A Study On The Strategy Of High School Students' Regional Cognitive Literacy Based On "Landscape" Theme Teaching

With the renewed round of curriculum reform,the Ministry of education see the core literacy as the education goal of the present education development,and regional cognition as one of the components of the core literacy of geography is an important research method and thought of geography.As a tool and carrier of regional geographic information transmission,regional landscape is also an important medium for schoolmaster to cultivate students' regional cognition in teaching.It is of great significance for teachers to excavate the intersection of landscape content and regional cognition content,take "landscape" as the teaching theme of regional cognition content,and construct the thinking structure and main line of regional cognition content.For this reason,this paper attempts to put forward the research of regional cognitive literacy based on the theme of "landscape" teaching in senior high school.Under the background of the new curriculum reform,this paper starts from the trend of the new curriculum reform of geography,the inherent characteristics of regional geographic knowledge and the important position of landscape knowledge in the geography curriculum,and explains that this study has the theoretical and practical significance of providing typical research examples of thematic teaching,effectively cultivating students' regional cognitive literacy,optimizing subject teaching and highlighting the main line of subject learning Righteousness.Secondly,through the discussion of the meaning of "landscape" theme teaching,the characteristics of "landscape" theme and the research content of "landscape" theme in middle school geography,it is found that "landscape" theme can help students realize the representativeness of regional geographic knowledge,and "landscape" theme can promote the improvement of regional cognitive literacy.Through the concept definition and composition analysis of regional cognitive literacy,regional cognitive literacy can be divided into regional location cognitive literacy,regional characteristics cognitive literacy,regional relationship cognitive literacy and regional development cognitive literacy from the perspective of cognitive content.On this basis,the paper conducts test diagnosis and teacher interview research on the current situation of regional cognitive literacy of senior high school students.According to the survey,many students have some problems,such as incomplete understanding of regional location,weak analysis ability of regional characteristics,and failure to cultivate effective methods of regional problem analysis.Teachers' understanding of the connotation of regional cognitive literacy mostly focuses on knowledge and ability,but relatively ignores the regional concept,and does not pay enough attention to the development of the theme of "landscape" and its internal relationship.Finally,from the four perspectives of regional location cognition,regional feature cognition,regional relationship cognition and regional development cognition,combined with the characteristics and connotation of the theme of "landscape",the strategies are put forward and analyzed respectively from the teaching strategies of description,analysis,evaluation and decision-making,and the application of Loess Plateau is illustrated.