Research On The Status Quo And Improvement Strategies Of High School Geography Teachers' Regional Cognition Teaching

Under the background of competence education becoming the theme of education in the new era,China began to build students'key competence system in 2014.At the beginning of 2018,the Ministry of Education promulgated the "High School Geography curriculum standards(2017 Edition)" to establish the geographical key competence system.As an important component of geography key competence and a basic way of thinking to study geography,regional cognitive competence's training status in high school geography classroom should attract the attention of geography education researchers.This paper uses literature research method,classroom observation method,questionnaire survey method and data analysis method to study the formation dimension,training focus,cultivation status,optimization strategy and case optimization of regional cognitive competence,and draws the following conclusions:(1)Based on the analysis of traditional Teaching points in middle school geography classroom,the unscramble of the new curriculum standards and analysis the existing research,the regional cognitive literacy dimension and the training key system are determined.constructing dimension and training key system of regional cognitive competence.Regional cognitive competence dimension includes three aspects:regional perspective,regional recognition and regional evaluation;Dividing regions awareness,regional recognition methods,regional recognition tools,regional recognition results,regional conditions,regional problem,and regional developing decision are training focuses of regional cognitive competence.(2)Observing high school geography teachers' Regional cognitive competence teaching,this research found that teachers have problems in Regional cognitive competence teaching.Expressed as regional perspective training is not valued,Regional recognition lacks rationality and neglects method permeated;Lack of in-depth analysis of maps,and not paying attention to the ability to analyze maps.Reprocessing material ability is poor;Regional recognition is not comprehensive,cognitive structure is imperfect;Regional condition analysis is not equivalent,emphasis on natural conditions analysis;The analysis of regional problems is simplification;Regional developing decision is form over substance.(3)Questionnaire survey on the factors influencing the regional cognitive competence training of high school geography teachers.this research found that the influencing factors of high school geography teachers' regional cognitive literacy cultivation mainly include teachers' understanding of regional cognition,teachers'attitudes towards regional cognitive literacy cultivation and external factors.Among them,teachers' inadequate understanding of regional cognitive literacy and external factors are the main factors leading to teachers'inadequate implementation of regional cognitive literacy cultivation.(4)Constructing an improved strategies for regional cognitive competence teaching.Improved strategies regional cognitive competence proposed in this paper include:Study the curriculum standard,deepen the understanding of competence;Selected contents,infiltrated regional perspective teaching;Infiltrated method teaching,pay attention to migration applications;Develop map literacy and enrich regional materials;Awareness area Comprehensively and improvement of regional cognitive structure;analysis regional conditions comprehensively;Find problems and solve problems,focus on inquiry,analysis regional issues deeply;Promote"thinking" with "arguing" and shape regional evaluation ability;Develop students'regional developing deciding ability through discussion.(5)Based on classroom observations and Teaching strategies Constructed,Selecting observation cases T2 and T8 to carry out case optimization on the basis of teaching evaluation,and provide reference for the implementation of regional cognitive competence to teachers.