Research On The Cultivation Of Regional Cognition Based On Class Analysis

As one of the core competencies of geography,after regional cognition has been put forward,the related research is in on the rise.Moreover,most studies focus on the teaching strategies of regional cognition,while there are few actual studies on the cultivation of regional cognitive competence in geography classroom.Therefore,it is necessary to further study the connotation structure of regional cognition and the cultivation of geography teachers in actual classroom teaching.First of all,this paper uses the literature research method to sort out the connotation and structure of regional cognitive literacy on the basis of previous research,and combines the expert consultation method to construct the regional cognitive competence training system suitable for classroom teaching.The system contains three first-level indicators,nine second-level indicators and nine third-level indicators.It meets the requirements of the new curriculum reform for the cultivation of core quality of science and has good reliability and validity,and can be used for classroom observation.Secondly,according to the analytic hierarchy process(AHP),through the questionnaire survey of expert opinions,the author assigned the weight of the first and second level indicators of the system,and obtained the relative importance of the internal structure of regional cognitive literacy in general.Secondly,this paper selects six representative ministerial excellent courses from the platform of “One Teacher,One Excellent Course” as the research object,and observes the implementation of indicators of geography teachers in the regional cognitive literacy training system in the six lesson cases.It is found that the structural training of regional cognitive competence in classroom teaching is not balanced.Compared with the regional cognitive method,the regional cognitive method focuses less on the regional cognitive ability.Teachers pay more attention to “regional information awareness ability” than “regional spatial characteristics awareness ability”;in the three dimensions,“reasoning spatial characteristics ability”,“integration regional information ability” and “evaluation regional information ability” are generally ignored in classroom teaching.At the same time,this paper combined with the TIMSS1995 coding system of teacher-student interaction on classroom conversation to conduct a quantitative and executive analysis on the behavioral characteristics of teachers in regional cognitive training.It is found that the interaction between teachers and students is frequent in the process of cultivating regional cognitive literacy,mainly in the mode of “teacher asking student answering”;open questions are cited,and closed questions are the main;the evaluation of students' regional cognitive method and regional cognitive ability is ignored.Finally,three optimization strategies are proposed to solve the problems in the training of regional cognition.It includes strengthening the study of the training structure of regional cognitive literacy,highlighting the training and evaluation of regional cognitive methods and abilities,and designing the training mode of regional cognitive literacy based on problem-based teaching.