Study Of Case-based Geography In Middle School

A Society of technology and information, which features in individuation and network, values personnel with ability and creativity. However, the current geology teaching in middle school relies too much on traditional teaching methodology of transmitting and cramping knowledge to students, giving little consideration of automatic learning, cooperative learning and researching, and discussing. Such teaching produces the students who are not consciousness in asking question, doing researching, looking for information and being creative. They do not think and practice independently, having no experience and insights. Cased-based teaching is a methodology that helps with nurturing the creativity and the ability of practicing of the students. Therefore, a careful study of it in middle school context is very necessary.Case-based geography eaching first sets a case, a concrete geological context, and then involves the students to discuss and study the case so that resolutions and opinions are formed by the students on the issues in the case. Such teaching methodology can activate the creative thinking and help to develop their creativity and ability to practice.An outline of the thesis content is as follows:1. Account of the concept of case, case-based methodology and characteristics of the methodology, with a focus on its origin and content of these concepts.2. Preliminary study of theoretical base of case-based teaching.3. Evidence of the need of case-based geography teaching in middle school, including the limitations of the traditional geography teaching in middle school, the benefits of case-based teaching methodology compared with the traditional ones and the significance of case-based methodology to the overall reform of geology teaching in middle school.4. Organization and implementation of case-based geography teaching in two aspects: selection of the case and procedure of teaching. A detailed description of the conditions, instrument, teaching plan, and case discussion of in the latter is included.5. Assessment on case-based geography teaching—some reflections.