The Teaching Strategy Of Regional Cognitive Ability Training In Senior High School Under The Idea Of Scale

In 2017,after the Ministry of Education issued the document on moral education,new curriculum standards were formulated for all disciplines,and core literacy was put forward as an important direction of discipline cultivation.Geography itself has regional characteristics,and regional cognitive ability is also an important part of the newly proposed core literacy,so high school students should have regional cognitive ability in the study of high school geography.The idea of scale is one of the commonly used ideas in geography,and it is more frequently used in regional learning.Although there are many researches on the two ideas,there are few researches on the combination of them and even fewer teaching strategies proposed.Based on the above considerations,the author determines the research content of this thesis--the teaching strategies for the cultivation of cognitive ability in high school geographical areas under the idea of scale.Firstly,the author sorts out and defines the concept and connotation of regional cognition and scale thinking.Here,the author adopts the method of literature research.Through literature research,the main factors of regional cognition are summarized as follows:regional division and positioning,regional comparison,regional characteristics and regional development;Scale thoughts into scale effect,scale selection,scale,scale matching,scaling gets associated with scale six connotation,based on the connotation and relationship of the two,the author decided to use geographic science theory,cognitive learning theory and the theory of geography curriculum and teaching and learning theory as the theoretical basis of this article and support.In the part of current situation investigation,the author designs a questionnaire for students and an interview outline for teachers.The main purpose is to investigate the infiltration of scale thinking in geography class and the level of students' regional cognitive ability.Through the questionnaire,the main conclusions are as follows:the level of students' regional cognitive ability is poor,and high school students are weak in "cognition of region division and orientation" and "cognition of regional characteristics".Moreover,the mesoscale idea is less systematically introduced in class.After interviews with teachers,it is found that teachers have little understanding of scale thinking and regional cognition,and most teachers seldom apply scale thinking to cultivate students' regional cognition ability.Moreover,there are few teaching strategies about "integrating scale thinking into the cultivation of cognitive ability of high school geographical areas",which can bring less guidance to classroom teaching.In order to solve these problems and integrate the idea of scale into the regional cognitive training,the author puts forward the teaching strategies of this paper.It is also the basis of regional learning to use the idea of scale effect and scale selection to define the location and scope of the region.The cognition of regional characteristics and regional problems is an important factor affecting the formulation of regional planning.The ideas of scale matching and scale deduction are mainly used in the training of regional characteristics cognition,while the existence of scale correlation and scale effect should be paid attention to when exploring regional problems.Regional development cognition is the core part of regional cognition.At this time,scale effect and scale correlation can help students make reasonable,long-term and effective regional development planning.Finally,when promoting the optimization of various elements within the region,attention should be paid to the development of humanities and society,and the natural law should be complied with,and the ecological environment should be protected while economic development is achieved.Only when people's economy is developed and the ecological environment is protected,can people's happiness be improved and social benefits achieved.According to the fourth chapter puts forward the teaching strategy,the author designed the basin comprehensive development,to the Tennessee river basin as an example,the teaching design of the section,and from the same class is taught in chosen teaching design,and the two teaching design in the two classes of geographical similar level teaching,then to test of two classes of students,It is found that the teaching strategy proposed by the author is effective.The last chapter is a summary of the research content of this paper,and put forward the existing problems and prospects for the future.