| With the deepening of the reform of the new curriculum,teaching methods have undergone great changes.Teachers and students pursue independent,cooperative,and inquiring learning methods and teaching methods of inspiration,discussion,and participation.Case teaching caters to the needs of the new curriculum reform with its own characteristics and is loved by teachers and students.Curriculum standards require that students focus on cultivating their core geographic qualities.The core literacy of the subject of geography comes from the summary and refinement of the content and thought methods of geography research.Its essence is to train students' unique geographical thoughts,geographical thinking and geographical methods.The method of geographic thinking is the soul and essence of the subject of geography.Exploring the cultivation of it in case teaching will help strengthen teachers and students' understanding of the method of geographic thinking,and ultimately achieve the cultivation of geographic literacy.This research uses literature research,questionnaire survey,classroom observation,statistical analysis and other research methods.First of all,through the literature research to sort out the current situation of case teaching and geographical thinking methods,and seek the entry point of the research;Second,based on the relevant literature,analyze the core concepts and elaborate the theoretical basis of the thesis research;Third,survey the front-line teachers to understand the development of case teaching,teachers' understanding of geographical thinking methods and their penetration in teaching,etc.And further through classroom observation,analyze the problems and deficiencies in the cultivation of geographicalthinking methods in case teaching;Fourth,according to the problems and their causes,combined with the research of relevant literature,put forward countermeasures;Fifth,according to the proposed training strategy for local case teaching Design;Finally,summarize the main conclusions,innovations,shortcomings and prospects of this study.Through questionnaire surveys and classroom observations,it was found that case teaching is widely carried out in middle school geography teaching;teachers believe that the penetration of case teaching is very important for the cultivation of students' geographical thinking methods;while teachers are improving the subjectivity of students,they are also constantly exploring geography Infiltration and evaluation methods of ideological and methodological training.But there are also some outstanding problems:(1)In case selection,there is a lack of materials for geographic thinking methods.Because teachers themselves have little knowledge of geographical thinking methods,they are not representative,enlightening,and novel in case selection,and lack of available geographical thinking methods.(2)Case design,lack of penetration of geographical thinking methods.Due to the lack of educational ideas for teachers to cultivate students 'geographical thinking methods,and insufficient analysis of curriculum standards and textbooks,some geographical thinking methods have been neglected;(3)In case analysis,students' subjectivity needs to be improved.Teachers lack innovation in the creation of case situations,present a single form,and lack of hierarchy and progressiveness in setting questions,resulting in students' low enthusiasm for learning;(4)In case evaluation,there is a lack of evaluation of geographic thinking methods.Due to the limitation of class hours,teachers often use the form of classroom questions to evaluate students' mastery of geographical thinking methods.This method saves time and effort,but cannot be comprehensively and objectively evaluated.By summarizing previous research results,combining questionnaire surveys with front-line teachers and summarizing the practices of teachers in excellent courses,the following optimization strategies are proposed:(1)Improve teachers' professional abilities and strengthen the study of geographical thinking methods;Select high-quality case materials according to the curriculum standards and teaching materials;(3)Integrate the case of rural land science and infiltrate the education of geographical thinking methods;(4)Give full play to the student's subjectivity and enhance the effect of case teaching;(5)Pay attention to student learning evaluation and promote The transfer of geographical thinking methods.Combining with the optimization strategy proposed in this article,case teaching design for "Agricultural Location Factors and Changes" is given.Based on an in-depth analysis of the curriculum standards and textbook content,the local case Bianliang watermelon was selected as the case material to organize students to carry out research activities,through field surveys and group cooperative exploration,to promote the students' knowledge of geographical knowledge and the transfer of geographical thinking methods To achieve teaching goals.The innovation of this research lies in the innovation of research perspective.Through literature research,the current situation of case teaching and geographical thinking methods is sorted out,the combination of the two is sought,and questionnaire surveys and class research methods are used to find problems in the cultivation of geographical thinking methods in case teaching,and then improvement strategies are proposed. |
