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

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