Research On The Strategy Of Regional Cognitive Ability Training In Senior High School Geography Teaching

Region cognitive training is the basic idea and method to guide people to carry out practical activities under the basic values of human and earth harmony,Region cognitive ability is the precondition for senior high school students to study regional geography,and is an important part of the core competence of this course.It is also playing an important role in cultivating high school students' core competence,which can change the teaching ideas,optimizing the teaching of geography,and can help the students feel the geographical characteristics of different regions,cultivating their geographical perspective,enhance the understanding on the geographical environment and adaptive capacity,promote the development of students' healthy personality and non-intellectual factors.This research through researching literature,observing classroom,interviewing method and analysis case to explore,Based on the training objectives of high school students' region cognitive ability,we understand the teaching situation and existing problem of region cognitive ability in high school geography teaching,and put forward strategies for training high school students' regional cognitive ability.On the one hand,according to the elements contained in region cognition,the regional cognitive ability is divided into five types: regional locating ability,regional feature analysis ability,regional geographic causality analysis and inference ability,regional comparative ability and regional development planning ability.On the other hand,Based on these,I designed geography classroom teaching observation scale,and studied the teaching situation of regional cognitive ability training for high school students,the following conclusions are drawn: First of all,in addition to the improvement of regional locating and regional comparative ability training level,the teaching level of the other three abilities has reached or close to good.Secondly,in the macro level,the problem of teaching strategies are mainly as follows: single teaching method and less student participation;the setting of problem is relatively simple and can't be very good for thinking stimulation;the case material is older and doesn't combined with students life.Finally,there are some problems in micro level,such as the lack of comprehensive understanding of regional location,the lack of in-depth analysis of regional characteristics,the analysis method of regional causality is single and lack of summary and promotion,less regional comparison and the training of regional development planning ability are weak and so on.Based on the above research,in the macro level,the optimization of classroom teaching strategies is carried out,such as emphasizing teachers' explanation and strengthening students' participation,focusing on observation,experiment,inquiry,investigation and other teaching methods;According to the cognitive characteristics of students,we optimize the problem design,use ladder problem to guide thinking;When expanding cases,we should pay attention to the selection of life cases and cultivate students migration ability to solve problems.In the micro level,aiming at the problems in the training of regional cognitive abilities,we summarize and discuss the training strategies systematically through interviews with teachers and search books.