| In recent years,the new curriculum reform of high school is in full swing.Schools,educational scholars,and frontline teachers at all levels throughout th e country have actively participated in the exploration of the reform,and a nu mber of unique teaching models have emerged.The "two-move two cases" mo del evolved from the "two lines and two sets" model and was applied to the j unior high school geography classroom.It changed the traditional teaching met hod and subverted the traditional form of classroom activities and returned the classroom to the students.Based on the "two cases" as a blueprint,we have p romoted the exchange between teachers and students.We have truly achieved s tudent-oriented and teacher-student guidance to promote the common developme nt of teachers and students.From the construction to the practice of the "two-action two cases",we have experienced experiments in the past ten years.We have achieved many achievements in the research of theory and practice,but there are still many pr oblems in the practical effects that need to be studied and solved.In this stud y,considering the present situation,the author tries to carry out the experiment of the teaching mode of "double motion and two cases" in the teaching scho ol based on the theoretical research of the predecessors from the perspective of practice.The author selected the section of "Agricultural Location Factors",w hich is the key content of high school geography,designed the study plan and teaching plan under the "two-action and two-case" model,and divided the fou r teaching classes into two groups.For this teaching content,two teaching mod es are used.Conduct teaching experiments separately.The links and effects of the two kinds of classroom activities are recorded in detail.Through comparati ve analysis of classroom effects,and using the methods of questionnaire survey,interview,and other methods,combined with teachers ’intuitive feelings,it is concluded that the "double motion and two cases" model can promote students to improve their interest in learning and improve the classroom teaching effec t in classroom teaching practice. |
