一、首尾照应,消除悬念多数教师常以设置悬念的方式导入新课,结课时须引导学生利用本节知识分析导课时留下的悬念。如学习“日本”时,教师先利用钓鱼岛、独岛等事件材料进行导人,并提问“日本屡次挑起和周边国家的岛屿纷争,到底为什么?”让学生带着这个问题学习日本的自然地理环境和工农业状况。悬念的设置,利于激发学生学习本课的兴趣。同时,结课时须消除悬念,引导学生认识 First, the end should take care to eliminate suspense Most teachers often set suspense into the introduction of new classes, end of the lesson must guide students to use this section knowledge to analyze suspense left in the lead. Such as learning “Japan ”, the teacher first using the Diaoyu Islands, Dokdo and other event materials to guide people, and asked “Japan repeatedly provoked and neighboring countries in the island dispute, in the end why? ” Let students take this problem to learn Japan’s natural geographical environment and industrial and agricultural conditions. Suspense set, will help stimulate students interest in learning this lesson. At the same time, the lesson must be eliminated suspense, to guide students to understand