Research On Case Design And Practice Of Senior High School Geography Curriculum Of Student-based Teaching

It has become the most important issue for the Party and the state to reform the traditional mode of talent training,vigorously promote quality-oriented education,improve the cultural quality of the whole people,and cultivate new talents that meet the needs of society.In order to effectively respond to the country's demand for new talents,a new round of curriculum reform has been launched in the teaching field at all levels of the country.As an important subject in high school teaching,high school geography plays a pivotal role in the whole teaching stage of high school.However,the traditional high school geography class is faced with the severe challenge of many teaching contents,tight time and heavy tasks.And generally pay attention to teaching results,ignore the learning process;Attaching importance to teachers' teaching method and neglecting students' learning method;Attaching importance to knowledge acquisition and neglecting inquiry of learning;Pay attention to the knowledge of textbooks,ignore the divergent thinking of students;Pay attention to the memory of knowledge,ignore the students' practical ability and so on.For improving the traditional classroom education teaching mode,updating the classroom back to students,fully mobilize the enthusiasm of students' autonomous learning,making the students "passive" to "active",from simple knowledge into the development of comprehensive ability,comprehensively improving the efficiency of the teaching of high school geography classroom,first of all,this study review the high school geography teaching related theory research and analysis,finally combining Guo Sile professor team "student-based education" concept designteaching cases,and has carried out one year of high school geography student-based teaching practice.The teaching experiment results show that:(1)The results of the questionnaire show that the geography student-based class improves the students' participation in the class,stimulates the students' enthusiasm and initiative in studying geography,develops the students' personality and this means that student-based class can solve the problems of the traditional class.(2)The practical results show that the geography student-based class improves students' performance.Firstly,compared with early one,the experimental class has a big improvement in average score(77.78 vs.84.68)and excellent rate(20% vs.58%).Secondly,compared with the control group,there are big differences in average score(84.68 vs.77.78)and excellent rate(58% vs.30%)between the experimental class and the control class.According to the experimental results,we draw the following conclusions:(1)Geography student-based teaching can solve the problems existing in traditional geography class,fully improve students' traditional cognition of geography class,increase students' participation in class,stimulate students' learning enthusiasm and autonomy,and promote students' personality development.(2)Geography student-based teaching improves students' performance.(3)Geography student-based teaching can improve the teaching level.In a word,based on the methods of literature research,questionnaire survey and experimental research,through postgraduate education theory and combined with the actual situation of our school,this study designed geography student-based teaching cases.After one year of teaching practice research,the research objectives were basically completed.We have explored a way suitable for our geography student-based teaching,which has effectively stimulated the students' enthusiasm and autonomy in learning,improved the students' academic performance,and also improved the teachers' professional quality and teaching level.However,due to the time and energy,this study also have some shortages,such as the sample size and the number of inspections.