An Investigation And Study Of High School Geographic Difference Teaching Directed Towards Regional Cognitive Literacy

The teaching of subject core literacy is the focus of current subject teaching research.In the context of the new college entrance examination reform and curriculum reform,the research results and practical experience of differential teaching are promoted,and the differential teaching research of core literacy is further deepened.Necessary measures to respond to the individual development of students.This paper takes regional cognitive literacy,one of the core literacy of geography,as an example to investigate and report,and reports the current status of geographical differences teaching in high school,which points to regional cognitive literacy.The research data were collected using literature analysis,questionnaire surveys,and in-depth interviews.The research objects included 510 ordinary high school students and 32 high school geography teachers.The survey shows that there is no significant difference in the development of regional cognitive literacy among boys and girls;there is a significant difference in the development of regional cognitive literacy among students in the third grade.Progressive development;students with different degrees of geographic learning interest and knowledge base have significant differences in their regional cognitive literacy development status,and students with strong learning interests and a solid knowledge base have regional cognitive literacy development status that is better than their low learning interest Students with poor knowledge bases;students 'regional cognitive literacy development status has a significant positive correlation with their geographically different teaching experience.The better the students' differential teaching experience,the better their regional cognitive literacy development status.Some teachers' understanding and grasp of regional cognitive literacy is not precise enough.Most teachers agree with different teaching concepts and recognize the necessity of their implementation.However,there are still many practical difficulties and deficiencies in the specific operational aspects of teaching design,teaching implementation and teaching evaluation.In addition,the pressure of examinations and the tight teaching time are the main factors restricting the implementation of differential teaching.The study found that the development of students' regional cognitive literacy is generally poor and there is a difference in the level of development among individuals.Students have strong differences in teaching needs and poor experience.The main reasons for the above problems are: the curriculum standards are not accurately grasped,and the regional cognitive literacy guidance is unknown;the diagnostic evaluation is not valued,and the differences in students are not well grasped;the teaching goals are uniform,and they cannot adapt to the students' academic situation;Lack of attractiveness;teaching methods are not flexible enough,classroom atmosphere is dull;teaching evaluation index system is notperfect,feedback is not targeted.Based on this,the study proposes suggestions for improving high school geographical differences in teaching of regional cognitive literacy: carefully study the curriculum standards and strengthen the teaching direction of regional cognitive literacy;comprehensively examine student differences and grasp the status of regional cognitive literacy development;encourage students to participate actively,Teachers and students work together to develop individualized teaching goals;enrich teaching content and innovate expressions in combination with regional life experience;try multiple teaching methods to enhance students 'experience in different teaching processes;and use advanced learning theories to evaluate students' development of regional cognitive literacy.