The Case Design Of Geography Classroom Teaching In Senior High School Based On Situational Teaching ——Take The Second Compulsory Geography Course Of High School Education Edition As An Example

In 2018,The "Geography Curriculum Standards for Ordinary Senior High Schools(2017 Edition)" issued by China advocated that we should attach importance to question-based teaching in geography teaching,and fully present problems and corresponding situations as the basis and background of students' learning,avoiding the practice of "importing" situations only.In the era of knowledge economy,geography teaching has been widely recognized by many experts,scholars and teachers.Based on this,this paper takes the case design of high school geography situational teaching as the research object,takes the Second Volume of High School Geography of People's Education Edition as the carrier,under the guidance of relevant theories and practices,through literature analysis,questionnaire survey,case analysis,classroom observation and other methods,designs the case of high school geography teaching based on situational teaching.And put forward the general strategy of geography case design based on situation teaching.The conclusions include the following three points:First,through the questionnaire survey and typical case analysis on the implementation status of high school geography teaching in the early stage,this paper obtains three status survey results and five case analysis enlightenment.Second,combined with the high school geography status investigation conclusion and typical case analysis enlightenment design of high school geography teaching case based on situation.They are agricultural location Factors and their changes,industrial Location Factors and their changes,urbanization and population migration.Third,put forward four general strategies of geography teaching case design based on situational teaching in senior high school.It includes :(1)the situation material has relevance,authenticity and speculative principle;(2)To collect situational materials,we should observe,observe and experience more;(3)Set up the situational problem chain skillfully,the main problem contains sub-problems;(4)Comprehensive use of a variety of situation creation methods,teachers "guide",students "think".