Using Physics Knowledge To Break Through The Difficulties Of Geography Teaching In Senior Middle Schools

With the promulgation of the new curriculum standards in 2017,geography teaching puts forward higher requirements on the educational value of the subject,and students' comprehensive thinking and geographic practice have become important goals of teaching.In 2019,the innovation of the geography textbook of Hunan Education Edition pays more attention to the diversity and life of the classroom.In the reform of the college entrance examination under the guidance of quality education,the number of candidates who included a combination of geography and physics was the largest in the selection of primary three.In addition,high school geography knowledge and physics knowledge have a high degree of relevance,and the boundaries of the subject are gradually weakened.Using the methods that students have learned to break through the difficulties of geography teaching can significantly reduce the difficulty of geography teaching and learning,cultivate students' overall development,and help students build complete knowledge Structural system.This article mainly takes the first volume of Geography Compulsory Course published by Hunan Education Press in 2019 as an example,using questionnaire survey method,document analysis method,table summary method,and case study method to use students' known physics knowledge to break through the difficulties of geography teaching The purpose of the method and strategy research is to reduce the difficulty of teaching physical geography and strengthen the cultivation of students' comprehensive thinking and geographic practice.Through the questionnaire survey,we can understand the status quo of teachers using physics knowledge in geography classrooms and the real demands of students in geography classrooms.The analysis found that teachers are willing to use physics knowledge or methods to break through teaching difficulties,but their effects are limited by their own knowledge reserves and students' acceptance capabilities;students also agree that geography and physics knowledge are highly related,and they hope to reduce learning difficulties and increase practical activities to improve the classroom Richness recommendations.Based on the above survey results,the teaching difficulties and related physics knowledge of Geography Compulsory Book 1 are sorted and sorted by chapter,and more than 30 physical knowledge related to geography teaching difficulties are integrated,and they are related and analyzed for easy reference by teachers.After statistics,it is found that in the first book of Geography Compulsory,the physical knowledge involved mainly focuses on the two major aspects of mechanics and heat in junior high school physics,and a small amount involves knowledge of energy and electromagnetics.The interaction of material changes in heat and mechanics focuses on experimental design,while other students are more familiar with laws and principles.Combining the characteristics of junior high school physics and life,which are closely related to life,and through experimental exploration,the relevant geographical difficulties are summarized in four categories-memory,complex,abstract,and reasoning.The relevant teaching strategies are summarized as follows:Memory-based difficult teaching strategies: Double cases are used to make up for the deficiencies,and the learning cases are used to supplement the basic knowledge of students' forgetting.Use comparison to determine differences,and use comparison to analyze similar concepts.Complicated difficult teaching strategies: Simulation experiments emphasize practice,and the grand geographic phenomenon is visually presented in small experiments.Analyze the causes of control variables,control one element unchanged,and analyze the impact of other variables.Abstract-type difficult teaching strategies: use analogies to visualize,and use teaching aids to demonstrate more.Convert knowledge that is far away from students into life examples,and use teaching aids to enhance operability in the classroom.Reasoning difficult teaching strategy: When the conditions cannot be met,scientific reasoning will draw the law.