| In the present world,the rapid development of social economy,rapid innovation of scientific information technology and the continuous development of the frontier fields of geography are all stimulating the deepening and reform of the geography basic curriculum education.At the same time,the students are pointed out in the orientation of the students and the core accomplishment of the students.Based on the comprehensive background of the needs of social development,the direction of curriculum reform,the present situation of geography case teaching and the form of the college entrance examination,this paper is based on the unique situational,enlightening,practical and exploratory characteristics of the geography case teaching to the students’ interest and motivation,the teaching idea of teaching teachers,the teaching organization and evaluation.The promoting role of force and teaching research,combined with the lack of cognition of related concepts and connotations of geography case teaching,lack of case selection and development design ability,disagreement on the implementation and evaluation of case teaching,and poor migration of case knowledge in the use of case teaching in the use of case teaching.With the combination of geography case teaching and classroom atmosphere,through the method of classroom observation and questionnaire survey,the influence degree of specific teaching factors in the teaching process of the geography case teaching process on the classroom atmosphere is started,so how to carry out the geography case teaching can make the classroom atmosphere achieve a better effect as the main purpose,A practical and feasible strategy for optimizing geography case teaching is presented.The full text is mainly composed of five parts:The first part is the introduction.This paper briefly introduces the background and significance of the study of geography case teaching in high school,the status of the research on geography case teaching at home and abroad,and analyzes the problems and shortcomings of the present study of geography case teaching through the review of the status of the study of geography case teaching,and then expounds the way and method of this study.The second part is the definition of relevant concepts and the basis of theoretical research.First,it defines the concept and characteristics of the case,then analyzes the concept of teaching cases and case teaching,then expounds the two key nouns of the geography case teaching and classroom atmosphere studied in this paper,discusses the main research contents about the classroom atmosphere at home,and finally from the situational learning theory,Teaching communication theory,learning transfer theory and constructivist learning theory are four aspects to explain the theoretical basis of this study.The third part is the correlation analysis between case teaching in high school geography and classroom atmosphere.This paper divides the geography case teaching into 3 teaching dimensions and 12 teaching factors according to the geography case teaching process,and analyzes the correlation between the geography case teaching and the classroom atmosphere through the student questionnaire,and further compares and analyzes the correlation and phase of the geography case teaching factors and the classroom atmosphere in senior one and two.In order to verify the reliability and objectivity of the results of the correlation analysis,the main reasons for the difference in the class observation and the explanation of the difference in the classroom observation are made.The fourth part is the optimization strategy of high school geography case teaching.The first is the background survey on the case teaching of Geography in high school,including the investigation of the cognition of the teaching cases and the importance of the high school geography teachers to the case teaching,and then the relative analysis results of the correlation between the geography case teaching and the classroom atmosphere are used to compare the large relevant geography case teaching factors.In the way of teaching,the way the geography teacher used and the way the students expect the teacher to use,then take the student as the main body,put forward the optimization principle and the strategy,and through some examples,elaborate the optimization strategy of the geography case teaching,and raise the practicality of the strategy suggestion.The fifth part is the summary and Prospect of this paper.It briefly introduces the basic conclusions of this study,points out the shortcomings of the research,and puts forward the prospect of further deepening the research of this subject. |
