The Research On The Life-oriented Case-based Teaching Of High School Geography

As teaching comes from life,High School Geography Curriculum Standard puts forward the view that high school geography curriculum should adapt to the needs of social production and life.To learn geography useful for daily life is an important concept that the new curriculum reform points out.All the above is the important basis for geography teaching to adapt to the needs of society and people’s lives.The nature of life-oriented case-based teaching is that the teaching contents should come from life and remain larger than life.The case-based teaching is based on proper use of the daily life related contents in high school geography textbook as well as those geographical phenomenon and cultural landscapes that students are interested in and familiar with their interests.With multimedia technology,appropriate teaching languages and others,teaching cases that meet teaching objectives can be shown to the students for their easy understanding and interest cultivation.As a result,students are good at discovering the geography problems,and analyzing and solving the problems in the classroom and life so that students know more about real life with good social identity and sense of responsibility.The case teaching of life is of great significance to geography teaching.Firstly,it plays an important role in improving the case-based teaching method of geography.Secondly,it can help students understand the geography knowledge and put what they have learned into practical use.Thirdly,it can help teachers improve their own professional skills and ability.This paper attempts to explore the general mode of life-oriented case-teaching,hoping to play a positive role in the implementation of the new curriculum reform.This paper first discusses the significance of the research,theoretical basis and research status at home and abroad.Under the guidance of the relevant theory,then this paper defines the relevant concepts of life-oriented case-based teaching.Next,the author uses the teaching practice opportunity to compile questionnaire to investigate the present situation of life-oriented case-based teaching of geography.It is found that most of the senior high school geography teachers agree with the teaching method.Although this teaching has a positive impact on students’ learning,there are still some problems.The influencing factors of the problem are the examination oriented education,the fact that teachers’ professional skills and ability are still to be improved,students’ insufficient life experience and cooperative learning ability and other external conditions.Considering the above factors,the author tries to put forward some corresponding strategies for the case teaching of life.(1)When preparing life-oriented teaching cases,teachers should ensure the authenticity of the case materials and carefully select the teaching cases.(2)In terms of how to present the cases,teachers can make good of multimedia technology,proper language and others to maximize teaching outcome.(3)In terms of how to manage the teaching process,teachers can put forward a reasonable and enlightening question close to real life,grasp the rhythm of teaching and guide the students to discuss and even make a speech about it.In the end,teachers and students can reflect together on the summary,thus enriching the students’ life experience and cultivating students’ ability of cooperative inquiry.(4)In terms of teaching evaluation,teaching can be evaluated from qualitative aspect,and the students’ opinions can be involved in the evaluation system.(5)In terms of teacher’s role,teachers should pay attention to not only their role in the system but also professional ability improvement.