Cases Local High School Geography Teaching

As the practice of new geography curriculum standard, the new teaching material of realuse, with the promotion of quality education idea, the concept as well as the method ofgeography teaching have a big change. on the teaching objectives and content,. Geographycurriculum aims to be useful for life. Geography courses provide students with thegeographical knowledge which is closely related to the life and the world around us. It makesthe learning content conducive to life, also is good for students’ life-long learning anddevelopment. On the teaching way and method, it builds an open geography course. Fulldevelopment and utilization of geographical resources, and guide students to start from reallife experience and experience, stimulate students’ interest in learning, cultivate the students’ability of creativity and exploration. Under the new curriculum standard request, let thestudents learn by themselves,cultivate the students’ inquiry ability and innovation spirit hasbecome the top priority of the geography teaching. In view of this, case teaching occupies animportant position in the geography curriculum. Case teaching, it is the new version of anopen and interactive teaching mode. It is a kind of teaching methods by simulating orrecreating real-life scenarios, let the students themselves come into the case scenario, learningthrough discussion.it is mainly used in management disciplines and law, now it is alsowidely used in clinical medical teaching. The case used In case teaching, is not a made upstory, nor an instance clarifying the fact.it aims to get a clear teaching purpose, and writtenbased on facts, it is used for class discussion, after that it will make students to learn, toimprove students’ ability to analyze and solve problems. For the selection of cases, I comparepromoting local case, that is the result of students around living space which has a strongregional and a wide scope. Examples can be brought into the specific situation in a relativelyshort time, shorten the process students need to be familiar with. It make the studentunderstand it from perceptual cognition to rational cognition and the abstract of thegeographical concept, to principle embodied, lower the difficulty of teaching, break throughthe difficult point, shorten the gap between theory and practice, improve the teaching qualityof classroom teaching and practice. In this view, the local case teaching can interpreteducation idea in the new period, especially for the geography discipline, both physicalgeography and human geography, they origin from life, applied to life (especially for regionalgeography study), through the local case teaching, teachers can complete the new requirements better, to impled quality education authentically, and complete the teachingmission efficiently.This paper mainly consist the following parts:Preface, introduction to the research, including the status at home and abroad, thesignificance and ideas of this article.The first part of the definition of case teaching. Starting from the role of the characteristicsof the case, highlight the difference between case teaching and traditional teaching, seekingcommon ground while putting aside differences. Localization can bring in the case in arelatively short time to the specific situation, shorten the familiar with the process of case,through the student to the local case perceptual cognition to rise to the rational cognition, andthe abstract embodiment of geographical concept, principle, lower the difficulty of teaching,break through the difficult point, shorten the gap between theory and practice, improve theteaching quality of classroom teaching and practice.The second part, to explore the theoretical basis of case teaching research. From the aspect ofpsychology, present teaching situation and the social demand analysis is discussed briefly.The third part, the analysis of the survey geographical case teaching results. Including thestudent’s study present situation, the students’ interest in case teaching and students’perceptions of case teaching; The present situation of the case teaching, teachers’ attitudetowards case teaching and the implementation of geographical case teaching, andsummarize the analysis of the survey results.The fourth part, The implementation of the local case teaching. During the educationinternship period in Panjin, by learning to the old teachers and their own education practice,the local case teaching has made the preliminary research and practice. As a primary teacher,"students" is the basic link, the preparation is also important and difficult part. In Caseteaching, the students are the main body, teachers are the leading factors. Students play amultiple role in teaching process, such as: partners, competitors and listener, show differentproperties, such as: independence, autonomy and exploratory, etc. Teachers should leave mostof the time for students, but teachers should do well in the conversion of their roles andmaster the points and the main direction, which is conducive to the realization of teachinggoals. This part, the main analysis of roles of teacher and student behavior and theimplementation of the case teaching process. Including case selection, rendering.The fifth part, the implementation of Suggestions. Through the analysis on the advantagesand disadvantages of the local case teaching and advocate Suggestions. Include: the selectionof cases, teachers and the students’ ability and quality improvement, and finally emphasizesthe case teaching with traditional teaching complementary advantages, highlight thetimeliness and the selectivity.