Observation And Research Of Geography Teachers Caseteaching Behavior In Hulun Buir City High School

HulunBuircity has carried out the high school new curriculum reform for a long time, but there are still a variety of problems about the teaching behaviors of high school geography teachers,especially the case teaching behaviors, which don’t meet the spirit of new curriculum reform. The casesis the material which comesfrom real life.However, in actual operation, the teachers may not be able to use the case completely. They study the casejust in order to study it. As a result, the teaching case can’ t play its due role. Therefore, it is necessary to clarify the concept of case teaching behavior.By observing and analyzing 12 high school geography video classes,the authorsums up the current problems existing in the case teaching behavior in Hulun Buir City, and proposed some feasible suggestions on how to improve the efficiency of geography classroom teaching. The paper has provided theguidance for high school geography teachers to improve classroom teaching behavior as well as the referencefor relevant departments to adopt policies, which is going to promotegeography teachers’ professional sustainable development.Based on the existing research related to high school geography teachers’ case teaching behavior, the author uses the following studying methods:the literature method, observation method, case analysisand summary method to observe and analyze the teachers’ and students’ behaviors in the 12 video courses, and summarizesthe existing problems of the geography teachers in Hulun Buir City, as follows: the old teaching idea, not having a clear understanding of the case teaching, and teaching cases according to the cases; lacking in the use of knowledge transfer; ability needing to be improved; unreasonable teaching evaluation, not payingattention to the students’ expression ability; teachers’ not controlling theclassroom discourse, and the low participation of students. All of these problems need our geography teachers to solve gradually in teaching.In order to adapt to the reform of the college entrance examination, withthe guidance of the concept ofvalue orientation of high schoolgeography classroom teaching behavior in geographical new curriculum the authorputs forward effective suggestions on how to solve the existing problems of high school geography teachers’ case teaching behaviors as well as improve the teaching activities: Teachers should understand and locate case teachingcorrectly; Teachers should pay attention to the application of geographic knowledge transfer in case teaching; Teachers should grasp the "ask" skills; Teachers should evaluate students actively and properly and enhance the development of students’ ability; Teachers should mobilize students enthusiasm in class and improve the students’ participation.