Case-based Teaching Strategy For High School Students' Regional Cognitive Literacy Training

After the Ministry of Education promulgated the Litshu people's documents,various disciplines began to develop the core qualities of their disciplines.The promulgation of the"Standard for Ordinary High School Geography Curriculum Standards" in 2017 means that geographical core attainment has become a system.Under such circumstances,studying the cultivation of various qualities has become a hot topic in the geographical education community.Regionality is an important feature of geography.When we find relevant articles on the China Known Online,we find that there are not many articles in this area.At the same time,it is found that case teaching plays an important role in cultivating a certain quality and quality of students,but it is about using case teaching.There are no articles on the student's geographical core qualities yet.In view of the above reasons,the author has determined the research direction,that is,based on the case teaching method of high school students regional literacy training.This article adopts the literature research method,combs the connotation of case teaching and regional cognitive literacy,and grasps the substantive connotation of this study.Through the literature research method and expert consultation method,the constituent elements of regional cognitive literacy are analyzed,which are mainly divided into five elements:regional division and location,regional research methods and tools,regional differences and connections,regional characteristics and regional planning.The specific performance of each element is explained accordingly.Based on the combing of the two connotations,the author finds the three theoretical foundations of constructivist theory,situational teaching theory and geography teaching theory,as well as the relationship between the two,that is,the feasibility and effectiveness of training student's regional cognitive literacy based on case teaching analysis.In this part of the empirical study,the author designed student questionnaires and teacher interview outlines.The student questionnaire is mainly composed of two parts:the first part is to design regional cognitive literacy test questions according to the five major components of regional cognitive accomplishment;the second part is high school.Survey of Regional Teaching Situation.Recycling and analysis of the results found that there are the following problems:the concept of "region" is not built in the student's brain;regional positioning ability is weak;regional research methods are not well-understood;geographic information technology and tools in the study area are not well understood;involve complex The regional characteristics will not be analyzed;regional differences and linkages involving multiple angles cannot be judged;planning and regional development lacks overall concepts.For the high school regional education,students reflect that the regional case is far away from life,and the geography class teaching link is single.The author's interview method used interviews with some geography teachers in Wuhan and found the following problems:geography teachers did not have a thorough understanding of the connotation of regional awareness and literacy;they were unable to grasp the essence;they did not grasp the truth of case teaching;and generally reflected in the cultivation of students' regional recognition.Known literacy case gets difficult.In response to these problems,the author proposes the following strategies based on the connotation of regional cognitive accomplishment:Preparing for preparatory work is the basis;using regional research methods and tools is a prerequisite;mastering regional division and location is the key link;analyzing regional features and comparing regional relationships are the main content;guiding students to assess regional development issues and planning regional future development.Establishing the correct regional planning values is the promotion part;the transfer and application of the case is a consolidation part;meanwhile,the author has established the observation indexes of regional cognitive literacy training,and based on this indicator table,established the case teaching level observation table under the regional cognitive perspective.In order to allow teachers to evaluate in a timely manner after class,reflect on improvement.According to these specific strategies,teaching cases were designed in the hope of helping first-line geography teachers better use case teaching to develop students'regional cognitive quality.