Research On Physical Geography Case Teaching In High School Under The Background Of New Curriculum Reform

The current social environment and international background, requires education to cultivate talents with innovative consciousness and practical ability. "Full-time high school geography curriculum standards(experimental) " issued in 2003, proposed a new way of learning and curriculum idea, which require teachers to change their roles and reflect the "dominant position of students". Because of the case teaching method is based on the active participation of students in the premise, the teacher according to the need of learning and teaching content, using cases guide students to explore, exchange, the purpose is to enable students to acquire knowledge in the process of interaction and improve thinking ability. Case teachings are conducive to the geographic knowledge associated with the actual, and add vitality to geography classroom and geography. Meanwhile, various forms of cases are set up in the PEP I Geography, for use of case teaching method in physical geography class provides a theoretical basis and material; The college entrance examination proposition pays great attention to the student ability examination is the trend of dynamic case teaching; Open network resources provide abundant element for case teaching. Therefore, introduce the case method to physical geography classroom what has important significance to change the way of teaching and improve teaching efficiency.Guangxi was the last into the new curriculum reform province, for how to use of existing materials, implementation of the new curriculum ideas have become an urgent problem. This paper takes the high school of natural geography PEP compulsory I as an example, the knowledge structure and setting characteristics of the textbook cases are analyzed, and the cases are divides into positive cases, cases of activity, reading cases, questions four cases studies. The use of effective teaching quantization theory, constructivist learning theory. Examples of teaching theory and situational teaching paradigm theory and so on, research on reading at home and abroad on the basis of case teaching, and expound the related concepts of natural geographical case teaching. And in Nanning high school geography teachers and students as the research object, has carried on the questionnaire survey on the status of natural geography teaching case of Nanning.Students’ questionnaires mainly of Nanning one, two, nine, thirteen, four high school questionnaire issued to cover high school grade three, among them, grade two and grade three is given priority to with liberal arts classes; The teachers’ questionnaires was conducted in four school in Nanning one, two, thirteen, fourteen. The object of the questionnaire is high school grade three of geography teachers of different titles. According to the survey can be obtained, case teaching is often used by teachers in geography, which loved by the students and teachers. And the value of positive cases and active cases are higher, which often be used the cases in natural geography class. But there are also some problems. For example, the teachers rarely extend teaching cases, as yet to fully understand the textbook cases of the value of teaching, textbook case out of student life, not much class discussion and so on. According to the investigation results, the optimization strategies mainly from four aspects of the natural geography case teaching are proposed that utilize textbooks four cases, the selection of high-quality cases, to improve the comprehensive ability of teachers and students, to reflect the adjustment after school. And puts forward some suggestions on the natural geography case teaching, which focus on the local case combination and pay attention to the practical case.Finally, through class instance proved the effectiveness of the use cases in the natural geography classroom teaching. Because the case teaching has improved students’ learning interest and ability, by linking theory with practice, timely evaluated the performance of students and teachers’ professional development. Therefore, this kind of teaching method not only can be used in physical geography, there is also reference in human geography, regional geography and teacher training.