教学典例能让深奥难懂的地理事物和地理特征变得生动、形象、简明、扼要,极大地提高教学效率,然而“失败的”地理实验课对教师的教学艺术启迪和对学生的教育作用也是十分深刻的。一、“失败的”课堂地理实验课教师在进行“地质构造”教学时,为了演示褶皱构造,用课前准备好的枝条从两头向中间水平用力挤压,枝条就会产生向斜或背斜的效果。笔者曾多次在基层中学地理课堂上见过此类实验,其优点显而易见。但此实验却是一个“失败的”地理实验;因为其只能展示单一的向斜或背斜,而不能完整地展示褶皱构造,类似的课堂实验演示在条件有限的基层中学被广泛使用。又如,用一个地球仪和一只手电筒做地球昼夜、晨昏线的演 The teaching paradigm can make esoteric geography and geographical features vivid, vivid, concise and concise, and greatly improve the teaching efficiency. However, the teaching of “failed” geography experimental class is enlightenment to the teachers and the students’ The role of education is also profound. First, “failure ” class Geography Experimental Class teachers in the “geological structure ” teaching, in order to demonstrate the fold structure, with pre-prepared branches from two to the middle of the level of force squeeze, the branches will have to produce Oblique or anticline effect. The author has seen such experiments many times at the grassroots middle school geography class, and its advantages are obvious. However, this experiment is a “failed” geography experiment; because it can only display a single syncline or anticline, it can not fully display the fold structure. Similar classroom experiments are widely used in grassroots schools with limited conditions . In another example, use a globe and a flashlight to make earth day and night, dusk line play