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1、1Analysis of geography teaching in several ways a breakthrough difficultAbstract: The difficulty of teaching students is not easy to understand and master it like a stumbling block for students in the learning process, often become a serious obstacle to teaching activities, but breakthroughs in geog
2、raphy teaching methods should be difficult because of the teaching content, teaching time, student cognitive ability, school where the environmental and educational conditions in schools which have their own choice. Keywords: comprehension; memory; the use of nature; difficulties; breakthrough; meth
3、od. 2Difficulty of teaching students is not easy to understand and master, teachers can hardly make clear the teaching point is for students to understand the focus of contradictions. Its essence is more prominent among the students and teaching contradiction. It is like a stumbling block for studen
4、ts in the learning process, often become a serious obstacle to teaching and learning activities so that students in learning the “quit”, the loss of confidence and prevent further access to new knowledge in the students. Difficulties in the Teaching is a relative concept of teaching the same teachin
5、g content, because the students knowledge base, the level of awareness, ability to think the situation is different and some easy to accept, while others find it difficult to understand and master. Difficulties in the Teaching of the “difficult” at different breakthrough approaches are also differen
6、t. 3First, abstract methods of teaching difficulties and breakthroughs Middle School Geography teaching, abstraction difficulties are mainly geographical concept, to the governing principles as the causes and geographic content such as knowledge of the high degree of abstraction, or spatial imaginat
7、ion of students and spatial ability to connect the high demand, as well as factual material was too Simplicity is the key to leading students to understand the difficulties. To help students understand and difficult to make rational perceptual knowledge to achieve long-term memory and knowledge, fle
8、xibility in the use of teachers in break through abstract and difficult, we should pay attention to teachings of the visual, image and specific, we should pay attention to backward and forward linkages between the old and new knowledge, would like to add the relevant emotional material. 4Abstract an
9、d difficult to resolve the method are: (1) The example of France. High School Geography stresses “the unity of opposites between human beings and the environment,” is rich in philosophical and strong, students difficult to understand, through examples of the way to get students to understand its sub
10、stance. Since the 20th century, 80-year, scientists in the regulation of the humidity here to study. They are “due to swamp the system should” adopt a Daida ponds mode: digging fish ponds, fish in the water duck, aquatic cultivation of cash crops; building a terrace fields, in the fields of grain, f
11、ruit, cotton and fodder plants, etc. livestock. This model, so that a single fish ponds fields and promote each other, the main development and utilization to achieve ecological, economic virtuous circle. (2) experiment. Demonstration experiment can be of intangible tangible, turn flat as the three-
12、dimensional, static for the activity-oriented and change the abstract for the concrete, can mobilize students in hands, eyes, ears, brain and other sensory synergistic activities that make teaching difficulties would be a sense of easy solution. For example, the anticline, syncline, the 5fundamental
13、 difference is the focus of teaching is teaching difficult. If teachers use the textbook as teaching aids to enable students to think of the books formation, with two-handed squeeze on both sides of textbooks, respectively, so that textbooks swell up and down until the Depression to fold the end of
14、the students observe the center and two wings textbooks composition book pages, students that is able to draw on their own back (to) the ability to construct oblique. (3) Contact law. Life experiences of students tested in practice through their own perceptions, is the most trusted students, but als
15、o see the profound in the most from the simple and obvious, the most telling fact of material. Timely contact teaching life, and teaching content can become warm feeling, so difficult facilitation. For example, the formation of thermal circulation and causes burning of waste paper may contact in dai
16、ly life, you will see many of the small rise in the ashes of the facts to be explained by floating; Another example is the vertical tropospheric temperature changes, may contact the students first-hand experience of climbing in the process of to illustrate. (4) analogy. Metaphor is the medium of instruction in the important rhetorical methods, 6appropriate metaphor to understand the difficulty can be reduced. For example, our three-lying sequence of the ladder compared t
