The Research Of Teaching Mode Of High School Geography Guided Learning Case Based On Group Learning

In nowadays, China is pushing a new round of fundamental education curriculum reform proposing independent learning advanced concepts that emphasizes the main role of students in the classroom activities. For the first-line teaching, to autonomous learning concept into practice, it must be real foothold in the classroom. Thus, a new teaching mode of high school geography guided learning case based on the group learning have come into being by more and more experts, scholars and teachers recognized, and its extensive related research.This study theory of constructiveness, humanistic theory, the system of scientific theory as the theoretical support in the understanding of the basis of the previous case and Guidance group cooperative learning and teaching methods related to the use of their own in the first secondary schools in Inner Mongolia A Rong Qi then teaching practice, the evaluation studies carried out on the implementation and effectiveness of teaching mode of high school geography guided learning case based on the group learning.In this paper, theoretical research and practical operation method of combining, teaching mode of high school geography guided learning case based on the group learning for a more in-depth research to help improve the efficiency of geography classroom.The first chapter of this paper from the country’s social development, the school’s own development and the development of individual students three aspects of the research background. It explains the main contents and methods of the research. It presents the significance of this study, and the research team analyzed the current situation and to learn the case Guidance Teaching. The second chapter discusses the theoretical basis of this paper, the study provides a theoretical support. Chapter Three of the basic content and implementation support team-based learning high school geography Guidance case of teaching model with a general introduction. The fourth chapter describes the operation of the practice group-based learning high school geography Guidance case teaching mode. The fifth chapter analyzes the questionnaire for high school geography Guidance case teaching model based on group learning evaluate the effect, eventually found implementation of the application of the model has achieved some success:to some extent changed the traditional geography teaching structure, pay attention to the students’active participation to mobilize the enthusiasm of student learning, improve the efficiency of the geography classroom; students’self-learning ability is greatly improved, and learn rational allocation of study time, using a variety of learning methods, and gradually form a good geographical study habits; students cooperation has also been developed to explore the ability of everyone involved, group learning, cooperative inquiry, to enhance students’self-confidence and a collective sense of honor, to promote students’growth and development.But in the specific implementation of teaching mode of high school geography guided learning case based on the group learning in the process, there are some deficiencies. In this connection the implementation of this teaching mode puts forward some constructive suggestions:schools need to support the implementation of applications of teaching mode of high school geography guided learning case based on the group learning, attention to the reform of geography teaching mode; vigorously promote the new curriculum spirit and philosophy, fundamentally change the traditional ideas of students; teachers in the design of the case when preparing geography, not only to combine the actual situation of the students as a whole, but also consider the actual individual students, reflecting the combination of learning and personality differences in learning; teachers need and advantages of timely importance to students infiltration team to discuss cooperation, and to actively help guide students refers to cooperative learning groups, but also actively encourage students to dare to answer questions in class, and supervision and guidance of group work discussions in an orderly manner, ensure that every student can actively participate.