Research On The Status Quo Of Geography Case Teaching In Senior High Schools Based On Comprehensive Thinking

Analyzing geographical things and phenomena based on comprehensive geographical thinking is not only a geographical idea,but also a geographical method.Although comprehensive thinking is not unique to geography,it integrates natural and human elements,pays attention to the relationship between man and nature,and man and society,combines the temporal and spatial changes of geographical things and phenomena,and pays attention to the law of development and change.Different from other disciplines in the most unique place.Therefore,in high school geography teaching,it is necessary to change the current situation of knowledge-based curriculum objectives,book-based curriculum content,and mechanization of curriculum implementation,pay attention to the cultivation of geographic thinking and geographic methods,use comprehensive geographic thinking to guide teaching practice,and guide students to learn independently,cooperatively and cooperatively.Inquiry and learning.The realization of the above teaching goals requires the innovation of teaching concepts and teaching methods.As a new teaching method,case teaching focuses on students’ independent learning,cooperative learning,and inquiry learning,which are consistent with the basic concepts of geographic core literacy.How to conduct case teaching more effectively under the guidance of comprehensive geographic thinking has become a focus of many frontline teachers.Based on this,this article uses the literature research method to interpret the concepts and relationships of comprehensive geographic thinking and case teaching,and determine the theoretical basis of this article,including the tower of experience theory,constructivist learning theory and cognitive development theory.Through teacher interview method and questionnaire survey method,the current situation of case teaching under comprehensive thinking is investigated,and it is found that there are still a series of problems in case teaching based on comprehensive thinking: in terms of teaching cognition,the understanding of case teaching and comprehensive thinking is not clear;In the implementation of teaching,when cultivating comprehensive thinking,there are problems such as the few times that teachers use case teaching,the selected cases are unfamiliar to students,the presentation of cases is single,and the situation of case redesign is not optimistic;in terms of teaching effect,comprehensive thinking is cultivated in spatiotemporal and regional areas The analysis effect is good,but there is the problem of incomplete extraction of the elements in the comprehensive aspect.In response to the results of the questionnaire survey,a case teaching training strategy based on comprehensive thinking is proposed.The details are as follows: one is to improve teachers’ cognition of comprehensive geographical thinking and case teaching,and to lay a theoretical foundation for case teaching based on comprehensive thinking;second,to strengthen case teaching and The elements are connected in comprehensive dimensions,and the elements and related elements are extracted by mind mapping;the third is to improve the implementation of all aspects of case teaching under comprehensive thinking,and implement the increase in the number of case teachings,the selection and preparation methods of learning cases,and the optimization of case presentation methods and case redesign awareness Measures such as training.After that,the teaching example of "The Sea of Pineapple in China as an Example" was used to test the high school case teaching strategy based on comprehensive thinking in class,verify the rationality of the optimized strategy,and improve the teaching effect of case teaching based on comprehensive thinking.Finally,the study of case teaching strategies based on the cultivation of comprehensive geographical thinking can be of reference and guiding significance for frontline teachers.