The Research Of Senior High School Students Regional Cognitive Literacy Based On The Flipped Classroom Model

The geographical key competences is the essential quality and key ability that students should have to adapt to the perpetual development and social development,and its training runs through the whole process of the design and implementation of the geography curriculum.As one of the four core qualities of geographical accomplishment,regional cognitive literacy plays a key role in the complete construction of the core literacy system.How to cultivate and improve students’ regional cognitive literacy has become the focus of education.The Flipped Classroom teaching mode has made up for the shortcomings of the traditional classroom,which " Reverse teaching flow,take the students as the based part,improve the teaching resources,and reform the evaluation mode",and it has been developed quickly in the educational and teaching world.The cognitive ability of senior high school students is becoming mature,which provides a premise for the cultivation of high school students’ regional cognitive quality under the flipped classroom teaching mode.Based on the existing research,this paper sorts out the current situation,concept,composition and relationship of the Flipped Classroom teaching theory and regional cognitive literacy.Through questionnaire survey,literature research,interview and so on,this paper makes an investigation and analysis on the current situation of the high school students’ regional cognitive literacy training,and puts forward the effective strategies to develop high school students’ regional cognitive literacy under the Flipped Classroom teaching mode.The thesis is divided into six parts:The first part is the introduction,including the background of the research,purpose,current situation,train of thought,method and so on.The second part is the related concept and theoretical basis,including the concept and characteristics of the Flipped Classroom,the concept and characteristics of regional cognitive literacy,and the support of the three theories of humanism,constructivism and the recent development zone.The third one is a part to understand the current situation of high school students’ regional cognitive literacy training,through the methods,such as questionnaire survey and interview.And combined with the cognitive characteristics of high school students,the feasibility analysis of them has been hold accroding to the regional cognitive literacy training under this teaching mode.The fourth part is a process design based on the first three chapters of the Flipped Classroom teaching mode of senior high school students’ regional cognitive literacy training,the process is divided into three links,including pre-class preparation,class implementation,and after-class reflection.Before the class,the teacher mainly designs the teaching resources,including the study task list,the video resource design,in order to facilitate the students to study the new content of the knowledge before the class;during the class,the high school student under the teacher’s guidance deepens the exploration to the regional problem;teachers and students rethink and evaluate the problems after class.The fifth part is specific teaching case based on the Flipped Classroom teaching model of high school students regional cognitive literacy training.The sixth part is the conclusion and prospect of this paper.