Research On The Status Quo And Training Strategies Of High School Students' Regional Awareness

With the rapid development of the economy,the demand for talents in society has also gradually diversified,which has led to continuous reform of education.As far as geography is concerned,regionality is an essential attribute of geography.Anything or phenomenon within a geographical space,due to its geographical location,is bound to have obvious differences in its geographical features.Then,in the process of geography learning,how to quickly and effectively grasp the method of regional geographic cognition and flexibly conduct regional geography learning is an important part of geography study in high schools.In addition,the new round of high school geography curriculum reform advocates the cultivation of students' geographical core qualities,and regional cognition is also an important part of geographical core qualities.Its status and role are bound to become more and more important.However,the study found that there are serious shortcomings in the cultivation of the cognitive ability of high school students in the geographical region.In view of this,this paper takes regional cognition as the research object,and studies high school students' regional cognition ability and training strategy from the perspective of students and geography teachers,in order to effectively improve the cultivation of regional cognitive ability of senior high school students.Based on the related theories of geography teaching,learning transfer and other related theories,then we focus on the definition of related concepts and the summarization of relevant domestic and foreign research literatures,this article starts from the analysis of student test questions and teacher questionnaires,using literature research methods,questionnaire survey methods,and statistical analysis methods.Aiming at the current situation of regional cognitive ability of senior high school students and the status quo of teachers' teaching,a specific teaching case was designed to provide reference for the first-line teachers to carry out geography teaching activities.Based on the results of the test paper analysis,the status quo of high school students' regional cognitive ability training is not optimistic.The main manifestations are: high school students' level of regional cognitive ability,overall low;there are significant differences in the cognitive ability of the variousmodules of each region;in the analysis of factors affecting the region,the ability to analyze human factors is obviously better than the ability to analyze regional natural factors;in addition,students' regional predictability is generally low,and their ability to locate the region needs to be improved.Based on the results of teacher questionnaire surveys,we found that the cultivation of regional cognitive abilities and training methods are the main factors that hinder students from improving their regional cognitive abilities.The main manifestations are: teachers' awareness of training does not match with students' regional cognitive abilities;the teacher's teaching method is relatively single;in the process of teaching,the student's main position is not prominent enough,resulting in the general lack of student's ability to read pictures and analyze the map;at the same time,the teaching case is far from life,which is an obstacle to students' regional cognitive ability.According to the survey and analysis,we propose the following teaching strategies for the above issues:(1)Reinforce students' basic knowledge of geography.Taking the relationship between people and land as the main line,we will promote the balanced development of natural factor analysis capabilities and human factors analysis capabilities to strengthen the effective convergence of geography knowledge in junior high schools;(2)Use maps flexibly to develop students' spatial positioning capabilities;(3)Take students as the main body and adopt diverse regional classroom teaching practices.Examples include situational teaching,problem-based teaching and inquiry teaching;(4)Develop students' ability to read maps and analyze maps;(5)In the course of classroom teaching,it is adept at using local geography resources to promote the improvement of students' regional cognitive abilities.The innovation of this study lies in the combination analysis of student papers and teacher survey questionnaires,which truly reflects the current status of regional cognitive ability of senior high school students and the status quo of geography teachers on regional cognitive ability of senior high school students;at the same time,it put forward a practical training strategy.However,due to the limited personal knowledge structure,coupled with the study of regional cognitive abilities are also emerging areas,this study also has room for greater improvement.