The teaching method based on language transmission information refers to the teaching method that teachers and students impart knowledge and skills, develop intelligence and carry out ideological education through oral or written language. Spoken and written language is an important communication tool between people and a very important cognitive medium in the teaching process. The information transmission between teachers and students depends on language. For students, oral training and written expression "are also an important aspect of cultivating thinking quality". Therefore, the method of transmitting information based on language has a long history and is still a very important and effective teaching method.
In the process of geography teaching, the teaching methods that mainly convey information by language mainly include lecturing, speaking, reading guidance, writing on the blackboard, taking notes and so on.
(A) teaching methods
Teaching method is a teaching method that teachers tell, explain and read geography knowledge to students through oral language and develop their intelligence. In the process of geography teaching, the commonly used teaching methods mainly include telling, explaining and reading.
1. Narrative method Narrative method is a way for teachers to describe or depict images to students in vivid language. Generally speaking, when describing geographical things, phenomena, characteristics and distribution, narrative methods are adopted. For example, the description of various phenomena and landscapes in the teaching of physical geography and human geography, the description of terrain distribution, water system distribution, resource distribution and production distribution in the teaching of regional geography, and the description of local customs, urban and rural scenery and geographical exploration are often used in teaching.
For example, when describing the complex process of water cycle in teaching, a teacher said, "Let's spread our imagination wings and take a circular trip with the water quality point, which will be extremely interesting. You can imagine that the water quality point in the glass of water you drank once flashed in the ice crystals on Tanggula Mountain, and then it ran into the torrent of the mountain stream, entered the raging Yangtze River with the river, merged into the East China Sea, and wandered on the vast ocean ... Under the scorching sun, it evaporated from the ocean surface into the air and began to travel around the world-maybe it appeared in the rainbow in Beijing sky, the thunderstorm over the equator, and the swamp in Siberia. Perhaps it is absorbed from the soil into the branches and leaves of sugarcane, the trunk of spinning tree and the stem ball of cactus; Perhaps it has become the sweat on a fine horse, the water column sprayed by whales, the tears shed by crocodiles, and the cell fluid in paramecium. You can also imagine that it is contributing to mankind-flowing in the rice fields of Zeguo, a water town, boiling in the boilers of power plants, or slowly dripping into the patients' bodies in the infusion bottles of wards ... Through this global tracking trip, you can fully realize that there are traces of water on the earth's surface almost anywhere and at any time, and they are in an endless cycle. "
When using narrative methods, teachers should not only pay attention to the scientific content of narrative, but also pay attention to the colloquialism of language, emphasizing the cadence of tone, and the language of narrative should be vivid, vivid, beautiful and cordial. It can be combined with other teaching methods, such as: combining with intuitive methods, pointing to the map while talking, or drawing sketches and schematic diagrams of the blackboard while talking; Combine the conversation method, use narration as the introduction, then ask questions, or ask questions while talking, and so on.
2. The explanation method is a way for teachers to explain, explain or demonstrate geographical concepts and laws to students in a rational language. The difference between explanation and narration is that narration focuses on narration and description, while explanation focuses on discussion and elaboration. Teachers usually use the explanation method when explaining the formation reasons, layout principles and interrelations of various natural or human geographical phenomena, or explaining the comprehensiveness and differences of geographical areas, and explaining and deducing some formulas and principles such as astronomy, atmosphere and hydrology. For example, the movement of the earth, the formation of wind pressure belt, the cause of ocean current, the principle of water cycle, the mechanism of plate movement, the internal and external driving force of landform formation, the allocation of industrial and agricultural production, the factors of population migration and the theory of sustainable development can all be taught by explanation. When a teacher was teaching "natural population growth rate", he explained that the natural population growth rate refers to the ratio of a country or region's annual net increase in population to the total population, which is usually expressed in thousandths (‰). The calculation formula is:
If a country or region has an average of 1 10,000 people a year, with 20 births and 8 deaths and a net increase of 1.2, then the natural population growth rate of this country or region this year is 1.2‰.
Teachers should pay attention to the following points when using the explanation method: ① The language should be clear and accurate. The language used in the explanation should be strict and scientific, the wording should be accurate and concise, and the reasoning should be logical and structural. For example, when explaining that "hydrosphere is a continuous and irregular layer", we should first point out its "continuity"-that is, water exists anywhere on the earth's surface (including extremely arid desert areas), even if there is no liquid water, there will be gaseous water or solid water; Then it points out its "irregularity"-that is, the hydrosphere on the earth's surface is unevenly distributed, with more water in some places and less water in some places; Finally, it comes down to a "circle". The water in this circle is a whole, and it is always in circular motion. ② Pay attention to the psychological characteristics of students' age. Especially for junior students, the explanation should be simple and easy to understand; Even high school students should avoid abstruse and complicated explanations. For example, for the cause of East Asian monsoon, we can focus on the main cause of "land-sea temperature difference" and contact with students' daily life practice, such as the difference of heating, heating, cooling and cooling speed between water and sand (or the temperature difference between swimming pool water and noon and night water), introduce the land-sea temperature difference in winter and summer, and further analyze it from the concepts of heat capacity and pressure gradient, so as to draw a correct conclusion about the formation of monsoon. ③ Correct use of logical thinking methods commonly used in geography teaching, such as comparative method, analytical synthesis method, etc. For example, to explain the concepts of anticline and syncline, we should not only start from the shape of rock strata (anticline is the part where folds arch upward, syncline is the part where folds sag downward), but also start from the old and new arrangement order of rock strata and the surface shape, and clarify the differences and connections between them by comparison. (4) Use intuitive methods to help explain as much as possible. When using the explanation method, we should make full use of maps and various geographical charts, especially various schematic diagrams that can reveal the relationship between geographical things to help explain. For example, when explaining the relationship between agriculture, sideline and agricultural products processing industry unique to the Pearl River Delta, the "Pearl River Delta pond production chain map" on the next page can play a very good role in explaining it.
3. Speaking and reading is a method that combines telling, explaining and reading aloud. In geography teaching, although reading aloud is not as common as Chinese and foreign languages, it is often used in key points or wonderful paragraphs of teaching texts. Especially in the teaching of lower grades in middle schools, there are more opportunities to use reading aloud. Judging from the teaching content, the speaking and reading method is generally used in the following two situations. One is to pay attention to the meaning of the original text in the textbook by combining speaking with reading when teaching the key paragraphs of the text in the textbook. In teaching, teachers often read aloud and explain, or read aloud and ask students to brush off the key contents of the text, or analyze the structural characteristics of sentences, clarify the relationship between old and new geographical concepts, and even ask students to memorize key sentences. For example, for the teaching of many concepts and laws of physical geography, the influencing factors and types of industrial and agricultural layout in human geography teaching. We can adopt the method of speaking and reading. The other is to use the method of combining speaking and reading when teaching wonderful paragraphs or readable contents in textbooks. For example, the description of stalactites and stalagmites in caves, the magnificent scenery of the Three Gorges of the Yangtze River and the scenery of Venice Watertown can be taught through lectures and reading. In the form of speaking and reading, in addition to the teacher's own speaking and reading, you can also ask a student with standard Mandarin and good reading ability to stand up and read aloud. In the lower grades of primary school or middle school, you can group or organize the whole class to read aloud in unison. When using the speaking and reading method, the materials to be read are not necessarily limited to the contents of the textbook. Some poems, folk songs, ballads, comments, essays, travel notes, biographies, novels, stories, famous sayings and famous sentences with geographical content collected by teachers themselves can be read.
The above three teaching methods all have some common characteristics. First of all, this teaching method can simply and quickly impart geographical knowledge and information to students, without going through the tortuous and long exploration and management process of geographers, so it can teach more knowledge in a short time. Secondly, the teaching method is adaptable, convenient and flexible, and can be used in classroom, outdoors and outdoors. The teaching content can be modified at will according to the teaching purpose, teaching conditions and teaching objects, and the depth, teaching speed and rhythm of the teaching content can be adjusted in time according to the feedback information from students when they attend classes. Thirdly, teachers' emotions, language expressions, logical order, and even actions, gestures and manners. It can subtly infect and influence students, stimulate their interest in learning geography knowledge and enlighten their intelligence. Fourthly, the teaching method can also educate students' thoughts according to the content of geography teaching, combined with current affairs at home and abroad and the actual situation of the local or school.
This teaching method also has some obvious shortcomings. First of all, the perfection of teachers' teaching is not equal to the completeness of students' understanding, and the transfer of knowledge "is not as direct and simple as the transfer of physical things." It can neither be transmitted by simple hand-to-hand handover nor by direct brain perfusion. It is one thing for students to receive the teacher's language signal, but it is another to really understand the meaning of language. Sometimes the two are not completely unified, and the teacher's teaching is transformed into the students' understanding, and the two are not completely equal. Secondly, teachers' teaching assumptions are all understood by students, which does not mean that students will apply them. From cognition, understanding to application, a "leap" is needed. Third, the teaching time is too long, and it is not easy to keep students' attention.
Therefore, due to the above limitations of teaching methods, whether it is telling, explaining or reading, it must be combined with other effective teaching methods, especially the method based on practical training.
(2) Talking methods
Dialogue is a method to impart geographical knowledge and inspire intelligence by asking and answering questions according to students' existing geographical knowledge, life and learning experience. With the deepening of geography teaching reform, China academic circles use conversation more and more in teaching practice, not only for reviewing and consolidating old knowledge and checking the mastery of knowledge, but also for imparting new knowledge. Conversation can generally be divided into two types, one is question-and-answer conversation and the other is heuristic conversation. Question-and-answer dialogue is generally used to check whether students have forgotten what they have learned about geography. Questions and answers between teachers and students are relatively simple. For example, after learning Ocean of the World, ask students what kinds of seabed topography there are; After learning "vertical stratification of atmosphere", ask the students which five layers the atmosphere is divided into from bottom to top. Heuristic dialogue rules are different. Teachers usually need students to use their brains to think positively. By creating a "problem situation", students are put in an "intellectual embarrassment". Or break down the complex content into several components or some small questions, and then inspire and induce students to use their existing geographical knowledge and skills to find the correct answer to the question step by step. For example, a teacher used heuristic conversation when teaching about terrestrial water: first, he told the students that there is a lake Chad in central Africa, which is an inland lake; Then describe the location of the lake and the water injection system, and guide students to observe the schematic diagram of the location of Lake Chad. Then the teacher asked a question. Inland lakes are generally saltwater lakes, but Lake Chad is a freshwater lake, and its area has nearly doubled in one year. Please analyze the reasons according to the geographical location and water supply characteristics of the lake. On the basis of students' observation and thinking, teachers guide students to contact the latitude position of the lake, the wind pressure zone and the injected basin. Step by step, find the correct answer, so as to contact all kinds of knowledge and inspire students' thinking. There are many ways to ask questions in heuristic conversation, such as progressive, decomposition, circuitous, rhetorical, suspense, comparison, series and expansion.
When using the conversation method, we should pay attention to the following points: ① Grasp the opportunity and object of asking questions. Questions should be set according to the teaching purpose, key points, difficulties and characteristics of teaching materials. When asking questions, face the whole class, let the whole class think about the questions actively, and then assign students to answer them. The designated target should take into account students with good, medium and poor levels. (2) Teachers should be flexible and adaptable in asking questions. According to the feedback information when students answer questions, adjust the angle, scope and depth of questions in time, so that students can find the answers to questions smoothly under the guidance of teachers. ③ The depth of asking questions should be appropriate. Questions should be clear and specific, not vague or vague; The scope and difficulty of the problem should be moderate; Ask questions to avoid suggestibility, so that students are not thinking about the problem, but guessing; The key and main issues should be rational, and should not make a fuss; Related issues should be systematic and coherent.
Compared with the teaching method, the conversation method has some similarities and differences. First of all, the conversation method is as convenient, flexible, adaptable and infectious as the teaching method. Secondly, because the talk method needs more and more direct students' participation than the lecture method, as long as teachers pay attention to training and exercise at ordinary times, it will play a great role in improving students' ability to apply geographical terms and express their language organization. Thirdly, the conversation method is helpful to stimulate students' thinking activities, especially the heuristic conversation method is very helpful to cultivate students' ability to analyze, synthesize and solve problems. Fourthly, the talk method can receive students' feedback information quickly and directly, which is beneficial for teachers to adjust and control the teaching process in time. Fifth, the teaching method has the disadvantage that it is difficult to maintain students' attention by simply telling and explaining for a long time, while the conversation method makes up for the shortcomings of the teaching method in this respect because of the joint participation of teachers and students and questions and answers.
First of all, the limitation of conversation method is that it is not suitable for all teaching occasions. Although it can be used in the teaching of new lessons and the review of old lessons, it is not necessary or suitable for some teaching contents that are very difficult and need to be fully explained by teachers or have vivid and wonderful plots. Secondly, the teaching time of conversation method is generally longer than that of teaching method. If the conversation method is used too much in the limited teaching time, sometimes the teaching task may not be completed. Third, it is difficult for interns or new teachers who are on stage for the first time to use the conversation method. Although they can design a plan to ask questions when preparing lessons, they often follow the "established policy" in class, but they can't grasp the conversation process flexibly. When encountering unexpected situations, they are often in a hurry, paying attention to one thing and losing another, and lacking the ability to cope. Of course, if you want to use conversation methods freely and master the "timing", "temperature" and "discretion" of asking questions, you must have long-term teaching practice, especially if you want to achieve the "perfection" of conversation skills. In this sense, the use of conversation is indeed an "art".
(C) Reading Guidance Law
Reading guidance method is a method for teachers to guide students to acquire knowledge by reading geography textbooks and related reference books (including extracurricular reading materials). How to guide students to read is an important link that can not be ignored in the teaching process, and our ancient educational practice has left a lot of experience in this regard. Such as "top-down reading, top-down thinking", "step by step" and "intensive reading" are all famous sayings about how to read. Especially in geography teaching, the reading method of "putting pictures on the left, books on the right, pictures on the picture and books on the right" has evolved into a reading method combining textbooks and atlases, which has been widely used by geography teachers in guiding students to read.
When guiding students to read geography textbooks, students should be required to do the following: ① Understand the contents of the textbooks through preview and attend classes with questions. (2) Be able to answer relevant questions according to the textbook, and draw inferences about geographical concepts and principles. ③ Be able to master the framework and structure of geographical knowledge content in textbooks, and distinguish the main content from the secondary content. ④ Be able to compare the similarities and differences between the textbook content and the teacher's teaching content. ⑤ Be able to compare and associate similar geographical knowledge in different chapters. ⑥ It can closely combine the contents in textbooks with those in atlases, and attach geographical knowledge to the "skeleton" of maps.
There are many kinds of geography reference books used by students, including geography dictionary, geography basic knowledge manual, geography study guide, geography review reference books and so on. , as well as geographical popular science books and geographical monographs that enhance geographical science knowledge and stimulate hobbies. When guiding students to read such books, newspapers and magazines, they should be required to: annotate and compile; Write a good reading outline, summary and experience; Compare the relevant geographical knowledge with the corresponding concepts and principles in the textbook.
The application of reading guidance method can be infiltrated into the usual classroom teaching, or it can be concentrated in the classroom for a period of special counseling, and it can also be used to give reading guidance lectures and organize reading groups after class.
(4) Writing on the blackboard and taking notes
Writing on the blackboard and taking notes are a written language application method for teachers to show the teaching syllabus, teaching emphases and difficulties, and for students to record the teaching progress and teaching points. If the teaching method and conversation method mainly use words (spoken language) to convey information, then the reading guidance method and the rules of writing on the blackboard and taking notes mainly use words (written language) to convey information. Although writing on the blackboard and taking notes are sometimes only an auxiliary means in geography teaching, its function can not be ignored. Blackboard writing can show the structure and level of teachers' teaching content, and also prompt the main points of teaching, show the teaching process, highlight the teaching key points and demonstrate the outline of students' notes. Notes are very helpful for students to improve their learning efficiency. They can clear their minds, keep their attention, grasp the key points, and facilitate comparison and review.
There are mainly two kinds of blackboard writing, one is sporadic blackboard writing while talking, and the other is the main board book showing the syllabus. Sporadic blackboard writing is mainly used to write place names, data and important geographical concepts. Generally, as the teaching process continues, it needs to be erased in time. When writing sporadic blackboard writing, teachers should remind students not to write typos of place names and geographical terms in the future. For the geographical data that students are required to remember, let them write it down in notebooks or textbooks. There are many kinds of main board books, and the main ones that are often used are outline, table solution and diagram. Attention should be paid to: ① Scientific and systematic geographical knowledge closely matches the titles and paragraphs of the text in the textbook. ② The blackboard writing should be concise, accurate and standardized; Pay attention to the parallel relationship between titles at the same level and the inclusive relationship between big and small titles; The handwriting should be clear and correct, avoiding irregular simplified words and typos. (3) The layout of blackboard writing should be appropriate and reasonable and beautiful; The length of blackboard writing should be appropriate, leaving a certain space for hanging wall charts or writing sporadic blackboard writing. (4) the level of outline writing on the blackboard should be moderate, and there are generally 2-3 topics. It is forbidden to list "1), 2), 3)" A, B, C "and" A, B, C "under the heading of the third level, so as not to make students feel complicated and unable to grasp the main points.
There are many writing forms on the blackboard. The most common, simplest and most flexible form is that teachers write on the blackboard with chalk while talking, accompanied by the teaching process. Motherboard books that are too long to be written while talking can also be written on a small blackboard or white paper before class, and displayed paragraph by paragraph in a way that covers the width during class. In recent years, a teacher has written on a blank slide and projected it with a projector, and the effect is good. A more advanced way to display blackboard writing is to display it on the screen with a computer.
Notes mainly refer to the in-class records of students in class. Instruct students to take notes, focusing on the details and omissions of notes. For junior students, notes are mainly copied from the teacher's blackboard outline as the class goes on. For senior students, in addition to copying the outline of the blackboard, they can also record the contents dictated by the teacher, including the main points of learning content, main factual materials, conclusions and so on. Notes are too short and often have little effect; Too detailed notes sometimes affect students' listening and thinking to a certain extent.
Second, the method based on direct perception.
The teaching method based on direct perception refers to the method that teachers demonstrate various geographical teaching AIDS, conduct geographical experiments and organize extracurricular visits, so that students can directly perceive geographical things with various senses and acquire knowledge. Teaching methods based on intuition mainly include demonstration and visit. This method is characterized by intuition, image and truth. Intuition is the "beginning link of understanding", and geographical intuition is more special than other disciplines, which is determined by the complexity and indirectness of geographical knowledge itself. The method based on direct perception plays a vital role in forming students' rich geographical representation.
Due to the limitation of conditions, it is difficult or impossible for teachers to let students directly observe and perceive some teaching contents, such as underground, high altitude or geological phenomena that occur in a long geological era and historical era. Therefore, the method based on direct perception must be reasonably combined with the method of transmitting information based on language and other methods in order to achieve better teaching results.
(A) demonstration methods
Demonstration method is a way for teachers to show all kinds of objects, intuitive teaching AIDS or conduct demonstration experiments, so that students can gain perceptual knowledge of geographical things. Many geographical things exist or occur in far or even far places in space, so it is impossible for students to experience them personally or observe them directly. For example, it is impossible for ordinary people to observe the distant Antarctic continent, the cold Mount Everest, the hot and dry Sahara desert and the deep Mariana Trench in person. Therefore, we need to rely on some effective teaching methods, such as intuitive demonstration, to obtain the representation of these geographical things, and then master and understand the relevant geographical concepts and principles.
The intuitive demonstration used in geography teaching mainly includes the demonstration of geography wall charts, pictures, photos and satellite films; Display geographical objects, specimens and models; Presentation of slides, videos and movies; Computer simulation demonstration; Demonstration of geography experiments, and so on (the demonstration of maps has been classified as a method based on symbol cognition). Some of these visual demonstration methods reflect the visual image of geographical things and can reflect the landscape and distribution characteristics of geographical things; Some are three-dimensional and dynamic, with many pictures and large capacity, which can stimulate students' interest in learning geography; Some of them can reproduce the process of geographical development and reveal the laws and causes of geography, so they play a unique role in geography teaching.
When using demonstration methods, we should pay attention to the following points: ① No matter what kind of demonstration, it must be closely combined with the methods of telling, explaining and talking, and pay attention to the mutual penetration and infiltration of various methods. (2) The time of the demonstration should be timely, and it should be removed in time according to the teaching process at an appropriate time to prevent students from indulging in irrelevant details in the demonstration in advance or late. (3) The content of the demonstration should generally choose the key or difficult content in teaching, so as to facilitate the easy solution of the key and difficult points in teaching; The content of argumentation should be more rational and avoid focusing too much on the content of other disciplines. The demonstration must highlight the main features of geographical things and prevent students from distracting themselves from minor or irrelevant issues; There are many ways to demonstrate, so that students can perceive the objects of demonstration with various senses, and as far as possible, let students gain insight into the development and changes of geographical things. ⑤ Demonstrate various teaching AIDS or experiments, and pay attention to the right amount in quantity and time. In addition to organizing students to watch movies, TV or experimental demonstrations, it is generally not appropriate to have too many demonstrations in each class. In addition, the demonstration should be closely coordinated with the students' operation and practice.
(2) Access method
Visiting method is a method for teachers to organize students to natural or social places according to the requirements of teaching tasks, and gain knowledge by directly observing nature and human geography. There are many contents of geography teaching visits, such as observing and visiting mountains and rivers, lakes and seas, places of interest, botanical gardens, zoos, museums, factories and mines, shopping malls, ports, roads, farms, villages and other natural or human geography things. Visiting method takes nature and human society as living teaching materials, which can break the shackles of classroom and textbooks and broaden students' horizons. It is an important link between theory and practice, and its main purpose is to perceive direct knowledge and verify indirect knowledge in nature and social practice.
Visiting method is different from field practice training (mainly practical training) which relies on measuring tools or means to cultivate operational skills and practical work ability. Its main way is to observe and record. When using the interview method, we should first make the plan and steps of the interview, make clear the purpose and requirements of the interview, and pay attention to collecting the necessary reference materials. Before the visit, teachers should teach students the order and methods of observation, and give full play to the role of students' various senses; During the visit, teachers should guide students to focus on the key observation objects, combine perception and understanding, understand the observation objects in many ways, encourage students to observe independently as much as possible, and make a record of the visit; After the visit, students should be instructed to write a visit report or summary, or through discussion, conversation and other forms, so that students can connect the observed phenomena with book knowledge, so as to truly gain perceptual knowledge, verify, understand and master relevant knowledge.
Thirdly, the method based on symbol cognition.
The teaching method based on symbol cognition refers to the method that teachers make students acquire geographical knowledge through maps, globes, profiles, schematic diagrams and other symbolic images. Different from the visual teaching AIDS that show the external image of geographical things, maps use a series of commonly used symbols to represent geographical things, which can reveal the spatial distribution characteristics of geographical things and their development, changes and interrelations, and have extremely special significance for geography teaching. It can be said that the application of maps in geography, like dictionaries in Chinese, microscopes in biology and experiments in physical chemistry, is an extremely important and indispensable means and method in the teaching process. For geography teaching, it is inconceivable to leave the map for both teachers' teaching and students' learning. Of course, the image represented by maps or other symbols is only a tool or means. The method based on symbol cognition must be combined with the method based on direct perception, and closely cooperate with the method based on language to transmit information, so that symbol cognition can be combined with direct perception, and image information can be combined with language to achieve better teaching results.