Research On The Training Of Geography Practice Ability For High School Students Based On Case Teaching

With the continuous deepening of geography education reform and practice,the Ordinary High School Geography Curriculum Standard(2017 edition)put forward the basic idea of “cultivating students' core qualities necessary for geography disciplines”.As an important component of the core literacy of geography disciplines,practical force has gradually received due attention.At the same time,case teaching is a bilateral activity in which teachers and students participate together.Based on real situations,students are guided to analyze real problems and propose solutions.Therefore,the use of case teaching method to explore the cultivation of geographical practice power has important reference value and reference value for high school geography teachers to understand and implement the new curriculum concept and to carry out case design of practical activities and upgrade students' core qualities.This article takes high school students' geography practical training as the research object.Under the guidance of the new curriculum idea,the literature research method is used to analyze the relevant domestic and foreign research results.Define the related concepts of geography practice and case teaching,and explain the theoretical basis of pedagogics,psychology,and geography teaching of geography practice.Questionnaire survey method was used to issue survey questionnaires to senior students in the second grade school of Shihezi Secondary School.It was found that senior high school students experienced lack of geographical experience,difficulty in practice,and significant differences in the level of practice;through interviews with all teachers in the Geography Group,teachers' geography was found.In practice case design,lack of understanding of geographical practice,lack of case design conditions,lack of professional literacy,weak school-based teaching and research,single-sided evaluation of practical activities,etc.;using observations and case analysis methods to discover teaching of geographical practice activities There are problems in the formalization of classroom practice activities,ignoring students' practical experience,low utilization of practical activities in textbooks,and the lack of extracurricular activities with general themes,ambiguous goals,single forms,and fewer participants.Based on the above findings,from the student's point of view,it is proposed that the promotion of geography practice literacy should be promoted by actively developing course resources,setting up the difficulty of activities reasonably,and paying attention to student differences;from the teacher's point of view,it is recommended to raise awareness and create case designs.Conditions,improving professional qualities,deepening inter-college cooperation,and establishing a diversified evaluation index system,etc.Optimize teacher case design and implementation;from the perspective of practical activity teaching,it is recommended to improve classroom case teaching from three stages before,during,and after class.Effectiveness,and through the analysis of teaching materials,resources investigation,preparation work carefully designed and implemented extracurricular practical activities in case teaching,and broaden the learning space for students.In order to further verify the feasibility of the strategy,a reference experiment method was adopted.Taking the example of the senior high school geography textbook of the People's Education Press as an example,geographical practice teaching cases were developed,and an evaluation index system was established to evaluate the effectiveness of case teaching.The results show that the case teaching of geographical practice activities has improved students' practical literacy and promoted the transformation of teaching methods of geographical practice activities.The case design and implementation have achieved substantial results.