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笔者根据教材特点和学生的实际情况,用谜语、故事、谚语、典故、诗词、歌曲、多媒体等方式创设教学情境,取得了较好的效果。借用诗词创设教学情境。古诗词通过有节奏、有韵律的语言反映生活,抒发情感,教师借用情感语言可以创设情境,以情感人。如通过“人间四月芳菲尽,山寺桃花始盛开”来讲气候垂直变化和山地的垂直地带性;在讲长江上游的干支流和地形时,可借用“金沙水拍云崖暖,大渡桥横铁索寒”的诗句,让学生体会山高、谷深、水急的地形水文特征;在讲我国跨世纪三峡工程时,借
According to the characteristics of teaching materials and the actual situation of students, the author creates teaching situations with riddles, stories, proverbs, allusions, poems, songs and multimedia, and achieved good results. Use Poetry to Create Teaching Situations. Ancient poetry through rhythmic, rhythmic language to reflect life, to express their feelings, teachers can use the emotional language to create situations to emotional people. In terms of the vertical change of the climate and the vertical zonality of the mountain in terms of “the world in April Fangfei make, the mountain peach blossoms bloom in full bloom ”, speaking of the dry tributaries and terrain of the upper reaches of the Yangtze River, Bridge horizontal iron cable cold "poem, let the students experience the high mountain, deep valley, urgent hydrological features of the terrain; Speaking about China’s cross-century Three Gorges Project, by