一直以来,初中地理教学以单一、枯燥的方式,将地理课程异化为知识的熔炉,很多教师认为只要掌握教材中的知识,就完成了地理教学的任务。事实上,地理教学绝不是简单知识的叠加,而要尊重学生认知的主体性,强化学生思维意识和能力,为学生终身学习奠定基础。本文提出要以活动为主线,在情境创设中凸显地理教学的实践性;以探究为平台,在知识整合中凸显地理教学的探究性;以直观为载体,在协调运用中凸显地理教学的交融性,从而提升初中地理课堂教学质量。 For a long time, the geography teaching of junior middle school has transformed the geography curriculum into a melting pot of knowledge in a single, boring way. Many teachers believe that as long as they master the knowledge in textbooks, they have completed the task of geography teaching. In fact, geography teaching is by no means a superposition of simple knowledge, but it is necessary to respect the subjectivity of students’ cognition, strengthen their thinking and ability, and lay a foundation for students’ lifelong learning. This paper proposes to use activity as the main line, highlight the practicality of geography teaching in context creation, use inquiry as the platform, highlight the exploration of geography teaching in the integration of knowledge, and use intuition as the carrier to emphasize the communicativeness of geography teaching in the coordination application. In order to improve the quality of junior high school geography classroom teaching.