid and concise language. This is not only our precious cultural and historical heritage, but also provides a reference for us to learn geography knowledge. In geography teaching, combining with the content of teaching materials, integrating geography knowledge into the enjoyment of literature and art can bring its unique charm into play, making students immersive, interested and impressed. For example, when it comes to the landscape of the Three Gorges of the Yangtze River, we quote the poet Li Bai's poem: "Farewell to Bai Di and return to Jiangling one day." The canoe has crossed Chung Shan Man. "Talk about the topographical features of the' Hengduan Mountain Area' with high mountains and deep valleys and alternating mountains and rivers in China, and quote the poem' Looking up at the mountains, overlooking the river as a line, echoing the mountains and meeting in one day. "; Talk about the vertical change of alpine climate, and quote Bai Juyi's poem: "Peach blossoms in mountain temples bloom in early April, and I wish I could find them nowhere in spring. "Talk about the characteristics of continental climate in the northwest temperate zone, and quote a folk proverb:" Wear a fur coat in the morning, a scarf in the afternoon, and eat watermelon around the stove. "Tell me about the grassland scenery in Inner Mongolia, and quote a poem:" The sky is grey, the wilderness is vast, and the wind blows the grass low.

(7) constantly changing stimuli

Psychological knowledge tells us that interest is often the focus of attention. Whether a person's attention can be concentrated and stable is related to the characteristics of the object of attention. Simple and unchanging objects will have a short time of concentration, while complex and changeable things will prolong the time of concentration and stability. On the other hand, the younger the students, the more difficult it is to concentrate and stabilize their attention. Therefore, teachers should try to avoid adopting a single teaching method in junior high school teaching. Instead, we should adopt flexible, novel and diverse teaching methods and constantly change the stimulation, so that students' attention can be concentrated and stable for a long time, thus ensuring that teaching activities can be carried out smoothly and effectively. For example, when talking about administrative divisions in China, students first fill in a blank administrative division map on the blackboard, and then listen and fill in a geographical division map. Then, students should be familiar with the full name, abbreviation, outline shape and relative position of provincial administrative divisions on the map.

In order to facilitate students' memory, it is pointed out that the outline shapes of provinces and regions can be memorized in the order of six regions, such as Shandong shaped like a camel, Heilongjiang shaped like a swan, Shaanxi shaped like a key, and Hebei shaped like a torch. On the blackboard is written a jingle with the names of 3 1 provincial administrative divisions: "Two Lakes, Two Rivers, Two Mountains, Five Rivers, Five Clouds, Four Rivers, Five Rivers, Four Western Regions, Ningxia, Gansu, Shaanxi, Hainan, Taipei and Paradise". Ask the students to copy down the names of municipalities directly under the central government and recite them. Finally, review and check, let some students recite the jingle, and ask which provinces and regions the "Five Rivers Junction" and "Four Wests" refer to, let some people name the provinces and regions according to the teacher's instructions, and let some people fill in the full names and abbreviations of provincial administrative regions on the blank blackboard of Chinese administrative regions. After repeated changes and stimulation, the eyes, ears, mouth and hands of the whole class can move.

Similarly, different teaching methods should be chosen for classes with different teaching contents, just as changing tastes can increase students' appetite, thus enhancing students' interest and curiosity in learning. For example, when talking about the special role of mountainous areas in developing tourism, attract students to read some poems that describe the beautiful scenery of Mount Tai, Mount Huashan, Mount Emei, Mount Putuo, Mount Huangshan and Lushan with emotional tone, and match them with color pictures of these famous mountains. Not only can students learn geography knowledge, but they can also enjoy beauty. Another example is "The Geography of China" textbook "Pastoral and City", which adopts the way of map tourism. As soon as the class started, I announced to the students that "the whole class will form a tour group, and I will lead everyone to take a long-distance trip to all parts of the country by train". This will attract students' attention at once and quickly form an exciting center of superiority. Along the map tour route, the teacher introduced the climate, scenery, main agricultural products, local customs, and the characteristics and functions of the city to the students. The students seem to be there. They are all in high spirits. For example, in high school, when talking about the influence of geographical land and sea distribution on atmospheric circulation, they used the method of looking at pictures and asking questions. Students are required to observe the sea level isobars in 1 month and July. Answer the following questions: 1. What is the difference in the distribution of pressure zones between the southern hemisphere and the northern hemisphere? 2./kloc-What's the difference between the pressure level of the continent and the ocean at the same latitude in October and July? 3. What are the high and low pressure centers in the northern hemisphere 1 month and July? 4. What is the difference between the direction and path of the prevailing winds in East Asia and South Asia 1 month and July? Why does it make people suspicious to look at pictures like this in the teaching process? Orderly and in-depth, students' brain nerves can always be in a state of excitement. Through observation, imagination and thinking, students can be induced to rise from perceptual knowledge to rational knowledge and develop their thinking ability.

(eight) appropriate to supplement some tourism geography and customs.

According to the survey of middle schools, with the reform and opening up and the rise and development of tourism at home and abroad, students are eager to visit and learn more about the motherland and the world. Therefore, they are most interested in the natural scenery, places of interest, customs and other geographical knowledge of China and other countries in the world, but the existing textbooks do not involve much. Therefore, in teaching, properly supplementing some geographical knowledge around the content of teaching materials can not only increase students' understanding of the motherland and other countries in the world. It can also improve students' interest in learning geography. For example, in India in South Asia, it can be added that more than 80% of Indians believe in Hinduism, and Hinduism regards cows as "sacred cows" and cannot slaughter and eat meat. Therefore, India has become the country with the largest number of cows in the world. In rural areas, cattle are regarded as the main animal power, while in towns, cattle can walk freely in the streets. As the largest river in India, Ganges is not only the cradle of ancient Indian civilization, but also the main source of agricultural irrigation. There are also many religious legends circulating. Hindus call the Ganges River "Holy Water River" and believe that holy water can prolong life and wash away the sins of oneself and ancestors, which is the "source of atonement". Therefore, the biggest wish of Hindus in their life is to make a pilgrimage to the holy land by the holy river, drink extremely clean holy water, bathe in the Ganges and wash away their mistakes.

Allahabad is located at the confluence of Ganges River and its tributary Jumuna River. Every year from June to 10, a large-scale religious temple fair is held, and the number of participants is rare in the world. It is reported that from1June 65438, 1982 to1October 25, there were 10 million Indian men, women and children bathing here, including famous religious leaders and government officials. People set up temporary shelters here a few days ago.

(9) Skillful memory of geographical knowledge

In middle school geography textbooks, there are a lot of geographical facts and characteristics, such as mountains, rivers, resources, cities, industry, agriculture, transportation and so on. Some of them need to be memorized, which is the biggest headache for students to learn geography. Many scattered, unfamiliar and boring place names will not only increase students' burden, but also reduce their interest in learning geography if they are blindly memorized. If you can make them into poems or jingles with refined words and read them fluently, they will become difficult to remember and boring. For example, if China's land and sea neighbors are compiled as: "North Korea, Mongolia, Afghanistan, Pakistan, India, Nepal and Bhutan, Myanmar, Laos, Vietnam 12 neighbors, Japan, the Philippines, Marvin and Indonesia, facing each other across the sea, are not far apart."

"Mongolian, Hui, Tibetan, Wei Li, Dai and Yi people, facing Habuyi, Miao Zhuang, and Hani, a Tujia people in East Bai Yao." The world's number one homonym for zinc, molybdenum, antimony, tungsten, tin, rare earth, titanium and vanadium: "The new wooden ladder is polluted, and washing is too troublesome." The distribution law of global ocean currents in the middle and low latitudes is summarized as follows: "The northern hemisphere has its own circulation, and the northern hemisphere has its own circulation.

(10) Guiding learning method

Successful teaching, not only can teachers better teach students what they want to learn, but also can teach students scientific learning methods, make students "learn", give students the initiative to learn, help students overcome learning difficulties, succeed in learning, satisfy students' curiosity and desire to learn, and thus improve their interest in learning.

According to the characteristics of geography, guiding students to learn geography should do the following:

First, read the text and atlas, learn to obtain geographical knowledge from the image system, so as to understand and remember the spatial structure, distribution and connection of geographical things.

Second, pay attention to accumulate rich geographical knowledge through direct observation, life experience, pictorial pictures, movies, extracurricular reading and other means to lay the foundation for further study of geography.

Third, grasp the comprehensiveness and regionality of geography, learn to grasp the regional characteristics with analytical and comprehensive methods, grasp the regional differences with comparative methods, find out the laws and analyze the reasons from the development and changes of geographical things.

Fourthly, clarify the geographical knowledge network, master the geographical knowledge system structure, and establish a "framework" of geographical knowledge in your mind, so that geographical knowledge is no longer a disorderly accumulation, but an organic combination with clear structural levels.

In addition, it is also very important to carry out extracurricular activities in geography, organize geography groups, stimulate students' interest in learning geography, cultivate their love for geography science, and aspire to become geography scientists.

Third, cultivate students' interest in learning geography should pay attention to the problems

(A) From the purpose and content of geography teaching.

Interest in learning serves the purpose of teaching, and rich and varied geographical knowledge is the source of cultivating students' interest in learning geography. We must explore the inherent factors of interest in knowledge from the geography textbook itself, and we can't make another set without the textbook. It is important to emphasize the teaching focus and make more efforts in teaching art on the basis of "thoroughly understanding" the teaching materials. Some students can add some interesting materials in combination with the teaching materials, but enough is enough to avoid distractions.

(2) Sexy interest in science and ideas.

Interest without knowledge is worthless, interest without science is absurd, and interest without correct thinking is vulgar. We should achieve the unity of interest and knowledge, science and thought. It is necessary to avoid being interested for the sake of interest, grandstanding, vulgar distortion and leading students astray.

(C) proceed from reality, flexible use

There are many ways to cultivate students' interest in learning geography, each of which has its own advantages and complements each other. According to the characteristics of geography subject and geography teaching, according to the actual situation of students in different grades, the conditions of teaching materials and school equipment, and the teachers' own specialties, according to the psychological characteristics and original knowledge of middle school students, comprehensive consideration, careful design and flexible application can achieve better results.