Teaching Design And Case Analysis Of Senior High School Geography Under The Education Concept Of "Three Orientation"

The smooth advancement of new curricular reform for Geography should not onlytake the solid teaching practices and theories as the support, but most importantlyunderstand the essence and connotation of the reform deeply. Under the support ofhumanistic theory, constructivist theory and multiple intelligence theory, the educationalconcept of “Three Orientation” plays a programmatic role, and the recognition degreetowards it affects the progress of new curricular reform directly.Currently, most educators and students are only aware of the new curricularstandard, while concern less about the necessary link among the original intention of theeducational concept–“Three Orientation”, its deep educational idea and the newcurricular reform, and have not conducted deep analysis for the essence of theeducational concept–“Three Orientation”, thus leading to the unsubstantialcomprehension towards the new curricular reform and unobvious implementation effectof new curricular standard. On this account, the research objective of the paper is todiscuss the appropriateness of the educational concept–“Three Orientation” and newcurricular reform by understanding and interpreting the former’s core thought, therebygrasping the purpose of new curricular reform in essence and comprehending theconnotation of new curricular reform deeply. Besides, the disadvantages existing incurrent educational reform are found by means of teaching case design and studyanalysis, allowing students to not only grasp the basic booklore, but apply it into thepractical life better; meanwhile, the practical operation ability of taking actions andusing brains will be enhanced, finally realizing the comprehensive cultivation ofthree-dimensional objectives.Literature review, questionnaire, interview and the combination method of teachingtheory with teaching case are adopted for exploration and analysis. The paper is dividedinto the following5parts:In the first part, the background of the proposed issue and the objective andsignificance of the study in the paper is elaborated, and the theoretical support of theeducational concept–“Three Orientation” is explained.The appropriateness of educational concept–“Three Orientation” and theGeography teaching in senior high school is analyzed in the second part to emphasizeon expounding the consistency between educational concept–“Three Orientation” andnew curricular standard of senior high school Geography. Besides, the essence of new curricular standard of senior high school Geography is pointed out to be the educationalconcept of “Three Orientation”, and the quintessence of educational concept–“ThreeOrientation” must be comprehended deeply to implement the new curricular standardefficiently.In part three, the implementation condition of educational concept–“ThreeOrientation” and its causes are analyzed by the questionnaire and interview, and thecorresponding improvement measures are proposed.By means of teaching case, Geography teaching in senior high school is made adetail design under the guidance of educational concept–“Three Orientation” in thefourth part, and the implementation effect is made specific analysis.The fifth part concludes the core opinion of the paper, analyzes the existinginadequacy and puts forward corresponding countermeasures.The paper has jumped out of such circle as emphasizing on new curricular standardindependently. By dissecting the essence of educational concept–“Three Orientation”deeply, the paper comprehends the connotation and nature of new curricular standardrather than stay at its representation level. That truly realizes “students-centered andteachers-supplemented”, stimulates students’ motivation of learning Geography, andcultivates the cooperative ability, practical ability, innovative ability and sense ofownership, thus meeting the sustainable requirements, which is where the innovation ofthis paper lies in.