| The General High School Geography Curriculum Standard(2017 Edition)puts forward the concept of human-land coordination,regional cognition,comprehensive thinking and geographical practice as the four core qualities of geography.Among them,regional cognition and comprehensive thinking are the basic thoughts and basic methods of geography,but it is logical for high school students to look at regional problems from a comprehensive perspective and clarify the interrelationship between regional elements.Therefore,from the perspective of the integration of regional cognition and comprehensive thinking literacy,this paper explores the teaching strategy of integrating elements into regional cognitive literacy training,in order to provide reference and reference for high school front-line geography teachers to improve the teaching level of regional cognitive literacy.Through sorting out the current research situation at home and abroad,using quantitative statistical analysis,comprehensive analysis,case analysis and other methods,on the basis of investigating and analyzing the current situation of regional cognitive literacy cultivation pointing to the comprehensive elements,this paper takes the cultivation of regional cognition as the main line,puts forward teaching strategies to integrate the comprehensive elements,and takes the Compulsory 3 of High School Geography People's Education Edition the chapter of "The Prevention and Control of Desertification-Taking Northwest China as an Example" to carry out teaching practice exploration.The main findings are as follows:Analysis of the current situation of regional cognitive literacy cultivation based on factor synthesis.First of all,this paper sort out the contents of the five textbooks for new geography and selective compulsory courses in the People's Education Edition,and found that the teaching content of training students to analyze regional geography problems from the perspective of various elements is relatively large,accounting for75.36% of the total content of the textbook chapters.Secondly,we sort out and count the college entrance examination questions of the national comprehensive papers in the past10 years to grasp the college entrance examination questions.The direction of cognitive literacy in the middle region.The statistical results show that the proportion of college entrance examination questions on regional cognitive literacy is more than 55%,mostly dominated by non-choice questions,accounting for more than 60% of the types of regional cognitive test questions in the same year.The multiple-choice questions are mainly to investigate the synthesis of low-level or middle-level elements,and the synthesis of high-level elements is mostly presented in the form of non-choice questions.The college entrance examination questions are presented with regions as carriers,reflecting comprehensiveness,paying attention to the synthesis of multiple elements,and highlighting the characteristics of leading elements.Finally,in the form of a questionnaire survey,the current situation of regional cognitive cultivation is investigated and analyzed.The survey results show that the regional cognitive literacy level of senior high school students is low,and it is difficult for students to grasp the factors.The interconnection is the main reason for the loss of scores in answering regional comprehensive questions,while teachers lack a reference for teaching strategies to comprehensively apply elements to students' regional cognitive literacy training.According to the analysis results of the current situation,this paper takes regional cognition as the main line,analyzes the relationship between factor synthesis and regional cognition,and puts forward teaching strategies that integrate elements to comprehensively cultivate regional cognitive literacy: based on regional elements,clarify regional geographical location;analyze the characteristics of factors and grasp the overall characteristics of regions;analyze the changes of factors and speculate on the region domain evolution process;infiltration factor differences,comparison of major regional differences;integration of factor linkages,attention to regional interconnection;use factor synthesis to plan regional sustainable development.Combined with the teaching strategy,the teaching design and teaching practice exploration are carried out,and the teaching effect is evaluated and analyzed to verify the effectiveness and feasibility of the teaching strategy.The research results show that in high school geography teaching,the use of factors to comprehensively cultivate students' regional cognitive level has a significant effect,especially in the three aspects of regional characteristics,regional evolution and regional development. |
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