Geographical Spatial Cognitive Ability Training Mode To Build Research In Junior High School Students

As a new educational concept,Geographical Core Literacy(GCL)gave the curriculum reformation for elementary education in China.The cultivation of GCL needs to be implemented in all disciplines,which determines that geography curriculum reform should aim at cultivating students' geographical core accomplishment.Geographical space's cognitive ability is not only one of the important contents of the core geographic literacy,but is an important part of geography subject ability.Cultivating and developing the students' ability of geographic spatial cognition have gradually been one the major concerns in education,which have a significant influence on the students' cognitive geographic space,the surrounding geographic things,geographical phenomenon and problem-solving ability.Under this background,students from ten classes of junior middle school and six teachers from five junior high schools in Xinyang area were taken as the investigation object in this paper.Using literature analysis,questionnaire investigation,interview investigation method,statistical analysis method to study geographic space cognitive ability,providing certain references both for the geography teaching and the development of geographical spatial cognition level,so as to promote the all-round development of students.(1)This dissertation having analyzed the related concepts and theoretical basis of geographical spatial cognition systematically,This dissertation puts forward the geographic space cognitive elements in junior high school students,namely,the geographical spatial cognitive ability of factors,geographical spatial structure,geographical spatial pattern of cognitive ability,ability to use geographical representation tools.At the same time,by analyzing the constituent elements,this paper constructs the mapping relationship between the junior high school geography curriculum standards and the geographical spatial cognitive components.(2)This dissertation synthetically analyses the survey data and draws the following results,students explored at these areas have a lower average score than passing level,suggesting that the development level of general geographical spatial cognitive ability is not high;Students show a definite differentiation from each other in gender,school grade,classes and so on.That is to say,the boys' general geographical spatial cognitive ability is better than girls';The County's cognitive ability is better than that of the township schools';The level A students' ability isbetter than other level's students;And the experimental class is superior to the regular class.The development of geographical spatial elements' cognitive ability keep a good balance with structural cognitive ability;Besides,geographical spatial pattern of cognitive ability and ability to use geographical representation tools are not so high.After the interview,most of the teachers have a highly sense towards them.Teacher interviews,the teachers and students,society,family,etc.have influence on students' ability,such as teachers' own quality,students' cognitive level,etc.(3)According to the main issues occurring in the development,This dissertation constructs a pattern to improve their cognitive ability from five parts.They are training concept,training objectives,training requirements,training plan,training evaluation method respectively.Next,they will be explained one by one.Training concept means that stresses students' subjectivity,openness,and system.Training objectivity includes cognitive,training,and emotive goal.Training requirements lay down curriculum.Training plans are trying to construct a reference system by advocates' subjectivity,level-teaching,trinity.Training method is divided into process evaluation and summative evaluation.