Investigation And Research On The Status Quo Of Geography Case Teaching In Lhasa High School

Geography case teaching refers to a teaching method which uses typical cases closely related to real life to organize the students and teachers to have a careful study,analysis,communication and discussion of the geography cases under the guidance of the teachers and in accordance with the teaching objectives and contents of high school geography,thereby cultivating and improving the practical ability of students in all aspects,especially their ability to discover and solve problems.This new case teaching method conforms to the requirements and development trend of the new curriculum reform and plays a great role in promoting the mastery of the basic knowledge and the cultivation of capacities in the current high school geography teaching.The new curriculum standards advocate cooperative learning,autonomous learning and inquiry learning,which not only require geography teachers to change the traditional teaching concepts and methods,but also request them to focus on guiding the students to change the learning style.The previous single and acceptance teaching shall be banned.Instead,great attention shall be paid to the leading role of the teachers and the dominant role of the students in the teaching process to give full play to the students' subjective initiative.The geography case teaching method is in full accord with the teaching idea of the new curriculum standards,that is,incorporating the basic knowledge of geography to be learned into the case study and discussion process with the geography case teaching method based on the teaching objectives and contents of the geography curriculum of high school and the individual differences among different students and under the premise of understanding the law of students' physical and mental development,and then improving the students' ability to cooperate with the teachers and students and discover and solve problems as well as their language skills and team spirit through the communication and discussion between students and teachers and between students.Chapter I and Chapter II used the literature investigation method and theory analysis method to analyze the background,purpose and significance of the study and the foundation of case teaching,including constructivism,multiple intelligence theory,enlightenment theory,situational learning theory and example teaching theory as well as the definition of case,case teaching and geography case teaching.Chapter III investigated and analyzed the case teaching situation of high school geography through questionnaire survey.Chapter IV analyzed the problems in the current geography case teaching of Lhasa high school and their influencing factors from the teachers,students and social environmental factors.Chapter V put forward the corresponding countermeasures and suggestions from the teachers,students and case selection.Chapter VI described the shortcomings of the study.Finally,high school geography case collection was attached with the hope of providing high school geography teachers with some choice to promote geography teaching in Lhasa.