On High School Geography Learning Case Design And Implementation Based On Inquiring Learning

In nowadays, China is pushing fundamental education reform which proposes to give emphasis on students’ subject roles in teaching and studying activities, and cultivates students’ abilities of the self-learning, operative learning and inquiring learning. During the reform, the front-line teachers find that learning case is a good teaching way which not only fulfills requirement of reform, but also enhances classroom teaching efficiency and improves students’ development. Learning case receives recognitions from increasing number of experts, scholars and front-line teachers and they are carrying on comprehensive and profound research on the teaching model of learning case.The research is backed by approved behaviorism, cognitivism, humanism and constructivism thoughts, and establishes theoretical foundation in accordance with the four mainstreams’ ideas that comply with China’s current situation. With the knowledge of scholars’ former researches on learning case and relative teaching methods, and three-year front-line teaching experience, I take up research on high school geography learning case design and implementation. Taking account of the experiment results, the students’ responses of learning case and my summary of my teaching process, I realize the problems about learning case design and implementation. In the process of tackling the problems, I finally establish a set of learning case design system, including evaluation standards and implementation strategy, which is complete, scientific and imitate with students.The article proves the importance of inquiring learning in the learning case design and implementation both in theory research and practice operation. In this case, it makes classroom inquiring as the core part in learning case design and implementation.The article describes the background for coming up with this topic from four aspects: learning case’s general problems, contradiction of high school geography teaching, confusion of high school geography teachers and characteristics of high school geography course. It raises the significance of this research and analyzes current domestic and overseas related research situation.The first chapter discusses the theoretical foundation and learning case’s implication and characteristics. The second chapter analyzes the experiment process and result. The third chapter states the problems of high school geography learning case design and implementation. The fourth chapter instructs design procedure, principle, content and evaluation standard in detail. The fifth chapter elaborates implementation procedures and strategies.At the end of the article, it points out that this research attaches importance to students’ inquiring learning and independent study, respects student differences, and pays attention to emotion communication, positive effects of stimulate praises and creations of learning case design and implementation. At the same time, it also proposes the insufficiencies in experiment design and applicability, as well as expectation of future learning case research.