| The Geography Curriculum Standard(2017 edition)proposes the concept of geographic core literacy,which mainly includes human-land coordination,comprehensive thinking,regional cognition and geographical practice.How to cultivate geographical core literacy in teaching has become an important task for teachers in teaching practices.As a core cultural literacy,regional cognition is also quite important in the high school stage.Based on the situation,this study designs different situations according to different teaching contents in the classroom and uses various situations to activate the classroom atmosphere.By doing this,students could become masters in classroom studies.Furthermore,the regional cognition of high school students can be fully cultivated.First of all,the paper expounds the research background,research significance,research problems,research methods and research routes.Through reading the extant literature,the research questions and research goals of this paper are extracted.In the literature review section,the connotation of regional cognition is determined,and the teaching methods used in the cultivation of regional cognition and the application of context in other disciplines and geography are also provided.This provides a theoretical basis for the understanding of context and regional cognition.Next,through the interviews with experts and front-line teachers,this paper recognized the importance of the following concepts,such as the concept of regional cognition,the focus of high school students’ regional cognition training,the problems of high school students’ regional cognition training,and the teaching methods which are more suitable for cultivating regional cognition and context,the effective strategy to cultivate school students’ regional cognition,and summary of the problems to prepare for the strategy.Then,by reading the literature and studying the literature in relation to the regional cognitive quality level in the geography curriculum standards,regional cognition is divided into several areas,for example,understanding regional connotation,understanding regional elements,understanding regional characteristics,analyzing regional differences and connections,and making regional decisions.For the situation classification,the author indicate that the region and the situation are inseparable.Therefore,the vivid and engaging visual situation is conducive to the regional recognition of students.Therefore,the author divides the situation into life-like situations,problem-based situations,presentation-like situations,and role-playing situations.This article focuses on how to design context to cultivate high school students’ regional cognition.Some situations can be employed to complete this research imperative,such as using the life-like situation to understand the basic situation of the area,using the demo-like situation to understand the regional characteristics,using the problem-based situational learning area and the internal elements of the area,or using the role-playing situation to understand regional differences and regional connections.Based on this,a more detailed design strategy is introduced in this paper.Finally,questions regarding the regional cognition in the college entrance examination are used as testing tools.The result shows that the class using the strategy has a higher correct rate of the questions than those does not.This result indicates that the design situation is conducive to cultivating high school students’ regional cognition.Finally,the authors conclude that the teachers’ understanding of regional cognition is the basis for the cultivation of high school students’.Through the design of different situations,one-to-one or one-to-one matching with regional cognition,this paper seeks an effective strategy for regional cognition for high school students.However,this research still has some limitations.In the last section of this paper,the authors summarize the limitation and forecast the future research. |
PDF Full Text Request