Based On Students’ Hand-drawn Maps Based On The"Teaching Evaluation Consistency" Of Junior Middle School Geography Region Cognitive Training Research

The Geography Curriculum Standards for Senior High Schools(2017 edition)puts forward that regional cognition is one of the core qualities of geography.At the National Education Conference in October 2018,it was proposed that the role of classroom teaching should be brought into full play,and the idea of "cultivating people by virtue" should be implemented in the teaching objectives of subjects.It was emphasized that the process thinking should be used instead of the result thinking in the evaluation of classroom teaching,so as to stimulate students’ imagination and creativity.From this we can see that classroom teaching has become an important way to cultivate students’ regional awareness.Junior high school geography is based on regional geography,and regional cognition runs through junior high school geography all the time.For the cultivation of junior high school students’ regional cognition,we should enable them to establish regional awareness,to describe the regional location,to analyze the natural and human characteristics within the region,to compare and analyze the differences between regions,to analyze the linkages between regions from the perspective of linkages,and to construct the concept of regional development from the perspective of sustainable development.On the basis of referring to a large number of relevant regional cognition,this paper divides the composition and level of regional cognition,combines the characteristics of geography and the requirements of regional cognitive literacy,explores the teaching principles of geographical regional cognition in junior middle school based on "consistency of teaching evaluation",constructs the overall teaching framework of geographical regional cognition in Junior middle school based on "consistency of teaching evaluation" and uses it in the Middle East.As a case study,through empirical research and other methods,the teaching effect of junior high school geographic regional cognitive training system based on "consistency ofIV teaching evaluation" is empirically studied to verify the feasibility and effectiveness of the junior high school geographic regional cognitive training system based on "consistency of teaching evaluation",and to provide some thinking for the vast number of Geographic front-line teachers in training students’ regional cognition.The main conclusions are as follows:(1)Composition and level division of regional cognition and status quo of regional cognitive training: Based on reference to relevant documents and related literature,regional cognition is divided into five dimensions: regional location,regional characteristics,regional differences,regional links and regional development,and each dimension is divided horizontally.On this basis,the students’ regional cognitive level is assessed with the regional cognitive test paper.The results show that the students’ regional cognitive level is at a low level and weak in regional location,regional characteristics and regional differences.(2)Current situation of "consistency of teaching evaluation" in regional geography classroom of junior middle school: there are inconsistencies between teaching objectives and teaching contents and teaching evaluation in geography classroom teaching of junior middle school;teaching methods are single and traditional;classroom teaching evaluation lacks or teaching evaluation is mere in form,and students’ regional cognitive level cannot be timely feedback.(3)Regional Cognitive Training System for Junior Middle School Students Based on "Teaching Evaluation Consistency" : Based on the relevant theory and the current situation of regional Cognitive Training in Junior Middle School and "Teaching Evaluation Consistency" in Regional Geography Classroom in Junior Middle School,this paper puts forward a regional Cognitive Training System for Junior Middle School Students based on "Teaching Evaluation Consistency".The training system mainly includes training principles,overall framework of teaching design and teaching effect.There are three aspects of analysis.The training principles include the consistency principle of teaching evaluation,the principle based on curriculum standards,the principle based on students’ regional cognitive level and the principle of evaluation promoting teaching.The overall framework of instructionaldesign includes the design of teaching objectives based on curriculum standards and students’ regional cognitive literacy level,the design of evaluation criteria for learning level based on the 2017 version of curriculum standards,and the design of teaching.(4)The teaching effect of the junior high school students’ regional cognitive training system based on the consistency of teaching evaluation: the students’ enthusiasm and initiative in learning have been greatly improved,the interaction between teachers and students and students has increased,and the ability of autonomous learning has been enhanced;its regional positioning,regional analytical skills,thinking process and emotional experience can be further deepened,and the students’ regional cognitive level has been greatly improved.