Individual Differences And Teaching Strategies Of High School Students' Regional Cognitive Ability

The New Geography Curriculum Standard for Senior High School(2017 edition)contains the four core qualities of geography subject while implementing the principle of "building a person by virtue".Regional cognition is one of the four core qualities.In order to embody the core qualities of geography teaching,it is necessary to constantly improve students*regional cognitive ability in the process of classroom teaching and practice.Enhance the core literacy of geography.The content of regional cognitive ability is abundant,and the degree of difficulty is different,and there are individual differences among students themselves.The level of regional cognitive ability of students in the same teaching class is also different.Conventional classroom teaching may not well reflect the individual differences of students and meet the needs of different students in regional cognitive learning.Starting from the individual differences of students,the implementation of invisible stratification of classroom teaching strategies,targeted at improving high school students*regional cognitive ability.Educational psychology points out that students have individual differences,so education needs to be taught in accordance with their aptitude.Scholars at home and abroad have paid close attention to the individual differences of the educatees,but in the process of implementation,local schools are often divided according to gender differences,and classes are divided according to age differences.Even in this way,there is little persistence in teaching.In the teaching of regional cognition in geography,teachers should clarify the concept and connotation of regional cognition,help students grasp the general rules and methods of regional cognition,teach students to analyze and deal with the phenomena and problems of regional cognition,put forward solutions or measures,plan the direction of regional development,and speculate the regional development knot.Fruit or influence.By means of questionnaires and classroom tests,the author makes a preliminary understanding of the individual differences of the students in the experimental class,analyzes the influence of individual differences on the regional cognitive ability in geography teaching,finds out the problems and shortcomings existing in the improvement of the students' regional cognitive ability,and points out that the students with the same problems and different individual attributes will have different characteristics.They were divided into cooperative groups to observe the changes of students' regional cognitive ability in geography based on invisible hierarchical teaching.Before the implementation of classroom teaching,teachers first investigate the individual differences of students' gender,geography learning interest,regional cognitive learning interest,geography achievement,regional cognitive foundation,attention and other aspects through questionnaires.At the same time,they test the students' regional cognitive ability and observe the students' answers to determine the students' original situation.Some regions have cognitive abilities,and students are divided into different regional cognitive levels.Teachers further analyze and think about the impact of individual differences on students' regional cognitive ability,combining with the connotation of regional cognitive,such as regional positioning,regional geographical characteristics,regional links and differences analysis,prediction of regional development,to find out the differences in these aspects of students,and analyze the reasons.After a preliminary understanding of the effect of individual differences on regional cognitive ability,the teacher classifies the students into groups with different regional cognitive abilities and individual attributes,carries out classroom teaching with intra-group cooperation as the main and inter-group cooperation as the supplement,and layers the teaching objectives,problems and assignments.That is,in classroom teaching and classroom practice,different groups of students undertake different inquiry questions,complete different classroom or after-school homework,enhance different regional cognitive ability,and ultimately achieve different regional cognitive effects.After the implementation of invisible stratified teaching,teachers use classroom tests to compare the changes of students1 regional cognitive ability before and after teaching,especially the achievement of regional cognitive goals.At the same time,the overall changes of regional cognitive ability between experimental class and reference class are compared.Finally,the invisible stratified teaching based on individual differences is concluded.Conducive to the cultivation and promotion of high school students' regional cognitive ability.