【作者】 王丹；

【导师】 冯娟；

【作者基本信息】 华中师范大学 ， 学科教学（地理）（专业学位）， 2019， 硕士

【摘要】 现阶段我国中学地理教育正在全面改革中,课程改革的重点是突出教学方式与教学方法的变革,教师需要转变自己的角色,体现“学生的主体地位”,重视学生能力的培养。案例教学法不同于传统的教学方法,传统的地理课堂中,教师重理论轻实践,重结果轻过程,课堂中以教师为主体,学生处于服从、被动的状态,学生没有自主学习的机会,课堂参与度普遍低下,课堂的效率十分低下。案例教学法是一种开放式的教学方法,它更加强调了学生学习的主体性。教师根据课程的教学目标、教学内容以及学生身心发展的特点,创设类似现实的问题情境,在引导学生思考、探究、讨论的过程中,学生不仅能掌握地理知识,而且还能利用地理知识去分析和解决现实生活中遇到的地理问题,有效的实现知识的迁移,学生的思维能力和实践能力都得到了发展。贵州是进入新课改比较晚的省份,教学方式和方法还比较落后,地理课堂上也多以传统的讲授法为主。对于如何利用好地理教材,开发教学案例,如何转变课程理念以适应新的课程要求己成为我省亟待解决的问题。本文以人教版地理教材为例,探究案例教学法在高中地理课堂中的应用。首先在总结所研究问题的研究背景及意义上,通过分析国内外与案例教学研究有关联的文献资料,界定相关概念及总结案例教学法应用的理论基础(迁移理论、教学交往论、情景学习论)。其次以理论研究为指导,以剖析教材案例为基础,以《工业的区位选择》为例开展案例教学法的应用实践。最后在所执教的中学以高一年级的学生为研究对象,对案例教学法的效果作问卷调查。通过本文的研究,主要得出以下结论:(1)通过研究国内外已有的文献,对案例教学法的含义有了明确的界定。(2)对教材案例的特点有了清晰的认识,并根据特点的不同做了不同的分类。(3)制定教学前选编案例,案例教学过程中呈现案例、设计相关问题、引导学生分析讨论,课后总结评价等可操作的案例教学模式。(4)总结了案例教学的优势、存在的问题及优化的建议。更多还原

【Abstract】 At present,the geography education in middle school in China is undergoing a comprehensive reform.The focus of curriculum reform is to highlight the reform of teaching methods and attach importance to the cultivation of students’ ability.the change of teachers’ role and the students’ dominant position.Case Teaching Method is different from the traditional teaching method.The teacher pays more attention to theories and results than practice and processes in the traditional geography classes in which the teacher is the subject and the student is in a state of obedience and passivity.Therefore,students do not have the opportunity to learn independently,resulting in low students’participation rate and class efficiency.Case Teaching Method,however,is a kind of open teaching method,which puts more emphasis on the subjectivity of the students learning.The geography teachers carefully selected cases that usually come from real life to teach the students according to the teaching goal,teaching content and the characteristics of students’ physical and mental development.In the process of guiding students to learn independently,communicate and cooperate with each other。The students can not only master the geographical knowledge,but also use what they have learnt to analyze and solve geography problems in real life.The knowledge is effectively transferred,and the students’ thinking ability and practical ability have been developed.Guizhou is a province that has entered the new curriculum reform relatively late and its teaching methods are relatively backward.The teachers give priority to traditional teaching methods in geography classes.How to make good use of geography textbooks and how to change course ideas to meet the new curriculum requirements have become an urgent problem to be solved.This paper takes geography textbooks published by People’s Education Press as an example to explore the application of Case-based Teaching in high school geography class.Firstly,based on the summary of the research background and significance of the studied problems and by analyzing the document literature related to Case-based Teaching research at home and abroad,this paper defines relevant concepts and summarizes the theoretical basis applied in Case-based Teaching---Transfer Theory,Teaching Communication Theory and Situational Learning Theory.Secondly,guided by theoretical research and based on the case analysis of teaching materials,the author carried out the application of Case-based Teaching by taking Location Selection of Industry as an example.In the end,the Senior One students in the author’s school were taken as the research objects and the effect of case teaching method was investigated.Through the research of this paper,the following conclusions are mainly drawn:(1)The meaning of case teaching method is clearly defined by studying the existing literature at home and abroad.(2)A clear understanding of the characteristics of textbook cases is achieved and different classification is made according to different characteristics.(3)Cases are carefully selected before teaching and during the teaching process the problems related to cases and their design are presented.Case teaching methods like guiding the students to analyze and discuss geography problems,summary and evaluation after class and other available case teaching methods are applied.(4)The advantages,existing problems and optimization suggestions of case teaching are summarized.更多还原