The Research Of Eeography Case Teaching In Senior High School Based On The View Of Human-Land Coordination

The General High School Geography Curriculum Standard(2020 Revision)points out that the view of human-land coordination is the core of geographical core literacy and the starting point and destination of geography education.The view of human-land coordination is an implicit value.It is difficult for students to resonate or gain insights only by traditional teaching methods.Because of its distinctive characteristics,such as the situational nature of learning,the openness of the classroom,the subjectivity of students,and the criticalness of thinking,the case teaching can promote students’ independent inquiry,put forward problemsolving countermeasures,deepen the cognition and inner perception of human-land relationship,and help students develop the view of human-land coordination.In view of this,this study carries out the application research of high school geography case teaching from the perspective of human-land coordination view training.First of all,through the literature analysis method,the related views of human-land coordination view and case teaching are sorted out,the important role of case teaching in the cultivation of human-land coordination view is clarified,and the applicability of case teaching in the cultivation of human-land coordination view is analyzed.Secondly,through the questionnaire survey method,the current situation of case teaching of high school geography teachers in Deyang City and its impact on students’ view of human-land coordination are identified.On this basis,in view of the existing problems,the case selection principle and case teaching design strategy in case teaching based on the view of human-land coordination are proposed.Based on this,the teaching cases of “when ‘blue sky’is often present” and “flood disaster” are designed and put into practice.Finally,the experimental research method and interview method are used to evaluate the implementation effect.The main results are as follows:(1)Teachers have a clear understanding of the connotation of the view of human-land coordination and the importance of case teaching.However,in actual teaching,teachers’ teaching design is still relatively traditional.Case teaching has not been organically integrated with the cultivation of the view of human-land coordination,and the student-centered teaching view has not been truly implemented.The specific performance is as follows: teachers’ case teaching is less,and case teaching is often absent in the process of cultivating the view of human-land coordination;there are many unscientific and unreasonable points in the design of the existing case teaching,for example,the case presentation form ignores the inspiration of students’ inner feeling,the case content less considers the regional and developmental evolution of human-land relationship,and the case teaching process does not play an important role in the case decision-making for the cultivation of students’ human-land coordination view;ignore the case teaching of moral education and so on.(2)The students’ view of man-land coordination is in the first stage,that is,the initial stage,and the cultivation of the view of man-land coordination needs to be strengthened.Students have a one-sided understanding of the connotation of the view of human-land coordination.Students can correctly understand the impact of simple and familiar geographical phenomena on people,but they know little about the geographical impact of human activities.The reasons are as follows: First,students have insufficient understanding of the importance of the view of human-land coordination,and the connotation education of the view of human-land coordination needs to be strengthened;second,students lack personal experience,it is difficult to deeply understand the view of human-land coordination,and implement in practice,affecting the development of students’ view of human-land coordination;thirdly,the teaching method of cultivating the view of human-land coordination that students like or expect does not match the teaching design of teachers,and students lack the intuitive feeling and deep inner experience of human-land relationship and so on.(3)Put forward five principles of case selection and five strategies of case teaching design in case teaching based on the cultivation of human-land coordination view.The five principles of case selection are authenticity principle,typical principle,timeliness principle,regional principle and enlightening principle.Five strategies of case teaching design : 1.Comprehend the spirit of curriculum standards and anchor the view of human-land coordination of curriculum standards.2.Broaden the case acquisition channels and analyze the view of humanland coordination contained in the case.3.Illustrated,dynamic and static combination of case presentation,promote students to understand the harmonious coexistence of man and nature.4.Carefully design the teaching process,and gradually cultivate students’ view of man-land coordination.Including: adhere to the problem orientation,guide students to think about the relationship between man and land;based on the region,analyze the relationship between man and land;make good use of case decision-making to explore how to achieve human-land coordination;pay attention to emotional sublimation,infiltrate curriculum ideology and politics,and implement moral education;pay attention to case summary and help develop literacy.5.Specific cases to abstract views,practice the view of man-land coordination for life.(4)According to the proposed design principles and strategies of case teaching,taking‘ when ‘blue sky’ is often in’ and ‘flood disaster’ as examples to design teaching and put it into practice,this paper analyzes the training effect of case teaching designed under this principle and strategy from the aspects of classroom performance,after-school interviews,and post-test scores of experimental class and control class.The direct or indirect comparison results show that compared with the conventional classroom teaching,case teaching plays an important role in stimulating students’ interest in learning,giving full play to students’ subjectivity,and deeply exploring the relationship between man and land.Reasonable selection of case presentation mode,careful design of case teaching links and problems,and arrangement of lifeoriented after-school consolidation homework are helpful to promote the improvement of students’ human-land coordination view literacy.The case teaching designed and implemented according to the above principles and strategies has significantly improved the effectiveness of the cultivation of human-land coordination view.The research results provide methodological guidance for the cultivation of students’ human-land coordination view based on case teaching.