Based On National Volume ? Of Geography For College Entrance Examination In The Past Three Years Research On The Cultivation Of High School Students' Regional Cognitive Literacy

It's clearly proposed in the latest education reform that we should cultivate the four core geographic literacy of high school students,and the regional cognitive ability is an important part of it.Strengthening the research of regional cognitive ability is not only the necessary demand of the new reform in geography curriculum,but the trend of the development of geographic disciplines and the growth tendency of students' all-round development.Geographic examination questions in College Entrance Examination is a rather hot topic for educators every year,but most of them only analyzed the proportion of knowledge points in examination questions and its inter-annual variation.Thus,the study of College Entrance Examination questions from the perspective of core literacy is rare,and what's rarer is the study of students' answers to College Entrance Examination questions from the perspective of regional cognitive literacy.Therefore,to promote the system construction of regional cognitive literacy,give full play to the guiding role of regional cognitive literacy in teaching practice,and implement the basic concept of “building a person by moral education” in the teaching process,it is imperative to study regional cognitive literacy with the analysis of students' answers to College Entrance Examination questions.Based on regional cognitive literacy and under the guidance of the Educational Evaluation Theory,Bruner's Cognitive Learning Theory and the Constructivism Theory,this paper analyzes regional cognitive literacy in the National College Entrance Examination of Geography(national test papers ?)from 2016 to 2018 by literature research,statistical analysis and typical analysis.It is found that the main characteristics of the regional cognitive literacy tests are:(1)the scale of the regional cognitive literacy test varies greatly,involving macro,meso and micro ones;(2)the text way combines map with text,including regional map,statistical map,contour map,geographic schematic map,geographic landscape map and many other geographical charts;and(3)the test content of regional cognitive literacy is comprehensive,covering regional location,regional characteristics,regional links,regional differences and regional development.Meanwhile,the author selects the 36 th and 37 th questions from the National College Entrance Examination of Geography(national test papers ?)from 2016 to 2018 and uses them to test the grade three high school students in Jialing Campus of Nanchong High School.By analyzing typical sample papers,the author finds that there are two typical problems in students' regional cognition,namely,the lack of regional positioning ability and the lack of ability to connect phenomena and essence.Therefore,based on the characteristics of the text questions about regional cognitive literacy in the College Entrance Examination of Geography and the typical problems existing in students' regional cognition,the author puts forward the following strategies.First,to analyze geographical matters and problems from different scales and pay attention to the correlation between them.Second,to attach importance to the interpretation of various geographic charts,such as regional map,contour map,statistical chart,geographic schematic map,geographic landscape map and so on.Third,to enhance the ability of regional positioning from the respects of longitude and latitude positioning,land and sea positioning,relative position positioning,regional contour positioning,and comprehensive positioning by regional features.Fourth,to improve the ability of linking phenomena with essence by teaching methods of understanding and analyzing a geographical region,establishing systematic knowledge structure and strengthening the training of thinking.