The Case Study On Heterogeneous Of The Same Class For Middle School Geography

The new edition of Senior Geography Curriculum Standards has been revised and completed in 2017,in which the curriculum goal has been integrated from the three-dimensional goal in the past to the geography core accomplishment,and then the content and arrangement of the new senior geography textbooks in line with the requirements of the new curriculum standards have also been updated and reorganized.Under the background of new curriculum standards and new textbooks,geography teachers not only have more teaching space to play,but also face higher teaching requirements.Therefore,by virtue of its own prominent inclusive characteristics,the "lesson with heterogeneous" provides teachers with an opportunity and platform to exchange ideas and reflect on teaching,and becomes an effective way to improve teaching.Under the situation of same curriculum standards and textbooks,different teachers can use their own knowledge reserve,interpret the textbooks according to the curriculum standards,determine the content of classroom teaching,and combine their own teaching experience,students' learning situation,teaching resources and other subjective and objective factors to select appropriate teaching models and methods,and formulate different teaching plans to carry out teaching.In the process of participating in the "lesson with heterogeneous",teachers can improve their teaching level and teaching skills by comparing their differences in teaching and classroom effects,so as to improve their teaching level and teaching skills,so as to be able to complete the task of geography teaching in the new era more smoothly and effectively.This paper takes the 2019 edition of the new textbook as the starting point,carries on the comparative study of the teaching case of "lesson with heterogeneous".This paper uses the literature analysis method to consult the literature material of " lesson with heterogeneous",understand the relevant theories and make a summary of its research status,which is as the research basis of this paper.Then this paper makes a definition of the related concepts of "lesson with heterogeneous",summarizes the more comprehensive connotation of "lesson with heterogeneous",and clarifies the embodiment of "heterogeneous".Taking the opportunity of Yantai teaching competition,I saw the classroom observation of "lesson with heterogeneous" live,collecting the classroom materials of the teachers and selecting three teaching cases of“Soil” in the new senior geography textbook 1 of SDJY.Through case analysis method and comparative method,this paper makes a comparison about teaching objectives,important and difficult points,teaching process,teaching methods and so on,and respectively summarizes the similarities and differences.It is found that the three teachers have the characteristics of various teaching materials,flexible teaching methods,making the best of students' existing experience and so on.At the same time,it is also found from individual cases that some inquiry problems have high requirements in students and students' initiative is not strong due to insufficient analysis of learning situation.By comparing the teaching cases,I put forward that the teachers need to pay attention to the dynamic learning situation,improve the ability of classroom regulation and control,pay attention to the collection of geographical materials in daily life and the use of materials in teaching links,take in-depth interpretation of the core accomplishment objective where the curriculum standards are constantly optimized and measurable,make the accurate positioning of the function of learning guide,pay attention to students' initiative and teachers' guiding role,deal with the misunderstanding of "lesson with heterogeneous",and so on.I hope the above opinions can play a role in geography teaching and verify the function of "lesson with heterogeneous" to promote teaching reflection.