Study On The Teaching Strategies Of The Key And Difficulty Knowledge In Weather And Climate Of Seventh Grade

New curriculum reform has been on the teaching of geography in middle school sent a violent challenge to update the teachers ’teaching philosophy, changes in teachers’ teaching means and methods has become an urgent matter, with the new teaching concept, the use of what the geography classroom teaching strategies can achieve teaching objectives to improve the efficiency of classroom teaching is still in debate. It is in this case to determine the topics. In this thesis, the third chapter of the book on the PEP 《geography》 seventh grade 《weather and climate》 heavy and difficult knowledge for research, literature survey, comparative study of law, education, experiment, to classify the knowledge of the《Weather and Climate》, divided into the perceptual knowledge of geography (geographic evolution of knowledge, the geographical distribution of knowledge, geographic names, knowledge, knowledge of geographic data) and geographic rational knowledge (geographical concept knowledge, knowledge of the geographical causes, the knowledge of geographic features, geographic laws of knowledge), the statistics of this chapter is both a focus is also the difficulty of knowledge evolution of geographical knowledge, geographical distribution of knowledge, knowledge of geographical concepts, knowledge of the geographical causes, knowledge of geographical features, geographical disciplinary knowledge-based main teaching strategies on this knowledge. Final choice of the experimental class teaching experiment, the experimental results were analyzed and summarized. Education and experimental results show that the 《Weather and Climate》 heavy and difficult to design appropriate teaching strategies, students more easily accepted, to improve teaching effectiveness.