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在“城市的区位因素(二)”的教学中,要联系实际,让学生通过多项活动理解知识,提高能力。一、自然资源与城市区位1.读图引入:让学生读“某矿业城市形成示意”图。问:左图是怎样描绘当地煤矿大规模开发前的景观?(注重说出该谷坡上有一煤窑,居民开采煤炭只作生活能源;居民散居在河流两岸;没有城市),右图是怎样描绘该地煤矿大规模开发后的景观?(谷地由原来的自然景观被现代化的高层建筑、铁路线、井架和采煤场所替代,一座煤炭工业城
In the teaching of “urban location factors (2)”, we must connect with reality so that students can understand knowledge and improve their ability through many activities. I. Natural Resources and Urban Locations 1. Introduction to Drawings: Let students read “Schematic representation of a mining city”. Q: How does the picture on the left depict the landscape before the large-scale development of the local coal mine? (Note that there is a coal kiln on the valley, the residents extract coal only for energy; the residents live on both sides of the river; there is no city), and the right picture shows how The landscape after the large-scale development of the coal mine (the valley is replaced by modern high-rise buildings, railway lines, derricks and coal mining sites from the original natural landscape, a coal industry city