High School Geography Case Teaching

As the new curriculum reform, the comprehensive promotion, case teaching has become the highschool geography new curriculum reform important content. Compared with traditional teaching, caseteaching in class through introducing the specific geographic case, guide the students to carry on thediscussion and the view to these problems or solutions, then active classroom teaching, improving students’practical problems of processing capability. Henan Province in the new curriculum reform of late, on theapplication of case teaching to have various problem. It is necessary to apply its concept was clear, throughthe high school geography case teaching situation analysis, summed up the current high school geographycase teaching experience and lesson, in order to improve the teaching of geography case teaching, improveteaching quality.In this paper, the high school geography case teaching present situation investigation and study, cansee the current high school geography case teaching has already obtained level sex positive result, but withthe new curriculum requirements there are still certain distance. Teachers and students in high schoolgeography case teaching the prevalence of insufficient understanding; especially students, understandingsituation nots allow hopeful. Teachers in the teaching process the methods used do not properly, influenceof geography case teaching effect. In the case of teaching, teacher-student interaction is not smooth. Thecurrent methods of teaching evaluation by the traditional teaching mode has great effect on geography caseteaching in senior high school, also have certain effect; to establish a better evaluation mechanism, toevaluate the case teaching, evaluation of student learning and teachers’ teaching effectiveness is veryimportant.For these problems, need is caused take seriously, timely adjusted according to the new curriculumrequirements: geography teachers adjusting teaching methods, methods, progress, and constantly improvetheir own quality to stimulate students’ interest in learning of geography, culture to the student to study thegeography new thinking; according to different situation for students to develop various teaching methodand learning method, as much as possible so that the case teaching in high school geography teaching play its due role.The innovation of this article is that, to broaden the scope of the study of case teaching, case teachingtheory enriches the research system. This article systematically discussed in the teaching of geography caseteaching role and current problems, and in accordance with the relevant investigation tries to find a newsolution to the problem of path and angle of view, to find out the influence of geography case teachingeffect resistance factors, and put forward the corresponding countermeasures to solve the problem. Byusing the method of literature and questionnaire method combining strategy, in a large number ofinformative interview analysis data and survey data support, draw some in geography case teaching processin the presence of a way to solve the problem, the countermeasure and the suggestion, authentic. Payattention to the value of countermeasures. Previous research on the case teaching focus more on caseteaching of theoretical basis, implementation process, the students emotion, attitude, values theeffectiveness and feasibility of the research, the lack of students from the view of the current problems incase teaching system exploration and reflection. This article through to the student questionnaire survey,on-the-spot investigation, as well as for teachers, educators, interviews, make this strategy more practicalsignificance.