Research On Regional Cognitive Literacy Training In High School Geography Based On New Curriculum Standard

In January 2018,the Ministry of Education formally promulgated the Senior High School Geography curriculum standard(2017),the core of the geographical literacy as follows: the concept of human-land coordination,comprehensive thinking,regional cognition,geographical practical ability four accomplishments.At present,the research on geographical core literacy continues to deepen,but there are few studies on the teaching and training of geographical area cognition,especially with the combination of the new version of the geographical curriculum standards.Therefore,it is of profound theoretical and practical significance to effectively study the cultivation of cognitive literacy in high school geographical regions.Starting with the research on the geographical core literacy at home and abroad,analyzes the content of cognitive literacy in geographic regions,and defined the concept of regional cognitive literacy.Interprets the geography curriculum standards at home and abroad.With the support of theories,literature research methods,case analysis methods,induction methods and statistical methods were used to construct the theoretical framework of regional cognitive literacy.On the basis of the characteristics of the region,divided the regional cognitive literacy into five parts: regional orientation,regional division,regional characteristics,regional association,and regional development,and further level division.Using the theoretical framework of regional cognitive literacy,constructed a classroom diagnosis scale for cognitive literacy in high school geographical regions.Using the teaching network platform of “One Teacher and One Excellent Course”,choose the appropriate teaching cases to diagnose the real state of teaching of regional cognitive literacy: The level of regional cognitive literacy training is basically achieve a good standards.The training ability of “regional development” is strong,however,there is less penetration related to regional division.Combined the diagnostic results and the educational practice experience,discovered the problem of regional cognitive literacy training.The problems including:lack of profound and comprehensive understanding of the region;the ability to analyze and resolve regional related problems is weak;the methods used to analyze regional problems has not been effectively cultivated;don’t pay attention to developing students’ regional concept.That proposed corresponding solutions and suggestions for these issues:transform the teaching methods to achieve the connection of geography teaching in junior high school and high school;strengthen the teaching of regional concepts to play the main role of students;focus on problem-based teaching to improve students’ regional cognitive literacy;using geographic information technology to improve students’ spatial positioning capability;gradually carry out geography practical activities to develop the ability to solve the problems encountered in practice;6.paying attention to the evaluation of students during the teaching,to guide students to form cognitive concept about region.