Study On The Case Teaching Problem Of Mongolian Geography 3

The geography case teaching that based on the teacher’s guidance and used the typical cases closely related to the actual life is a teaching mode aimed to actively guide students to conduct comprehensive and indepth research on the geographical cases,in order to improve the students’ geographical practice ability and cultivate students’ ability to find problems and solve problems.The new case teaching mode can more effectively meet the needs of the reform and development of the education system,and has a more important promotion significance for the education and training of the basic theoretical knowledge of middle school geography.In the three-year geography teaching,the author discovered some problems in the case teaching of the Ministry of Geography 3.The new high school geography curriculum reform has been carried out in Tianshan No.2 Middle School for some time,but some geography teachers are still not suitable for the new curriculum reforms,especially the case teaching.Most of the cases are the real situation of the actual life of the source.In the actual teaching process,teachers cannot use the case scientifically and reasonably,so that the advantages of case teaching cannot be effectively played out in teaching activities.This paper uses literature analysis method,observation method,investigation method and so on to carry out a comprehensive research on the case teaching of Geography 3.This paper finds that there are some problems in the Geography 3 case teaching of Tianshan No.2 Middle School and provides effective suggestions,which lays a theoretical foundation for effectively improving the quality of case teaching.The main content has the following aspects:First,Based on the literature analysis method,a related analysis was carried out on the case teaching of Geography 3.The results show that the case teaching of Geography 3 is mainly divided into four categories: the text case,the reading case,the activity case and the research case.The case teaching has the important role of facilitating thinking training and improving teaching effect.Secondly,Questionnaire analysis was conducted on the case teaching of Geography 3 in Tianshan No.2 Middle School.The survey was conducted from three parts: student questionnaire,teacher questionnaire and observation record.The study found that most students think that the case analysis is different from the example argument,and they are interested in the case teaching.They think that the time for students to discuss is not enough,and the cases in the textbook are relatively unfamiliar.Most teachers use textbook cases directly,and indicate that teaching experience is an important factor limiting case teaching.Again,The survey found that there are three mainly issues in the case teaching in Geography 3,which is respectively “interactions between teacher and student are less and students rarely voluntarily explore self-learning”,“teacher cases are single sources” and “the impact of teacher experience and teaching environment”.In response to the above problems,the author finally puts forward the following three treatment strategies by reading a large amount of relevant literature and teaching practice: strengthening the interaction between teacher and student,advocating students to independent inquiry learning,screening cases and establishing geography 3 case database,strengthening teacher vocational training,and improving teachers’ professional quality.