Research On The Cultivation Of Senior High School Students’ Cognitive Literacy Of Geographical Region Based On Case Teaching

With the improvement of social productivity,the world’s demand for talents is higher and higher,and education is also in constant reform and development.The emergence of the four core qualities of senior high school geography makes regional cognition more and more highly valued.As an indispensable teaching method in geography teaching,case teaching highlights the subjectivity of students and the leading role of teachers,which is beneficial for students to learn geography knowledge in real situations,so as to solve geography problems.Therefore,the use of case teaching to cultivate senior high school students’ regional cognitive literacy is not only conducive to teachers’ understanding and implementation of the core concepts of the new geography curriculum standard 2017,but also conducive to the establishment and cultivation of senior high school students’ four core literacy.Taking the cultivation of senior high school students’ regional cognitive literacy as the research object,under the guidance of "general senior high school geography curriculum standard(2017)",this paper uses the literature research method to sort out the regional cognition and case teaching at home and abroad.Through interviews with six geography teachers in Chengdu Xihe middle school,it is found that the teachers have insufficient understanding of regional cognition,insufficient cultivation of regional cognition awareness,limited case design conditions and low teaching quality.By using the methods of classroom observation and case analysis,this paper makes a one month listening record of class 2 of senior high school in Chengdu Xihe middle school.It is found that teachers mainly teach,less participants in the case teaching process and formalization,and teachers do not set up other cases to consolidate the knowledge points after class.Using the method of questionnaire survey,216 students in Chengdu Xihe middle school were randomly investigated,and54 students in grade two(grade two)of senior high school were tested before and after the regional cognitive level test paper.It is concluded that the case teaching can promote the regional cognitive literacy of senior high school students as a whole,but the improvement of the four levels of regional cognitive is different,for the regional cognitive level 2,level 3,level 3,level 3,level 3 Level 4 has been improved,but level1 has not been significantly improved.According to the above survey results,this paper puts forward various suggestions from the perspectives of teachers,classroom and students.From the perspective of teachers,there are five suggestions: first,regional cognitive literacy training activities;Second,teachers’ skills competition should be carried out;Third,teachers’ self-education;The fourth is to enhance the awareness of cultivating the cognitive literacy of geographical regions;The fifth is to improve teachers’ ability of regional cognitive case design.There are two suggestions from the perspective of Classroom: one is from the four levels of regional cognition;Second,the presentation and consolidation of regional cases.There are two suggestions from the perspective of students: one is to take students as the main body and pay attention to students’ differences;The second is to reasonably set up the case teaching process of regional cognition.These suggestions are conducive to the improvement of students’ cognitive literacy of geographical regions,the transformation of teachers’ teaching methods of geographical region cognition,and the design and implementation of regional cases.