Research On The Status Quo And Breakthrough Strategies Of Senior High School Students' Cognitive Ability Of Geospatial Training

The development of geographical space cognitive ability is an important driving force for promoting the formation of students' core literacy.It is the foundation of feeling for helping students to understand the geographical space and all the geological things or phenomena within it.It is the key ability to solve geographical problems and it is a core literacy of geographical scientific research.However,in the actual teaching process,the cultivation of geographical space cognitive ability was restricted by many aspects but did not cause teachers enough attention.To a certain extent,the level of students' geographical space cognitive ability greatly influences students' resolution of geography problems.Therefore,the article used the observation interview method,related literature data analysis method,questionnaire survey method,data statistical analysis method,and empirical research method and so on,a series of systematic researches have been conducted on the composition of geographical space cognitive ability of high school,training status,training strategies,implementation cases,and implementation effects.The following conclusions have been obtained:(1)Systematically put forward the dimensions and degree of high school geography spatial cognitive ability,including the ability to identify geographic scales,ability to transform geographic scales,ability to correlate geographic scales,spatial variation generalization ability,spatial association analysis ability,and spatial interaction comprehensive ability.(2)Combed the knowledge points of the high school geographical space cognitive ability in the three sections of senior high school geography compulsory textbooks and found that it focused on each of the three compulsory textbooks.Geography 1 focused on the comprehensive ability of interaction between elements,the causality analysis ability,the spatial scale identify ability and the spatial scale transform ability,and the ability of time identification;Geography 2 focused on the comprehensive ability of interaction between elements,the ability of analysis and causality between elements,spatial scale identify ability,and time identification ability;Geography 3 focused on the regions interaction comprehensive ability,the human-earth relationship analysis ability,and the spatial scale identification ability,spatial scale conversion ability and spatial scale correlation ability,the ability of time judging in Geography 3.(3)Investigated the training status of geographical space cognitive ability,the results of the investigation are analyzed and the following 6 conclusions are drawn:?The recognition of the importance of the cultivation of geographical space cognitive ability in high school students is high,while the importance of cognitive ability in geographic scale is low.?The cultivation of geography space cognition ability of senior high school students is not optimistic,especially the cultivation of identification ability of geographic scale and analysis ability of causal relationship in spatial connection analysis ability are the weakest.?Different backgrounds of senior high school geography teachers have different tendencies for cultivating high school students' geographical spatial cognition ability.Male teachers are more inclined to cultivate the ability of time scale recognition.High degree teachers tend to cultivate the ability of spatial scale judgment and causal analysis.?High school geography teachers have a high degree of recognition for the cultivating of geographical spatial cognition ability,which is most helpful for senior high school students to understand and master geographical knowledge effectively.?Many factors restrict high school students' geographical spatial cognitive ability cultivating.The lack of typical teaching strategies,training and guidance,geographic spatial knowledge of geography teachers in high school are the most significant factors for restricting high school students' geographical spatial cognitive ability.?The cultivating of high school students' geographical spatial cognition ability is mostly based on traditional teaching methods,and the use of mind map and geographic information technology was less.(4)Systematically elaborated the training strategies for geographical space cognitive ability of high schools:first,it proposed general teaching strategies for cultivating geographical space cognitive ability of high schools in different types;secondly,it proposed teaching strategies that used teaching aids to cultivate senior students' geographical space cognitive ability,it mainly elaborated the using of mind mapping and geographic information technology teaching methods to cultivate the geographical space cognitive ability of senior high school students.Subsequently,it designed cases about separately using mind map and geographic information technology training strategies of geographical space cognitive ability of high schools.(5)Empirical study to evaluate the effectiveness of training strategies for high school geography space cognitive abilities,it found that the training strategy proposed in the paper can effectively improve the geographical space cognitive ability of senior high school students,especially the improvement of cognitive ability in geographic scale.However,the most comprehensive improvement in spatial interaction capacity is not obvious.among which the cognitive ability of the geographical scale had the most obvious effect,and the effect of the spatial interaction comprehensive ability is the least obvious.Subsequently,based on the test results,the paper modified and improved the training strategy for high school students' geographical space cognitive ability.First,after the end of teaching,teachers must evaluate the students' mind maps to help students improve their knowledge structure.Second,teachers should carefully design teaching contents,skillfully operate geographic information technology,and improve teaching efficiency.