Research On The Current Situation Of Regional Cognitive Level And Teaching Strategies Of Senior Middle School Students

In 2014,China’s Ministry of Education proposed to build a core literacy system,and required all levels of schools to proceed from the actual situation,to implement core literacy and teaching quality requirements into the teaching of different disciplines.This provides new research and teaching directions for front-line teachers in various disciplines,so that more teachers are actively involved in the cultivation of students’ core literacy.In the first stage,we first use the literature analysis method to summarize the research on regional cognition in core literacy,and find that in the cultivation of geographic core literacy,few scholars quantitatively analyze the current core literacy level of students,so this article is based on The General High School Geography Curriculum Standard(2017 Edition)provides a detailed analysis and definition of the four levels of student regional awareness.In the second stage,using the questionnaire method to test the test questions of students in different levels of Shanghai city,district key points,etc.,it can be determined that the regional cognitive level of students is generally higher than level1 and level 2,while level 3 level 4 needs to be improved.At the same time,the gap between the students’ regional cognitive level is obvious,and the regional cognitive level of the key students is higher than that of the key students.In the third stage,according to the general questions of students’ answers,this paper selects some students’ answers as a case study,and tries to find out the current situation of students’ problems in each region’s cognitive level,from the perspective of teaching content,teaching process and teaching evaluation.The factors affecting the status quo of regional cognitive level are analyzed.In the teaching content,the textbooks are not written on the main line,so the students’ awareness in the learning area is relatively weak.On the one hand,the teaching process is the traditional teaching method based on teacher teaching and the utilitarian nature of exam-orientededucation,which leads to the mechanization of students’ thinking.On the other hand,the process of student learning does not construct a good knowledge structure and logical relationship.In the process of teaching evaluation,the standard of teaching evaluation is single and has certain limitations,which is also the reason for the above situation.In the fourth stage,based on the above situation,this paper puts forward some teaching strategies,and hopes to provide ideas for the teaching and design of the first-line teachers.It is recommended to develop regional geography teaching resources;conduct regional cognitive diagnostic evaluation;The chaotic regional geography of students,the ability to develop students’ problem-solving in regional problem scenarios,and the use of thematic map analysis to develop students’ ability to use geographic tools to obtain geographic information.In this process,culture area of cognitive levels also put forward requirements for teachers to develop new teaching content,the last hope of teachers depth discussions in teaching evaluation,study carefully to answer questions designed in order to evaluate actual level of students in a more rational way.