初中地理湘教版八年级下册第一节 四大地理区域的划分教案

这是一份初中地理湘教版八年级下册第一节 四大地理区域的划分教案，共2页。教案主要包含了导入新课，学习目标，自主学习，交流展示，课堂检测等内容，欢迎下载使用。
课题：         第五章第一节    四大地理区域的划分 教学目标1.了解秦岭、淮河的走向和流向，以及秦岭、淮河的基本概况。2.掌握秦岭－淮河线的重要的地理意义。3.掌握我国四大地理区域的大致位置和范围，分析确定其分界线的主导因素。教学重点1.秦岭－淮河线的重要的地理意义    2.四大地理区域的划分界线                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   教学难点秦岭－淮河线南北两侧的地理差异教学方法读图引导法，读图分析法，总结归纳法教学准备收集资料、课件                 教学过程教师活动学生活动【导入新课】:电脑屏幕上展示我国秦岭、淮河的景观图（提问）：同学们，你们知道屏幕上的景观图分别表示我国的什么地方？（承转）要了解我国的区域差异及原因，首先让我们来学习我国区域的划分和一些重要的分界线。 板书：  第一节   秦岭—淮河线【学习目标】： 1、能够在地图上找出秦岭、淮河，并了解它们的基本概况；2、能说明秦岭—淮河线的地理意义；3、掌握我国四大地理区域的划分及分界线的位置；【自主学习】：1、在地图中找出秦岭与淮河，看一看秦岭的走向、淮河的流向有什么特点？2、在地图上找出秦岭—淮河线通过的主要省级行政单位。3、秦岭—淮河线是我国东部重要的地理界线，它分别是哪些地理事物的分界线？4、我国分为哪四大地理区域？它们之间的分界线分别是什么？【交流展示】课堂探究一：在图中找出秦岭与淮河，看一看秦岭的走向，淮河的流向有什么特点？并找出秦岭—淮河线通过的主要省级行政单位。 课堂探究二：看视频，找差异。秦岭—淮河线是我国东部重要的地理界线，它分别是哪些地理事物的分界线？ 课堂探究三：我国分为哪四大地理区域？它们之间的分界线分别是什么？ 课堂小结：  【拓展题】课后收集南方、北方的资料，我们将举办一个辩论赛课题是“生活在北方好还是生活在南方好”。提示：请从农作物种植、饮食文化、房屋建筑、交通等社会生活的各个方面考虑。  【课堂检测】  略布置作业：《学法》      学生明确学习目标 学生对照提纲自学教材,        学生展示自学成果 小组发言     讨论：P1活动：T1、2、3  学生讨论完成P活动题“1、2”       学生小结：看看自己在本节课中掌握了哪些知识点。  板书设计                                      活第五章　　中国的区域差异　　　　　　　　　　　　　　第一节　　秦岭－淮河线　　　一、秦岭与淮河1、秦岭　　2、淮河二、秦岭―淮河线的地理意义（秦岭―淮河线南北两侧的地理差异）三、四大地理区域1、四大地理区域的名称及分布2、四大地理区域的分界线 教学后记