| Regional geography is the core of geography science,because it reflects the combination of regional and comprehensive characteristics of geography flawlessly. Paid much attention, it is all about a crucial part of the geography teaching in senior high school. In the latest refom of high-school geography curriculum, "regional cognition”is officially listed as one of the core qualities of geography, which marks that the importance of “ regional cognitive literacy" has been put at an unprecedented height.Furthermore, the college entrance examination as the teaching baton is putting increasingly higher requirements for the survey on regional geography and the cognitive quality of high-school geographic area since the new curriculum reform. Therefore, it is very significant and essential to strengthen the research on the cognitive quality of high-school geography and the strategy to cultivate the cognitive accomplishment of geographical regions. To comply with the requirements of the geographical science, the new curriculum standards and the reform of the new curriculum; At the same time, it will effectively promote the cultivation of the high school geography core literacy, promote the improvement of the regional high school geography teaching,better guide the students ' life practice, better cope with the college entrance examination for students.So what is "cognitive accomplishment of high-school geographic area"? On the basis of a large number of relevant literatures, the author believes that the cognitive accomplishment of high-school geographic area is about the regional values and regional value judgment formed by the certain geographical area cognitive content, which is worked with the certain approach to geographical area cognitive, and presented with the unvarying actions, after the analysis and comparison between “quality" and "regional cognition " on the aspects of definition, the content of geographic core literacy and geographical quality. And people's behavior, abilities and emotions and values deserve special attention. And after investigating and sorting out the problems existing in the process of cultivating the cognitive literacy of high-school geographic area, it has found that there is devoid of theoretical understanding of the cognitive quality. During the class teaching, it puts more emphasis on knowledge than process method and regional values,triggering the incomplete cognitive methods and the unobvious process in which students participate. Besides, there are some problems in the chosen materials: lack of pertinence ,lack of typicality. Integrating with the natures like temporality, spatiality,comprehensiveness and practicality of cognitive accomplishment of high-school geographic area and its principles of typicality, integrity, context and comprehensiveness in the cultivation of the cognitive quality, it has made the research on the strategies to cultivate the cognitive quality, and tried to put forward the tactics such as subject education, situation stimulation, experience and evaluation enhancement applied to train the cognitive quality of senior high school.The basic structure and main contents of the paper are as follows:Chapter one: It is introduction, which mainly covers research background, research significance, research status, research content, research idea.Chapter 2: It is conceptual definition, which mainly includes the definition of regional,regional cognition, high school geographical core literacy and regional cognitive literacy.Chapter 3: The investigation and analysis of the present situation of the practice of cognitive literacy cultivation in high schools are mainly carried out by questionnaire survey and literature review.Chapter 4: Combining the high school geography teaching with the study of the knowledge cultivation strategy of high school geography.Chapter 5: In the case of "South Asia", this paper shows the application of cognitive literacy cultivation strategies in high school district geography teaching.Chapter 6: It is conclusion and outlook. |
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