Under The Background Of New Curriculum Reform Of High School Geography Case Teaching Applied Research

The new curriculum reformation of Chinese basic education in middle schools has been fully carried out, and the new geography curriculum standards put forward:to cultivate modern citizens with geographic knowledge, to enhance students’ability of learning, inquiring and co-operative learning. Case teaching method emphasizes the students’ active participation as the premise, giving full play to the main role of students. According to the teaching goal and the teaching content, the teacher uses typical geography case organization and guides students to study, research, discuss, which is a kind of teaching method of making the students master the knowledge and training the ability of the students. Case teaching realizes the combination of theory and practice, activating the knowledge of textbook, improving students’ practical ability of using knowledge, infusing new vitality to the geography teaching, promoting the advancement of the quality education, and implements the new concept of education.Geography case teaching case is a case teaching method which is specifically applied in the geography. It is based on new curriculum basic idea of the high school geography and the cur-riculum goal, which combines the students’life and social reality, is a manifestation of learning concepts of the new course "autonomy, cooperation, explore "and a teaching attempt full of vi-tality. However any kind of teaching methods are not perfect, except its own unique advantages it also has some inherent shortcomings and deficiencies, case teaching method is not an excep-tion. This article analyze the application of case teaching method in the subject of geography teaching by using the SWOT analysis, from which the teacher can get a more comprehensive and systematic understanding about the advantage of the case teaching method in the teaching of ge-ography, fully realizing the opportunities and challenges that this method faces in the application, and then can foster strengths and circumvent weaknesses, according to their own internal condi-tions, consolidating advantage, reducing the disadvantages, seizing the opportunity, lessening the threat. According to the specific teaching content, selecting the method, and to make a concrete analysis of concrete problems, not making it rigidly uniform and blindly applying mechanically the case teaching. Only in this way can we fully demonstrate the value of geography case teach-ing in the teaching process, and the better to achieve the teaching target.Along with the deepening of the new curriculum reform, high school geography case teaching theory research will increasingly grow in quantity, in the constant teaching practice of geography case teaching, the successful experience will be more abundant. The problems, such as the limitation of Case teaching’s application range, the lack of high quality cases and the im-provement of teachers’team, will be overcome constantly. And the advantage of stimulating stu-dents’interest in learning, training students’ ability of autonomous learning, helping students to form correct values of emotion and attitude, will also be more visualized. The application space of Case teaching in high school geography teaching will become more and more broad.Based on the new curriculum basic idea, Levin migration hypothesis theory, the theory of multiple intelligence theory, example teaching, situational teaching theory, teaching communica-tion theory and the United States of America Harvard University administration case teaching method as a guide, combined with the professional learning of myself, using the methods of lit-erature research, action research, interviews and other methods of carrying out case teaching ap-plication research, attempts to discuss the combination of case teaching and high school geogra-phy teaching, tries to establish a workable high school geography case teaching mode. Looking forward to making a positive contribution to the reformation of geography curriculum in the context of the new curriculum.The article is divided into six parts:The first part:Making a detailed introduction about the background and significance of the topic, the research status of case teaching method at home and abroad, and the research methods of this article and thesis writing.The second part:The implication, characteristic, classification and basic theory of geogra-phy case teaching. This part mainly discusses two problems:one is the geography case teaching concept, characteristics and classification according to different criteria; the other is to support the case teaching of education theory.the third part:Adopting SWOT analysis method, making a detailed analyze about the inter-nal advantages, disadvantages and the opportunities and challenges that application of case teaching method faces in geography teaching, which lays a groundwork for the specific steps of the further special writing of geography case teaching.The fourth part:The complete description on geography case teaching in the implemental process. Including the four versions in geography textbooks for senior high school case carding, case selection, the classroom presentation of case source, the analysis of setting carry case, the discussion in view of the problems of setting case and summary content.The fifth part:This part points out some announcements in the geography teaching practice of applying case teaching method, such as the scope of case teaching, strengthening the accumu-lation of high-quality teaching case and the construction of teachers’team and so on. These problems should be attached great attention in practical work.The sixth part:This part is a summary of the thesis results and outlook for future research.