Teaching Research On Cultivating Geographic Core Literacy Of High School Students Based On Situational Cognition Theory

Along with the new curriculum reform of geography core literacy becomes the hot topic of the research of geography education workers in our country,at the same time,The 2017 edition of geography curriculum standard explicitly points out that the core geographic literacy is measured by observing students’ performance in complex,realistic situations and to infer their degree.It makes the creation of situation particularly important in the new period of geography teaching.Situational cognition theory holds that knowledge,learner’s learning and learning environment are an organic and unified whole,and advocates a learner-centered approach,emphasizing that knowledge learning must take place in real and complex situations to make learning meaningful.This coincides with the new curriculum reform’s emphasis on developing situational teaching and cultivating students’ core geographic literacy.However,there are few researches on situational cognition theory in China,especially on its application in geography.Therefore,this topic “teaching research and practice of cultivating high school students’ core accomplishment in geography under the theory of situational cognition” has profound theoretical and practical significance,and can also promote the reform of classroom teaching and promote the realization of in-depth teaching and effective teaching.Based on the research of relevant scholars at home and abroad,this article uses a variety of methods,such as literature research,questionnaire survey,interview to understand the current situation and existence of the situational teaching in high school geography classroom based on the theory of situational cognition to cultivate students’ core literacy problems.there are mainly the following problems:(1)educational philosophy: neglect the educational concept of “quality education” and “student-oriented” under the real situation;(2)knowledge structure: neglect the in-depth study of the theory of situational cognition;neglect the generation of “growing”knowledge;(3)ability structure: neglect the creation of real geographical situations;neglect the creation of multiple geographical situations.In view of the above problems,the following optimization strategies are proposed:(1)improve the professional quality of teachers: update the concept of teacher education,and establish the awareness of “quality education”;improve teachers’ professional ability and master situational teaching methods;deepen the study of situational cognition theory and establish the knowledge view of “growth”.(2)create multiple geography teaching situation: create local themed geography situation to improve the ability of life application;create virtual geographical situation,develop interest and ability;set up the geographical situation of problem chain andstrengthen the deep thinking;set up the situation of experimental inquiry to trigger thinking and inquiry;create complex real life situation to improve the quality and ability.Finally,in the design research,the author selects the section of “front and weather” in the people’s education edition to carry out the teaching design of multiple situations under the guidance of situational cognition theory.Rooted experiment and problem geographical situation,cultivate comprehensive thinking;The virtual geography situation is designed to cultivate the practical ability of geography.Deep analysis of the real complex geographical situation of life,improve people’s quality and ability.This paper aims to provide a reference model of multi-context teaching design under the guidance of situational cognition theory for front-line geography teachers,promote the teaching research of geography curriculum under the guidance of situational cognition theory to cultivate the core quality of geography in senior high school students,and realize effective teaching and in-depth teaching.