A Practical Study On High School Geography Case Teaching

In the 21 st century with the rapid development of information technology and the integration of global economy,the country's demand for high-quality high-tech talents is becoming more and more urgent.At the 19 th national congress of the communist party of China(CPC),the party proposed to "fully implement the party's educational policy,fulfill the fundamental task of establishing morality and cultivating people,develop quality-oriented education,promote education equity,and cultivate the comprehensive development of socialist builders and successors ".In order to adapt to the training of contemporary talents and implement the party's education policy,the ministry of education initiated a new round of basic education reform.The curriculum standards for ordinary high school geography(2017 edition),issued in January 2018,emphasized the cultivation of students' core discipline quality and made clear the correct values,essential characters and key abilities that students should achieve after studying geography in high school.Case teaching advocates students' independent learning,cooperative learning and inquiry learning,gives full play to students' main body status,attaches importance to the cultivation of students' innovative consciousness and humanistic spirit,and meets the training requirements of quality education.In the process of teaching,learning activities must follow the law between theory and practice,so as to ensure that the knowledge learned will not be divorced from daily life or production activities.The situation created by case teaching shortens the distance between teaching situation and life situation,connects teaching life and real life,and helps to implement the teaching concept of theory and practice.Case teaching,as a teaching method adapted to curriculum reform,should be constantly updated with the development of The Times.Therefore,this paper studies the implementation strategies of case teaching in high school geography by combining the teaching examples of high school geography classroom and relevant theories of education and teaching.Based on the cognitive structure theory,humanistic learning theory,constructivism theory and situational learning theory under the support of education teaching theory,using the literature material method,classroom observation,questionnaire investigation,experience summary method,to define the concept of high school geography teaching,case teaching in high school geography teaching through the questionnaire survey,the problems of combined with the practice of case teaching in the high school geography classroom high school geography teaching implementation strategy is put forward.This paper studies from the following six parts:The first part is the introduction.Starting from the research background and significance,this chapter summarizes the research progress at home and abroad,and explains the research method,content and thinking of this paper.The second part is the relevant theories of high school geography case teaching.This chapter defines the core concepts on the basis of relevant pedagogy theories,and analyzes and explains the connotation of high school geography case teaching.The third part is the investigation of the situation of geography case teaching in senior high school.This chapter conducts a survey from the teacher level and the student level through questionnaire survey,and analyzes the problems of case teaching in high school geography teaching.The fourth part is the classroom practice of geography case teaching in senior high school.This chapter takes the causes of desertification as an example,takes the new teaching in northwest China as an example and the review class in the new industrial zone with high-tech industry as the main part for example demonstration,and combs out the logical structure of geography case teaching in senior high school.The fifth part is the implementation of the high school geography teaching strategies,this chapter includes two parts: one is the sum up high school geography teaching the implementation of the strategy,from two aspects of preparation before class and classroom teaching Suggestions,advice do case choose to determine the teaching objective of teachers before class activities in the design and the design of the student activity four aspects of the preparation,classroom teaching according to the case group students present problems and case discussion and help the students to speak and to summarize evaluation steps;Second,the application feedback is carried out by classroom observation of the wholeness of the physical geography environment in the special review lesson.The sixth part is the conclusion,which summarizes the research conclusions of this paper,explains the innovation and points out the deficiencies of the research and the future research direction.