Senior High School Geographical Thinking From The Perspective Of Regional Cognition Modeling Teaching Research

Since the "on the implementation of the curriculum reform to deepen the fundamental task" and the "General High School Geography Curriculum Standards(2017 Edition)" were successively promulgated,many scholars and teachers have carried out extensive research on the theme of core geography theoretical research and practical research.As one of the four core literacy of geography,regional cognition is the geographic ability that students must cultivate in the process of geography learning.The content of regional development is also an important carrier of regional cognitive literacy,and the content of regional development is an important part of the high school curriculum.Due to the large amount of knowledge,wide range and strong comprehensiveness,this part of the content is difficult content in geography teaching.Therefore,systematically mastering knowledge,establishing good regional cognitive methods,mastering the content of regional development of students and cultivating regional cognitive literacy are of great significance.However,influenced by empiricism and other related theories,teachers in traditional geography classrooms often use the interpretation and dissemination of knowledge as the core,and teacher-led knowledge teaching as the teaching method,neglecting the self-construction of students’ knowledge and the self-generation of thinking ability.The teaching method of thinking modeling,teachers take the students’ construction of knowledge as the starting point and lead students to analyze the logical relationship between knowledge,thereby structuring classroom knowledge,which is a bottom-up teaching method,which is helpful to master knowledge systematically,and pay attention to the improvement of students’ cogitation and abilities.Therefore,discussing thinking modeling from the perspective of regional cognition has certain theoretical and practical significance.Based on the current educational development background,geography subject background,and geography curriculum teaching background,this article combs and summarizes the literature on regional cognition training,geographic thinking modeling to establish the research goal of this article.In order to propose a more scientific approach to thinking modeling of regional cognition,the question of the students’ current thinking model construction process of regional cognition was investigated through test questions.The conclusion that cognitive methods are more chaotic and difficult to effectively transfer the problem-solving strategies in the area.In response to above problems,combined with the curriculum standards and the characteristics of the geography college entrance examination questions,try to put forward the principles,methods and classroom teaching steps of thinking model construction from the perspective of regional cognition.(1)Construction principles: core literacy penetration,thinking structure divergence,construction process collaboration,and classroom teaching inquiry.(2)Construction approach: classify the thinking modeling of regional cognition,model the regional knowledge structure,model the regional cognition method,and model the regional problem solving.(3)The teaching steps are: create a situation,first understand the area;prepare modeling,analyze the area;establish a model,summarize the area;use the model to sublimate the area.Finally,taking the "sustainable development in resource-exhausted areas" as an example,the practice research of thinking modeling from the perspective of regional cognition is carried out,and the effect of thinking modeling teaching methods are analyzed.The results show that this teaching method promotes students’ regional knowledge This teaching method has further improved students’ regional cognition and promoted students’ ability to solve regional problems.This article studies the teaching of high school geographic thinking modeling from the perspective of regional cognition.It is an exploration and discussion on how to carry out curriculum teaching from the perspective of regional cognition and the specific training methods of regional cognitive literacy in this process.This article is a teaching practice of regional cognitive literacy and has certain practical significance.