| Regional cognitive literacy is an important component of geographic core literacy.And region is a basic characteristic of geography.As region is the carrier of natural elements and humanistic elements,regional cognitive literacy is the foundation for geographic core literacy.The content of junior high school geography is mainly regional geography,and it is complex.Students receive a large number of fragmented knowledge points in the actual teaching process,but they don't form geographical ability.So improving regional cognitive literacy is rather imminent in the junior high school.By consulting a large number of literature related to regional cognition,this paper divides regional cognition into three dimensions based on the connotation of regional cognition: division of regions,recognition of regions and evaluation of regions.The recognition of regions is further divided into four dimensions: regional location,regional characteristics,regional differences and regional connections.Combining with junior high school geography curriculum standards and junior high school students' psychological development level,this paper discussed the relationship between junior high school curriculum standards and dimensions of regional cognition,and refined the level requirements of junior high school regional cognitive literacy.In order to investigate the status of junior middle school geography regional cognition,firstly the regional cognition dimensions and the level of the junior high school geography academic level examination in Nanchong city in recent three years were analyzed.Then its command structure and examination direction were discussed.Based on this,more than 200 students were tested through the regional cognitive literacy assessment paper in four different classes of grade eight in one key middle school in Nanchong.It was found that the overall regional cognitive ability of students was low,especially regional difference and regional connection.Then assessment paper was analyzed and summarized the reasons for the low regional cognitive ability of students.Teachers' questionnaire on the current situation of regional cognitive teaching was surveyed to analyze the problems and reasons of teachers in cultivating junior high school students' regional cognitive ability.In view of the problems in statistics results,the corresponding teaching strategies are were put forward from the regional cognitive dimension,and the relevant case fragments were given.The teaching strategies for the division of regional dimensions were listed as follows.(1)The awareness of spatial scale was established through the arrangement of teaching materials;(2)The framework of regional division was constructed by displaying the regional location map of different spatial scales;(3)The division standard of "the basic attributes of geographical things" was infiltrated in the study of regional characteristics.The teaching strategies for regional location were listed as follows.(1)It was important to cultivate students' interest in map,by stimulating students' interest in regional location through image import,and memorizing regional outline through Pictographic Association;(2)Depicting maps by students to enhance the sense of map,by drawing "four line" map of regional outline.The teaching strategies of regional characteristics,regional differences and regional connections were listed as follow.(1)Regional geographical elements were observed in the space perspective;(2)Regional differences were compared through the charts;(3)Regional relations with problem orientation was established under the comprehensive thinking.The teaching strategies for the evaluation area were listed.(1)to understand the regional development and regional problems through actual cases;(2)and to cultivate students' dialectical thinking by creating situational activities.Finally,two complete teaching design cases are were given put forward to the specific teaching process operation for regional cognition teaching in junior middle school. |
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