Current Situation And Countermeasures Of The Implementation Of Geography Case Teaching In ×× Middle School

Case teaching is a teaching method which has been applied in the teaching practice,first at the Harvard University law school, and is widely used in commercial, medical and other professional. Because of its own characteristics, in the process of the national basic education reform, the case teaching has become an important way of teaching, and widely.In 2001 our country has organized a new round of new curriculum reform, put forward clearly to independent learning, cooperative learning and inquiry learning in the new curriculum standard. Use the former teaching concept, students do not change the previous way of learning is no longer meet the development of the times to geography teachers.In this paper, through the investigation of the current situation of geography case teaching in Feidong analysis, summed up the problems in the teaching of geography case fat east and restrictive factors, and the optimization method of case teaching, in order to improve the quality of teaching of geography case teaching in Feidong, to provide some help for the teaching. The thesis is divided into three parts:The first part is the analysis of the main research background, including the first chapter and the second chapter. The first chapter introduces the background significance,research methods and ideas of the case teaching, and research progress. The second chapter is the basic theory of case teaching, case teaching and compulsory teaching high school geography textbook version of the specific analysis.The second part is the analysis of the status of implementation of a system of geography case teaching in Feidong, including the third chapter and the fourth chapter,which is the main body of this paper.The third chapter respectively from the student questionnaire and teacher interviewsurvey of case teaching in two aspects. The students mainly discusses the situation of the students of case teaching, case teaching cognition in interaction between teachers and students, the teaching effect of case teaching. The survey found that:(1) the vast majority of students still do not understand the use of case teaching;68% of the students on the case teaching method is interested in geography case teaching; students tocultivate interest, gain knowledge of geography, culture geography ability, geography thinking quality, form and value form of geography the idea that an important proportion respectively is 77%, 80%, 68%, 65%, 63% and 70% to experience the process method;students’ impression of geography case teaching on the understanding that the most impressive is the regional geography, the human geography, the natural geography, reflects the students’ understanding of the new textbook is clearly, very deep; 89% of the students think that the teaching materials in the case is close to the life, that is to understand the students on the material in the case.(2) in the case of geography case teaching in the present time, most of the teachers do not give students sufficient time to prepare; 88%teachers of geography case teaching to the students in the thinking, the time is not more than 15 minutes, with the lack of discussion; teaching of geography case teaching in teaching case is mainly used in detail the students self-study, reading and classroom discussion, respectively accounted for 69%, 34% and 37%; in the discussion group, 75%of the students think that teachers are grouped with seat, front and rear seat in the form of other groups, add up to only 25% of students and teachers; in summary of the case teaching that teacher mainly uses the teacher tells students answer, discussion and students to discuss after the students were randomly selected to answer way, respectively accounted for 25%, 25% and 40%.(3) 75% of the students think that the map provides help for students to solve problems; case teaching is helpful in cultivating the students 70%students knowledge and skills that are more effective than the traditional teaching;geography case teaching in cultivating the students of 57% process and method that is effective; geography case teaching in the cultivation of students’ emotion attitudes and values, 70% of the students think that have a great influence on them; in comparison with the traditional teaching of geography case teaching knowledge effect, 61% of the students think that compared to traditional teaching of geography case teaching of knowledge for students to investigate whether better; in the form of theoretical knowledge and combined with the case of a review of the case, 77% of the students will combine review.In the interview, the professional development of teachers, the teaching process ofteachers and school facilities support made specific knowledge. The survey found that:(1) in the aspect of teachers’ professional development, teachers attach great importance to their professional development. Every year the school will organize the teachers to attend some formal training. Although the teachers have had varying degrees of teaching, and thearticles published in domestic journals. But done special research of geography case teaching most of geography teachers are not, just by virtue of professional knowledge and teaching experience accumulated over the years, to carry out case teaching.(2) almost all of the teachers are direct quotes from the textbook case, some teachers only occasionally self writing case; the implementation process of case teaching, some teachers will ask students to thinkand not by the form of group discussion. Not much in the implementation process of group discussion teachers usually give discussion time, no more than 15minutes; in the implementation of case teaching, students’ participation enthusiasm is higher than traditional teaching; student evaluation after the discussion and summary of the process, all the teachers said the student’s point of view and performance evaluation and summary.(3) in the hardware facilities, one in Feidong to provide basic facilities for the geography case teaching. But the school did not open for educators in special geographical case teaching mode, teaching mode of training courses.The fourth chapter is to analyze factors influencing the implementation of case teaching in Feidong, discusses the teacher factors, student factors, social factors, school factors, factors and classroom discussion of case selection factors. On this basis,summarizes the shortcomings of the status of implementation of case teaching in Teachers’ professional development, the awareness of students, classroom teaching, teaching effect and the attention of the school and so on, finally put forward the implementation of the dominant position of students, to strengthen the teachers’ classroom teaching effectiveness,strengthening the teachers’ professional training, pay attention to the construction of case library and the reform of geography evaluation system of the status of implementation of the optimization strategy of case teaching.The third part is the conclusion part. Summarized the main conclusions of case teaching in Feidong, pointed out the direction of the deficiencies of this research and the follow-up study.