Research On High School Regional Cognitive Literacy Cultivation Based On Core Concept

At present,the formulation of core accomplishment in various disciplines is endless,with "General high school Geography Curriculum standard"(2017 edition)as the symbol,high school geographical core literacy system is finally determined,including Comprehensive thinking,regional cognition,geographical practice and the view of human-land coordination of the four core qualities.Among them,regional cognitive literacy focuses on students' geographical perspective,methods and thinking of learning geography,and is no longer just the cognitive "region" itself.The core concept of discipline plays an equally important role in the knowledge level and the core accomplishment,and some core concepts of the subject can organize and integrate the knowledge system of the subject,have a strong dominates,and whether or not to master the core concepts is related to the students' knowledge transfer and understanding.Taking the core concept as the starting point to explore its relationship with the core accomplishment is a feasible way to study and cultivate the core accomplishment.This study begins with the definition of related concepts such as "regional cognitive accomplishment","location and distribution",and takes cognitive learning,information processing and other theories as the ideological guidance of the full text.The teaching characteristics of "location and distribution" are sorted out by content analysis method,and the classroom Observation scale is developed in combination with expert consultation method,which is the main tool for the analysis of the present situation of this paper.Then,using the classroom observation method to study and analyze the current situation of geography classroom in senior High school,combined with the analysis of works,it is concluded that teachers have a significant role in promoting students ' regional cognitive literacy in the selection of cases and images,and that students ' generalization of location and distribution characteristics is not comprehensive,and the perspective of regional positioning is single.On this basis,put forward the optimization suggestion,and design the teaching case,in order to provide the current high school geography teaching in the training student regional cognition accomplishment to offer the ideas and the way that can be used for reference.This article mainly includes the following six sections:The first part:Introduction.Through the analysis of a large number of previous literature,this paper collates the research background,research significance and research status,and determines the research topic,research objectives and research methods.The second part:the basic theory.This part mainly defines and explains the core concept of this paper,analyzes the relationship between "location and distribution" and regional cognitive accomplishment,and determines the main theoretical support based on geography science theory,cognitive learning theory,geography curriculum and teaching theory and information processing theory.The Third Part:Basic methods.The main task of this section is to identify classroom diagnostic tools to observe and diagnose high school geography classrooms.The construction of the diagnostic scale is based on the conclusion of relevant theory and content analysis,following the principle of systemic and feasibility,talcing the PTA scale method as the design idea,taking the curriculum standard as the main basis,and modifying the scale through expert consultation,and finally establishing it.The Fourth Part:A review of the current situation of cognitive literacy cultivation in high school geographical areas.This chapter is the key of this paper,mainly using classroom observation method,with the work analysis method to assist.Through the observation and analysis of the selected diagnostic samples,the main problems,such as the fragmentation of regional knowledge and the single perspective of regional positioning,are collated and summarized.The Fifth Part:Put forward the training strategy of high school regional cognitive literacy based on "location and distribution".On the basis of the problem finding in part fourth,based on the relevant theoretical methods,this paper puts forward some targeted optimization suggestions and strategies,and illustrates them with presenting cases.The Sixth Part:Conclusions and prospects.This part summarizes the main conclusions,analyzes the shortcomings of the research,and puts forward the prospect of the relevant subject research.