1.整合法在新课程理念下,各种版本的教材编写思路、体系特点、教学内容选择和学习顺序各具一格,有其优势,也有其不足。因此,作为教师应拥有几套不同版本的教材,教学设计适当“剪辑”和“加工”,变换原因或原例,确定教学的深浅度,联系热点或生活实际,取长补短,使之更适合学生的发展。我们汕头市选用的是“湘教版”教材,但我在教学中常常参考其他三个版本的内容,例如,讲地球公转的地理意义和大气垂直分层时,使用“鲁教版”教材 P14和 P36两个案例引入新课就很自然。关于地球自转周期,“湘教版”教材中只在“活动”中提到恒星日和太阳日,但没有图像,很难理解,采用“中图版”教材P19示意图讲解,难点便可得到解决。又如,说明气旋和反气旋过境时带来的天气,利用“鲁教版”教材 P46示意图,更能说 1. Integration Law Under the concept of the new curriculum, various versions of textbooks to write ideas, system characteristics, choice of teaching content and learning sequence have their own style, have their advantages, but also have their shortcomings. Therefore, as a teacher, he should have several different versions of textbooks, teaching design appropriate “editing” and “processing”, change the reasons or examples, determine the level of teaching, contact hot spots or real life, learn from each other to make it more suitable for students development of. We Shantou City is selected “Xiangjiao version” textbook, but I often refer to the teaching of the other three versions of the content, for example, the geographical significance of earth revolution and atmospheric vertical stratification, the use of “teaching” textbook P14 And P36 two cases into the new class is very natural. As for Earth Rotation Cycle, the teaching materials of the “Xiangjiao Edition” refer only to the “Stellar Day” and the “Sun Day” in the “Activities”, but there is no image. It is hard to understand. The difficulties can be solved by using the P19 schematic of the “Chinese Edition” textbook. Another example is the description of the cyclone and anti-cyclone when the weather brought the transit, the use of “teaching” version of P46 schematic diagram, can say