| China is currently in the critical period of advancing the reform of the new curriculum,so that research in high school geography courses will help break the "bottlenecks" encountered in the reformation process,improve the professional ability of geography teachers,improve the quality of geography teaching and promote a positive interaction atmosphere in education research.From the perspective of research subjects,we encourage geography teachers to participate in teaching research and encourage "research in teaching,teaching in research,and development in research",which has further consolidated the foundation of the new curriculum reform.This is also an active exploration of "bottom-up" theory,in which a geography teacher works as a researcher.It is of great significance to geography education,student training,and teacher’s selfdevelopment.Based on the analysis of multiple cases selected from "transport mode and layout changes(People’s Education Press)" and "water cycle(People’s Education Press)",the author found that some teachers are already able to integrate local geography cases into their course design and teaching process effectively.But some problems were also exposed,taking class study as a carrier and classroom observation as a measure.Taking advantage of the various "teaching and research activities" platforms to build opportunities to communicate with geography teaching experts and geography teachers,they found similarities as well as confusions in the development and use of rural resources: 1.Regional cases could not match designed course content well.Scientific discussion between theoretical basis and practical operation is well needed.2.The use of rural resources did not reach the maximum efficiency and failed to adapt to local conditions.The core value of rural resources is not represented properly in geography teaching.3.The relationship between case study and the core literacy of geography is not integrated properly in course design and the implementation of the core literacy is not clear.4.Improper selected regional cases might set limitations on students’ horizons,which could not help them find right approaches to discover the whole world starting from where they stand.Base on the above-mentioned background,the author uses some methods such as text analysis,case analysis,and comparative analysis to conduct case studies.By comparing author’s own teaching case with the other geography teachers’ cases and comparing the improved course design with the one before revision as well as sorting out the relevant experience of conducting case study research,the author concluded following suggestions: 1.More achievements could be got if teachers can follow cognitive psychology principles and take students’ own experience into consideration.Therefore,rural resources play an irreplaceable role in the development and design of geography teaching.2.Presentation of main-line regional cases can better lead students to active thinking and proactive exploring.Also,it can promote the cultivation of core geographic literacy of students.3."Branches" may be generated with the development of regional resources main-line accordingly.Consider the fact that regional-case is not meaning to boundary of horizon.Base on regional geography "localization" and "internationalization".teachers should trans "regional geography" into "geography in our life" and develop students’ ability to learn from life and cultivate them to think with a worldview. |
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