Case Design Of Geography Situational Teaching In Junior Middle School Based On Regional Cognition

On March 30,2014,the Ministry of Education promulgated "Opinions on Fully Deepening the Curriculum Reform and Implementing the Fundamental Task of Lide-Shuren",and proposed that we should study and formulate the core literacy system for students' development.The core literacy of geography discipline has become the basic concept of geography education in the new era.Among them,regional cognitive literacy is an important basic idea and method.This paper combines the topic,through further research and deepening the topic,the main research direction is situational teaching and regional cognition,how to cultivate students' regional cognitive literacy through situational teaching.According to the main research direction of this paper,we find out the main research contents of this paper,there are three parts.They are based on relevant teaching videos and teaching design analysis,to study how to cultivate students' regional cognitive literacy by using junior middle school geography situational teaching;through case analysis,we can draw inspiration,design situational teaching cases,and discuss the strategy of junior middle school geography situational teaching design;Through the case of situational teaching and its implementation,it verifies the strategy of geography situational teaching design in junior high school.There is a logical relationship between the content of the study and it goes on step by step.First,it explores how situational teaching can cultivate students' regional cognitive literacy.Through a large number of case collections and case screening,at last,it mainly uses case analysis method to analyze 12 teaching designs and 17 classroom records ofGrade 8 of PEP,and draws inspiration from certain analysis perspectives.Based on the enlightenment,four teaching designs of the eighth grade geography of the People's Education Press are designed,which are "harnessing and exploiting the Yellow River","water resources","agriculture","natural characteristics and agriculture of Qinghai-Tibet region".The strategies of situational teaching design are put forward.The strategies are summarized on the basis of analyzing cases and designing cases.Finally,the case designed by the author is implemented in the classroom,and the strategy is tested to some extent.Combining case analysis,design and implementation,four conclusions are drawn in this paper: situational teaching is an important teaching mode to cultivate students' regional cognitive literacy;the title,textbook version,curriculum standards and interpretation,textbook analysis,learning situation analysis,teaching objectives,teaching difficulties,teaching methods,situational teaching strategies,teaching process,Blackboard Design of case design in junior middle school geography situational teaching 12 components of teaching reflection;the design of geography situational teaching in junior middle school should be based on curriculum standards,corresponding to teaching objectives;the creation of real situational teaching should be combined with geography textbooks,in line with teaching content;the creation of real situational teaching should be combined with the use of regional geography learning tools and methods;the creation of real situational teaching should be combined with students' living reality and knowledge economy.Five strategies are adopted,which are "experiential fit" and "real situation creation should connect hot spots and focus on innovation".Appropriate tools and methods should be selected to recognize regions and attach importance to the learning of regional tools and methods.Through this study,combining situational teaching with regional cognition,students' regional cognitive literacy is trained through situational teaching.