Evaluation Of The Rationality Of Regional Geography Classroom Teaching Logic In High School

The rationality of teaching logic is an important criterion for measuring the effectiveness of classroom teaching.The general high school geography curriculum standard of the 2017 version clearly proposed the organizational clues of the teaching contents in the "teaching tips" of required courses in geography,which to some extent reflects the attention paid to the logic of geography.In addition,although teachers take clear and reasonable teaching logic as an important basis and standard in geography teaching design or evaluation,there was often no systematic and specific understanding of the rational teaching logic.Therefore,studying geography teaching logic has important practical significance.Regionalism is one of the two characteristics of geography.Regional geography is regarded as the orthodox discipline of geography.Regional cognitive literacy has a special status in the core literacy of geography.The view of human-earth coordination,comprehensive thinking and geographical practice can all be implemented in the process of cognition.Therefore,this study attempts to evaluate the rationality of the current high school geography classroom teaching logic from the perspective of regional cognitive literacy training,in order to find out the problems and propose improvements.This study consists of six parts.The first part clarifies the research background and significance,sorts out relevant research at home and abroad,and identifies the research content and research methods of this research.The second part defines the core concepts of this research:teaching logic,high school regional geography classroom teaching logic,rationality of high school regional geography classroom teaching logic and regional cognitive literacy,and expounds the theoretical basis of this research,including educational logic theory,primary teaching principles,theory of teaching evaluation and measurement,regional geography theory and methods,and the general model of high school "regional development" teaching.The third part uses the literature analysis method and the expert consultation method to construct the evaluation scale of the rationality of regional geography classroom teaching logic from the perspective of regional cognitive literacy training.The fourth part evaluates and analyzes the high school geography teaching case through the classroom observation method and the constructed evaluation scale,and finds the following main problems:the design of regional learning objectives is not reasonable enough;lack of a foundation of geographical background for regional development;the teaching content and thinking guidance of regional positioning needs to be improved;analysis of regional features stays superficial or overly abstract;the logic of the analysis of regional differences and linkages is weak;the thinking guidance of regional development planning is not in place;unreasonable creation of new situations to test the migration of methods;the type or the spatial scale of teaching materials is unreasonable;neglecting the systematic induction of regional cognitive thinking and methods;the training of students' abilities and the improvement of their concepts need to be strengthened.The fifth part proposes suggestions for improving the classroom teaching logic of high school regional geography based on the main problems found in the research,including:reasonable design of learning objectives to stimulate students' motivation;appropriately paving the regional background to enrich the student's experience base;improving the content of regional positioning and paying attention to the cultivation of students' thinking;grasping the essence of regional characteristics and analyzing it step by step;focusing on regional differences and connections,and implementing the guidance of analytical thinking;improving the thinking process of students by planning regional development according to local conditions;creating new regional development scenarios and training students to transfer and use methods;reasonable matching of figurative and abstract materials and taking into account different spatial scales;focusing on the summary of regional cognitive methods to consolidate students' thinking patterns;broadening the space for students to learn independently,strengthen their ability and concept.The sixth part summarizes the basic conclusions and innovations of this research,reflects on the shortcomings of the research,and puts forward the direction for further research.