Practice Research On Case Method In High School Geography Teaching

With the "development of students" as the leading philosophy, new curriculum reform of education reflects the ideas and spirit of the pursuit of a new era. Besides, case teaching in educational practice is widely used, to meet the motto- "enable students to become masters of learning" advocated by the new curriculum reform to demonstrate the great value of the positive, proactive and appropriate teaching methods for students’ knowledge acquisition and the development of lifelong habits. In addition, the test version of high school geography curriculum standards require the case study during the teaching of "regional sustainable development" in geographic 3. Therefore, it is essential to discuss the case studies in high school geography teaching in compulsory 3.Case study of high school geography teaching is helpful in changing the teachers’ educational concept, enhancing students’ learning initiative, modifying the students’ learning method, promoting the interactions between the various elements of the teaching process and is also useful in grasping the nature and laws of geography teaching process. The author tries to study the cases and teaching courses in geography compulsory 3, which contributes a lot for understanding and practice of new curriculum reform.With high school geography class as a platform, geographic compulsory 3 as the main basis and the case teaching practice as the study method, this thesis explore and study the practical usage of case study in high school geography teaching. This paper mainly adopts literature research, classroom observation and action research. Through books, dissertations, reports and other academic literature review conducted to understand the current status of the research, drawing on existing research results based on the search for new research points to provide the theoretical basis and guidance for this study; Through different case study and classroom observations, this thesis draw relevant conclusions implement practical teaching method in case study and reflect on practical application by comparison the case study with traditional teaching method.Through traditional teaching and case teaching comparison, this thesis made a conclusion that the traditional teaching is conducive to master knowledge and the case teaching attributes to students’ to comprehensive ability of analyzing and solving practical problems. Teaching practice found case teaching is effective and prominent. Besides, communications between students and teachers have a direct or indirect impact on students’ attitudes and values, helping students to establish a correct outlook on life, value and geographical concepts. In addition, the author believe that in order to do case teaching, it is important to focus on the following aspects: studying new curriculum standards, a clear purpose of teaching, analysis of "case" study, key and difficult teaching points; a lot of reading materials, collecting relevant material; focusing on instructional design, completing issue default and settings; making full use of the advantages of case teaching, reaching the preset goals. Combining with teaching practice, this paper reflects on the teachers and students’ behavior during the teaching and the relationship between the elements of the case, hoping to have a guiding role for the teaching practice.