The Application Of Case Teaching In Geography Teaching In Senior High School

With the new curriculum standard published,high school geography teaching pays more and more attention to the cultivation of students' core quality of geography,which mainly includes four aspects:the concept of coordination of human and land,comprehensive thinking,regional cognition and geographical practice.The geography cases in compulsory 3 of People's Education Press edition are totally based on the regional background,exploring the geographical problems existing in different regions,and putting forward the measures of sustainable development,which plays an important role in cultivating students' regional cognition toward the coordination of human and land.The case teaching in compulsory 3 emphasizes the use of real geographical phenomena and problems from life,guiding students to carry out cooperative explorations,instructing students to independently use resources inside and outside the class and solve geographical problems,grasping methods of analysis and exploration,and exercises students' comprehensive thinking ability,greatly improving students' geographical practice.It can be seen that the case teaching of compulsory 3 in People's Education Press edition plays an obvious role in the cultivation of students' geographical core literacy,so it is necessary to study the case teaching of compulsory 3.In the first part,the author thinks that case teaching means that teachers choose specific geographical facts as cases according to teaching objectives and teaching contents,organizing students to analyze and discuss in class,discovering geographical principles,mastering learning methods,combining theory with practice,and finally achieving teaching objectives.The theoretical basis of case teaching includes constructivism theory,cognitive learning theory,multiple intelligence theory and case study theory.The second part puts forward the relevant requirements of the compulsory Case Teaching:1.The case itself-typicality,authenticity,inspiration and teaching;2.The students' requirements-have certain basic knowledge of geography;have the ability of cooperative exploration and independent thinking;be good at induction and summary;3.The teachers' requirements-have certain theoretical knowledge;be able to choose suitable cases Appropriate cases;good at guiding and inspiring students;pay attention to two-way communication and multiple evaluation 4.Requirements for teaching environment:class should not be too large;reasonable grouping;multiple evaluation system.The third part analyzes the characteristics of geography cases in compulsory 3 textbook of People's Education Press Edition.Case teaching in compulsory 3 textbook is vital;the knowledge covered is relatively extensive;it plays an important role in cultivating students' geographical ability and core literacy.At the same time,according to the different columns of geographical cases,the paper classifies them into three categories:text type cases,reading type cases,activity type cases,and cases of problem inquiry.In the fourth part,through the application of case study,the specific teaching designs,classroom teaching and teaching reflection are carried out for the main body case,reading case,activity case and problem inquiry case,so as to explain the operation steps and problems of different types of cases in the actual teaching process.In the fifth part,combined with the theory and practice,the author puts forward the concrete countermeasures against the problems in the case teaching of compulsory 3 in the People's Education Press Edition:insufficient attention to the case teaching of compulsory 3-transforming the ideas;insufficient cases or not close to the students in compulsory 3-building the geographical case database;limited participation of the students in compulsory 3 case teaching-improve the teaching ability;the result of compulsory 3 case teaching is not good-pay attention to reflection and continuous improvement.Finally,the author summarizes the basic conclusions of this paper,and puts forward the shortcomings of the study,and proposes his own prospects for the application of case teaching.