Research On Case Teaching Design And Practice Of Geography Curriculum In Senior High School

With the deepening of the reform of basic education in China,in order to implement the fundamental task of cultivating people in virtue,the high school curriculum pay more and more attention to the cultivation of students' comprehensive ability,and the High School Geography Curriculum requires that students' core accomplishment of Geography subject should be cultivated while completing the learning objectives.Therefore,this paper is based on the teaching function of case teaching mode,design cases and practical application research,which is of great significance to enrich geography teaching mode and cultivate students' ability.This paper expounds the theoretical basis of the case teaching mode in senior high school geography curriculum from four aspects: Situational Learning Theory,Constructivism Learning Theory,Exemplarische Lehre and Cognitive Structure Migration Theory.Based on the literature research,the development status of high school geography case teaching is analyzed based on the new requirements of teaching methods and student training in the "General High School Geography Curriculum Standards(2017 Edition)".The analysis shows that:(1)The case teaching mode was introduced late in China,and it developed rapidly in colleges and universities.The application and research in basic education are relatively late,and it is currently in the development stage;(2)Most of the research on case teaching mode in basic education is still in the stage of theoretical research,and there is a lack of classroom practice research.On the basis of previous studies,this paper puts forward the design principle and teaching design flow of high school geography case teaching,combined with the characteristics of curriculum goal and course content,selects the content of a class in High School Geography Compulsory One and Two of the People's Education Press,than through the data collection,screening,analysis and collation,completes the case compilation and the corresponding content teaching design.The results showed that:(1)The case preparation not only requires teachers to have profound professional knowledge,but also will occupy a large amount of working time for teachers;(2)The "cases" in the high school geography textbook of the People's Education Press has an aging phenomenon,and it is difficult to reflect the geographical problem with the times;(3)The understanding of students individual will directly affect the design and teaching process of the case.According to the implementation steps of pre-class preparation,case discussion,teacher summary and after-class reflection of geography case teaching in senior high school,the teaching practice is completed in Yuhua School of Jiangxi Province,and through the student questionnaire survey,teacher self-evaluation and peer teacher evaluation to obtain the effect evaluation.The results showed that:(1)At present,the case teaching mode is rarely used in high school geography teaching;(2)The excessive number of students in the class has led to a significant reduction in the effectiveness of case teaching;(3)In addition,the pre-class preparation of teachers and students and the knowledge base of students will directly affect the effect of case teaching;(4)Among the many factors that affect student participation in the classroom,students are not good at speaking in front of others;(5)The case teaching mode has certain effects on the students' ability to understand abstract knowledge and geographical laws,ability to solve problems,language expression ability,comprehensive analysis ability and teamwork ability.