Research On The Connection Teaching Of Cultivating Regional Cognitive Literacy In Junior High School

The General Senior High School Curriculum Standards(2017 Edition),further summarizes geographic literacy into four main areas: "Human-Land Coordination,Integrated Thinking,Regional Cognition,and Geographical Practice".Regional and comprehensiveness are the two prominent characteristics of geography research,and based on this,they have developed into two core qualities of comprehensive thinking and regional cognition.Regional cognition,as one of the four core literacy,plays an important role in the cultivation and development of geographic core literacy.This literacy is a platform for the construction of geographic cognition.The occurrence of geographic phenomena is regional in nature.Regional cognition is of great significance.Junior high school students and high school students have different characteristics in the level of regional cognitive literacy and their psychological state of study.The training goals and ability requirements of regional cognitive literacy in junior high schools are also different.There are some “blank periods” of knowledge skills and learning psychology.In order to realize the effective connection of regional cognition literacy cultivation in junior high school,this paper uses the literature method and comparative research method to interpret the junior high school geography curriculum standards,and puts forward the differences in junior high school regional cognition literacy cultivation.The papers of the junior high school geography society examination papers are sorted and analyzed,and the main training directions and requirements of regional geography courses at the compulsory education stage are summarized.Based on this,combined with Bloom’s goal classification,a method for evaluating the status of regional cognitive literacy is proposed from the perspective of behavioral verbs.At the same time,in order to more comprehensively evaluate the current situation of junior high school students ’regional cognition and achieve effective connection between junior and senior high schools,this paper uses questionnaire survey to understand the junior high school students’ regional geography learning situation and the psychological characteristics during the learning process.The junior high school regional geography is compared and summarized with the teacher questionnaire.The current teaching situation,trying to put forward suggestions for junior high school regional cognitive literacy cultivation.The main conclusions of this article include: from the perspective of teacher teaching,connection teaching can start from the content structure of the course and the students’ existing knowledge base.From the perspective of student learning,connection teaching can start from the two aspects of student learning status and student learning needs.From the perspective of teaching content,the cultivation of regional cognitive literacy should start from the first year of high school,and consciously connect from the first semester of the first year of high school,rather than in the teaching of regional geography.Although the main learning content of the first semester of the first year is natural geography,if the natural geography elements are consciously substituted in a certain spatial area from the first semester of the first year,when the regional geological teaching is carried out in the next semester of the high year,The categorization and deduction of natural geographical elements in the spatial area becomes a natural process.With the above conclusions clarified,the ideas for connecting teaching are conceived as follows: In the first semester of the first year of high school,the focus of connecting teaching is to consolidate students original geographical knowledge of regional junior high school and to deepen students’ regional cognition in an orderly manner.For literacy,in the next semester of the first year of high school,the linking focus should be on improving the students’ regional cognitive ability and transfer ability.And take this as a design idea,so as to determine the specific steps of bridging teaching,and provide a specific reference for teachers to achieve effective bridging teaching of junior high school regional cognitive literacy cultivation.