Deep Teaching Research On Regional Geography Of High Schools Based On Region Cognition Training

In March 2014,the Ministry of Education promulgated the “Opinions on all round deepening reform of the courses and implementing the basic task of high moral values establishment and people cultivation” in which the research and formulation of the student development key competence system is proposed.The cultivation of the key competence is implemented to the practical teaching of various disciplines and sections and the geographic key competence becomes the focus of the field of geography education.From “quality education” to “competence education”,the new round of curriculum reform is presses orderly and in order to apply to the need of new curriculum reform and to cultivate geographic key competence,it is necessary for the geography classrooms move toward in-depth teaching.Regional cognition is one of the geographic key competence and the basic cognitive method of geography.However,the current research on region cognition training of senior high school students is not systematic and perfect enough and especially the research on the teaching practice of region cognition training still has deficiencies.Therefore,the deep teaching research based on region cognition training of high school students is of a strong practical significance.This paper mainly uses the literature research,questionnaire survey,classroom observation,interview and statistical analysis methods.The first part,discusses the background of the topic,research significance,methods and ideas by consulting a large number of literatures and books.The second part,reviews the related research progress of regional cognition,deep teaching and regional geography teaching both at home and abroad.The third part,summarizes the connotation of regional cognition and deep teaching.The fourth part,shows the current situation of students' regional cognition training and regional geography teaching based on the test paper analysis and questionnaire survey.The fifth part,puts forward the deep teaching strategies of regional geography according to the problems found in the survey and the deep teaching theory.The sixth part,designs a teaching cases of regional geography according to the deep teaching strategies that were proposed.The last part,summarizes the conclusions and innovations of this study,analyzes the shortcomings and prospects of the study.Through the analysis of students' test papers,it finds that the level of regional cognition development of high school students is general,and there is a significant difference in the level of regional cognition among students.Many of the students in the survey lack the awareness and methods of regional division,most basically reach the primary level of the regional cognition,but did not reach the advanced level of that.It reveals that the training of students' regional cognition is not enough,so we need further training with deep teaching.Through the questionnaires on teachers and students,it is found that most teachers have the awareness of cultivating students' regional cognition and their training focuses are basically the same with the students' interest.However,there are still a few teachers who lack the awareness of cultivation the students' regional division methods in teaching.Also,teachers generally believe that there is a difficulty in cultivating students' regional cognition in-depth.What's more,it is found that there are still some problems in regional geography teaching,which need further improvement.According to the current status of region cognition training,the following teaching optimization strategies are proposed with the combination of the regional geography teaching situation and deep teaching theory,that is,(1)Deeply excavate the teaching contents: to integrate the knowledge logic of the teaching materials,and establish the region cognition structure;To develop the local geography curriculum resources and cultivate the region cognition awareness.(2)Deeply organize the teaching process: to organize region thematic exploration activities and cultivate self-cognition skills;To create life-based situations,design the “problem chain”,and enhance region cognition level;To deepen the application of modern teaching methods and information technology.(3)Deeply improve the teaching assessment: To enrich the subject of classroom assessment,and attach importance to the thinking structure assessment;To combine performance assessment with paper-pencil test.(4)Deeply enhance teaching reflection: To emphasis on teaching reflection and strengthen adjusting teaching;To guide students to reflect,and deepen and consolidate cognition.(5)Deeply understand the teacher-student relationship: to improve teacher accomplishment;and build new teacher-student relationship.Based on the above teaching strategies,the teaching design is carried out on the content of the section of “comprehensive development of the watershed-taking the Tennessee Valley as the case(Section B)” published by People's Education Press so as to provide reference for teachers in deep regional geography teaching.The main conclusions include:(1)Refining the components and level of regional cognition.(2)Systematically summarized the connotation and strategy of deep teaching on geography.(3)Understanding the current training status in regional cognitive of high school students.(4)Finding the problems in regional geography teaching of high school.(5)Putting forward some teaching strategies of regional geography based on regional cognition training of high school students.The innovation in this paper is the topic and the survey method.The topic combined the deep teaching theory with regional cognition training,and the survey uses test papers and questionnaires to understand the level of students' regional cognition and training status.Some similar questions were set up in the questionnaires of students and teachers so that teachers' behaviors and student wishes can be compared.