The Study Of Geographical Case Teaching Design Based On Regional Cognitive Training

In the reform of the new curriculum standard,the content of the core literacy of geography discipline is expounded,in which regional cognitive literacy is taken as one of the four components of the core quality of geography discipline,which further highlights the importance of regional cognitive literacy.In order to implement the reform of geography curriculum standards in practice,it is necessary to further strengthen the cultivation of regional cognitive literacy in order to realize the requirements of the new curriculum standards people.Case teaching reflects the student's subjectivity in cultivating the students' regional cognitive literacy,which is beneficial to the students' thinking mode of regional cognition,the case teaching has the characteristics of scale and inquiry,fits the theme of regional cognitive literacy,and embodies the problem orientation,and the students' regional cognitive literacy is cultivated progressively.Through the literature research method,this paper analyzes and organizes the research status of geographical core literacy,regional cognitive literacy and case teaching at home and abroad,summarizes the elements of regional cognitive literacy,which is divided into regional location and division,regional characteristics,regional differences and links,regional sustainable development and regional cognition methods,and explains the specific performance of each element.Based on the theory of Information processing,Situational cognition theory,Constructivism Theory and geography teaching theory,The current situation of regional cognitive literacy of high school students is investigated and analyzed by questionnaire and statistical analysis:Most students have a simple understanding of the region.In the study of the current situation of students' regional cognitive literacy,through the design questionnaire and the distribution of recycling analysis,it is concluded that students lack the overall understanding of "area",most students understand the region part of the shallow;Only a few students can give reasonable regional evaluation of students,although the use of regional cognitive methods to learn regional cognition but the overall number of small and limited use of methods,students have a certain desire to improve regional cognitive ability development.According to the results of the questionnaire survey and the literature,the selection of cases should follow the curriculum standard,typical,authenticity,scale and inquiry.In the teaching of geographical cases,with regional cognitive literacy as the perspective,teachers are familiar with curriculum standards and learning situations,grasp the teaching difficulties,and choose regional comprehensive analysis and regional comparative methods as research methods for students to understand the region.In the cause of soil erosion in the loess plateau hazards and countermeasures are based on students as the main teachers in accordance with the relevant requirements of regional cognitive literacy to guide teaching,and then through teaching reflection and teaching review of the teaching design.In order to better highlight the case teaching design under the requirements of regional cognitive literacy,according to the 2017 edition of the geography curriculum standards and the relevant knowledge of regional cognitive literacy,three classification indicators were formulated,and the four levels of progressive level classification of each indicator provided new ideas for the cultivation of regional cognitive literacy in geographical core literacy,improve the teacher's case teaching and design ability based on regional cognitive literacy training,and provide reference for the implementation of students' geographical core qualities.