A Case Study Of High School Geography Teaching Based On Climate Change

Global warming, the main sign of climatic change, is strengthening gradually, which is widely attributed to the increase of the human activities. And more and more information shows the changes of global climate profoundly affect all aspects of human society. Climate change is a prominent problem in the human-nature relationship which embodies the main ideas of geography. So how to correctly understand climate change is an important content in geography teaching. Moreover, It is important for the concept of sustainable development to be turned into concrete action.Focusing on geography teaching content in high school, this paper puts forward climate change education as the main line of geographical case teaching ideas. First, in this paper I Integrate the high school geography with knowledge related to climate change to form a complete system of knowledge:research advance in climate change, scientific connotation, reasons(natural force and human damage), influence on human (pros and cons), response mechanism (mitigation and adaptation). Then on this basis, combined with case teaching method, I design three teaching cases of climate change:ZhuanTiShi case teaching-- low-carbon transport, comprehensive teaching case instance-urban water logging, and the research type teaching case instant-urban heat island effect. Then choose two groups of class to compare the results of the experiment. Finally adopt the way of questionnaire and the interview form to compare and analyze. As a result, as for improving students’focus on climate change, practicing low-carbon life, team work, initiative in learning geography, and so on,I found education course about climate change in the form of the case teaching has obvious advantages. In spite of this, but due to the limited time and ability, the author hasn’t done enough in the integration of high school geography teaching material and the research advance in the climate change, much less to carry out the experimental class and the number is not much, so there are still some limitations of the conclusion from the paper. I am expecting that the later comers can do better and make up for the shortage, and design a more suitable education course to let the students gain a practical and effective education about climate change.