地理教学中培养学生的思维能力,教师必须努力做到“五多”。 1.多使用直观教具和形象性语言,从发展形象思维入手。地理教材本身,为地理思维的发展提供了丰富的材料,但天地之大,不可能事事处处亲临察看,对中学生来说,自身的体验更是有限,很难直接利用这些材料形成正确的思维,特别是空间立体思维。因此,必须尽一切可能,使教学内容形象化,包括使用各种直观教具和形象生动的教学语言,使学生获得必要的感性认识,这在低年级尤其重要。例如。在讲授地形等高线图时,若不从观察教具模型或实地观察地形入手,学生就很难形成利用等高线图进行分析该地区地表起伏的立体思维,更谈不上形成利用等高线图进行选择水库坝址、设计交通线路等创造性思维活动。不使用教具演示,学生也根本无法理解地球上太阳直射点及昼夜长短的变化规律,正确的思维活动就无法进行。除各种演示的模型等教具外,幻灯、图片、影视也是很好的直观 In geography teaching, students’ thinking ability is cultivated, and teachers must work hard to achieve “more than five”. 1. Use intuitive teaching aids and visual language to start developing image thinking. Geography textbooks themselves provide abundant materials for the development of geographical thinking. However, it is impossible for everyone to observe them in person. For secondary students, their own experience is limited, and it is difficult to directly use these materials to form correct thinking. In particular, spatial stereo thinking. Therefore, everything possible must be done to visualize the content of the teaching, including the use of various visual aids and vivid teaching languages, so that students can acquire the necessary perceptual knowledge. This is especially important in the lower grades. E.g. When teaching topographic contour maps, it is very difficult for students to use contour maps to analyze the surface undulations in the region without taking into account the model of teaching aids or field observations, let alone form a contour line. The figure will select creative thinking activities such as selecting reservoir dam sites and designing traffic routes. Without the use of teaching aids, students are simply unable to understand the direct changes in the direct sun and the length of day and night on the Earth. Correct thinking activities cannot be carried out. In addition to various demonstrations and other teaching aids, slides, pictures, and movies are also very intuitive