Study On The Cultivation Of Middle School Students' Regional Cognitive Literacy Based On The Map Method

In 2014,the Ministry of Education issued the "opinions on deepening the curriculum reform and implementing the basic tasks of Lide Shuren".The geographer has also begun to develop the core literacy of geography.In 2017,the geography curriculum standard of ordinary high school(2017 Edition)was promulgated,and the core literacy of four geography was put forward.The core quality is put forward to deal with the curriculum reform that our country has entered into the new era,which is in line with the urgent demand for talents training in the current society.In the face of new situation and new situation,it is urgent to study the theoretical system of geography core literacy,enrich teaching practice,give teachers better input in classroom teaching,and train citizens with geographical core literacy to provide operable suggestions.Based on the background of the development of the new era,the requirements of the geographical core literacy and the needs of the students' regional geography learning,this paper puts forward the theme of the study on the cultivation of regional cognitive literacy of middle school students based on the map method.Using map method to train students'regional cognitive quality,we provide classroom optimization suggestions.This paper analyzes the current research status at home and abroad,finds out the research direction by means of literature,questionnaire,expert consultation and classroom observation,clarifies the components of regional cognitive literacy,analyzes the relevance of map method and regional cognitive literacy,and constructs a classroom observation scale for the cultivation of regional cognitive literacy based on map method.In order to find out some problems in the use of map method to train students' regional cognitive literacy,some suggestions on the optimization of classroom teaching are put forward.There are seven main parts in this paper.The first part:introduction.It is mainly about the background and significance,research status,research ideas and innovations.The second part:an overview of the theory.The concept of map method and regional cognitive literacy is defined,and the elements of regional cognitive literacy are clarified,and the theoretical basis of regional cognitive literacy training based on map method is put forward.The third part:correlation analysis between map method and regional cognitive literacy.This part is the basis of this article,which shows that the cultivation of regional cognitive literacy based on the map method is feasible.This part of the author from"geographic image is the knowledge carrier of regional cognitive literacy","map method is the efficient teaching method of cultivating regional cognitive literacy" "map method can carry out moral education by infiltrating regional concept".And "map method" on the four aspects of the role of cognitive culture in training area,in-depth analysis of the correlation between map method and training of students' regional cognitive literacy.The fourth part is the construction of the classroom observation scale based on map cognition.This part is the technical support for classroom observation.In this paper,we use the methods of literature,questionnaire and expert consultation to construct the classroom observation scale and divide the teaching level.The fifth part:a survey of the present situation of classroom teaching based on map recognition.Through the construction of classroom observation scale and classroom teaching level in the last chapter,this chapter implements classroom observation and finds out the practical problems in current teaching.The sixth part:the optimization suggestions of classroom teaching based on map recognition.The main purpose of this part is to solve the problem.According to the previous chapter,we find out the practical problems of teachers in the use of map method to cultivate regional cognitive literacy.This paper puts forward some practical suggestions to provide better suggestions for teachers to better use map method to cultivate students' regional cognitive literacy.The seventh part:the conclusion and the prospect.