Research On The Training Strategy Of Senior High School Geography Regional Cognitive Ability Based On Problem-based Teaching

As an important part of the core literacy of geography,regional cognition is an important basis for learning high school regional geography,and also one of the important contents of the college entrance examination.The implementation suggestions in the geography curriculum standard for senior high school(2017 Edition)put forward to "attach importance to problem-based teaching" and promote the development of students' core literacy in the process of "finding problems" and "solving problems".Regional geography is one of the important contents of high school geography learning.The goal of regional geography learning is to cultivate regional cognitive ability.Problem based teaching is a popular teaching method nowadays,which has great advantages in cultivating students' ability.At present,many experts and scholars have studied the regional cognitive literacy,but there are few researches on the combination of the cultivation of regional cognitive ability and problem-based teaching.Based on the current situation of high school students' regional cognitive ability training,this paper puts forward the specific strategies of using problem-based teaching to cultivate students' regional cognitive ability.The paper analyzes the relationship between the two,and finds out the relationship between them.The ability of regional cognition includes regional positioning ability,resource and environment evaluation ability,regional relationship and difference analysis ability and regional development planning ability.According to the research of other scholars on problem-based teaching,it is clear that the main steps of problem-based teaching are creating situation,designing problems,problem research,summarizing evaluation and transferring and applying.By using the method of questionnaire survey,this paper analyzes and evaluates the current situation of the cultivation of high school students' regional cognitive ability,and finds that there are obvious differences in the overall cultivation level of high school students' regional cognitive ability.Through the questionnaire survey,it is found that the awareness and ability of teachers to cultivate students' regional cognitive ability need to be further clarified and strengthened.When carrying out problem-based teaching,the development process of problem-based teaching lacks basis and reference.The paper mainly proposes the following strategies for the analysis results: first,teachers should improve their educational concept and regional cognitive ability;secondly,prepare for problem-based teaching in advance,expand the way of creating problem situations,and create problem situations that guide students' thinking development according to the content of the curriculum;third,pay attention to the effectiveness of geographical problems,and reflect the geographical problems The fourth is to pay attention to the form of group cooperation,not only let students think independently,but also organize students to explore group cooperation,so that more students participate in cooperative exploration;fifth,teachers should enrich the form of teaching evaluation and enhance the awareness of teaching reflection.Finally,the abovementioned strategies are implemented in the second class of senior high school in Yantai gemenal middle school with the case of comprehensive management of ecologically vulnerable areas,which has achieved good teaching effect and found some areas to be improved: first,we should standardize the teaching language,arrange the time reasonably and highlight the key points;second,we should pay attention to students' performance and leave more space for students' cooperative exploration.According to the analysis of the survey results,this paper puts forward the following strategies for the cultivation of senior high school geographical regional cognitive ability based on PBL teaching mode: first,teachers should improve their own regional cognitive ability,improve teaching ideas,and constantly learn new educational ideas and methods;second,they should make preparations for the PBL teaching mode in advance,expand the ways of creating problem situations,and create guidance according to the curriculum content The third is to pay attention to the effectiveness of geographical problems,and at the same time,to reflect the level and progression of geographical problems,so as to form a complete problem system;the fourth is to pay attention to the innovation of the form of group cooperation,not only to let students think independently,but also to organize students to carry out group cooperation exploration,so that more students can participate in the cooperative exploration;the fifth is to pay attention to the innovation of the form of group cooperation Based on teaching reflection and evaluation,we should combine multiple evaluation methods and avoid using a single evaluation method.Finally,the above strategies are implemented in the second class of senior high school in Yantai Hermann geminer high school with the case of "comprehensive management of ecologically vulnerable areas",which not only achieves good teaching effect,but also finds some problems to be improved: first,we should pay attention to highlight the key and difficult points in class teaching,and create more easily understood problem situations and geographical problems in combination with students' cognitive level;Second,we should take students as the main body,pay attention to students' performance in the classroom,and leave more space for students' cooperative exploration;Third,we should use standardized professional terms to make teaching more rigorous.