高中学生正处在从少年向青年的过渡阶段,他们对事物的感知力和认识事物的思维能力在这个阶段都有了明显的发展。在教学中我发现,他们的求知欲极强。不再满足于传统、被动的填鸭式讲授和机械式记忆;而往往是积极地提出一些为什么的问题。穷根究底,深入钻研。在教学中我感到高中地理课堂教学,不应仅仅满足于知识的传授,而应注重教学方法的改革,不断提高教学质量。我在教学中进行过创造性思维能力培养方面的尝试,感到效果较好,现谈谈几点体会: 一、在教学中培养学生学习兴趣,激发学生的求知欲 1.课堂中广泛而紧密地联系实际,使学生对地理知识的学习扩展到周围的生活环境,一方面可激发其学习兴趣,另一方面可培养其保护地理环境的责任感。 教学中在讲到“天气”一节时,我尽量使学生联系一些相关内容:如讲到台风大气时,让他们联系每年我国夏秋季节,来自西太平洋上的热带气旋进入我国境内,影响到我国台湾、福建、广东、浙江等地出现暴风雨天气的现象。让其联系中央新闻报 High school students are in the transitional stage from youth to youth. Their perception of things and the ability to think about things have clearly developed at this stage. In the teaching I found that their thirst for knowledge is very strong. No longer satisfied with traditional, passive spoon-feeding lectures and mechanical memory; it is often actively asked why. The bottom line is to study thoroughly. In my teaching, I feel that high school geography classroom teaching should not only be satisfied with the teaching of knowledge, but should pay attention to the reform of teaching methods and constantly improve the quality of teaching. I have tried to cultivate creative thinking ability in teaching. I feel that the effect is good. Now I will talk about a few experiences: 1. To cultivate students’ interest in teaching and to stimulate students’ curiosity 1. Connect extensively and closely in the classroom In reality, students’ learning of geography knowledge can be extended to the surrounding living environment. On the one hand, they can stimulate their interest in learning. On the other hand, they can cultivate their sense of responsibility to protect the geographical environment. When teaching about the “weather” section, I try to make students contact with relevant content: When talking about the typhoon atmosphere, let them contact each year in summer and autumn in China. Tropical cyclones from the western Pacific enter our country and affect our country. Stormy weather appeared in Taiwan, Fujian, Guangdong and Zhejiang. Let it contact the Central News