Research On The Theory And Practice Of Junior High School Geography Guidance Case ’Design

June1999, China’s eighth basic education curriculum reform started. The starting point of the new curriculum reform is the development of students and as the core task is to change the way of students’learning. In the context of curriculum reform, in order to seek better education, better teaching, better efficiency, an important carrier and the "starting point "to promote the efficient of teaching and successful implementation-"Geography Guidance Case"came into being.This paper used questionnaire to research the Yanji G School. To understand the status of the Geography Guidance Case’s implementation of this school. And used the questionnaires to research the geographical autonomous learning ability of the students. Explore the other factors which influence the geographical autonomous learning ability, and combined with the design and implementation of the "Geography Guidance Case". Use the action research, and use Levin’s "Spiral loop" action research model. applied the "Guidance Case" to the actual teaching. Find out and improve the problems. Use the "Design again-Use again-After school reflection " model to modify it constantly. This paper used questionnaire to research the Yanji G School. To understand the status of the Geography Guidance Case’s implementation of this school. And used the questionnaires to research the geographical autonomous learning ability of the students. Explore the other factors which influence the geographical autonomous learning ability, and combined with the design and implementation of the "Geography Guidance Case". Use the action research, and use Levin’s "Spiral loop" action research model, applied the "Guidance Case" to the actual teaching, find out and improve the problems, Design again-Use again-Reflection after class, and modify it constantly, then propose the strategies and theories of Geography Guidance Case’design specifically. By comparing the score of experimental class with common class, and comparing the before and after of using Geography Guidance Case, than verify its effect. Final conclusion:1.The teachers used the Geography Guidance Case to teach but they lack of the knowledge of the Geography Guidance Case. The designers are not enough and efficiency of applications is low; The students’overall level of the geography self-learning is not prominent. In the7exponents of self-learning, the content and method of the self-learning have the lowest mean. And lower than the overall level of students’self-learning ability. And motivation for self-learning is relatively low, its higher than the overall level of self-learning ability only0.03points.2.Adopt "Target strategy ","differences strategy ","Scenario strategy","diversity strategy" For students’ self-learning content to make the students have a better understand of the goals and difficulties in the self-learning. Than Enhance there efficiency of learning.3.For the method of self-learning, adopt "Chart strategy","materials strategy","active policy","Guiding Policy"to improve the students’ability of grasp the learning method and the use of learning methods.4.Adopt"Interesting strategy","life strategy","Scenario strategy","incentive strategy" to improve the motivation of geography Self-learning.5. Evaluation design based on the content of the learning objectives, the evaluation of the implementation of specific learning content, and evaluation of learning by completing learning activities. Evaluation forms included "self-evaluation","evaluation team" and "teacher evaluation".6.Use the Geography Guidance Case in geography teaching can improve student achievement. Reduce the phenomenon of polarization; Use the Geography Guidance Case to learn can improve students’geography self-learning ability. And the exponents has been significantly improved. Prove the validity of Geography Guidance Case’s design and implementation.This study enriches the "Guidance Case" theory. Provides a reference to the design and Implementation of the "Guidance Case".