Research On Regional Cognitive Level Assessment And Training Strategy Of Senior High School Students

With the implementation of the new Geography Curriculum Standards for Senior High Schools,the research on Geographic key competencies has become a hot topic.As one of the necessary qualities of students,regional cognition is an important way of thinking and ability in learning geography,and its cultivation affects the development of students’ overall ability.Therefore,the study of this topic has important practical significance.Through sorting out relevant literature,it can be seen that there are many research achievements on regional cognition at present,which mainly focus on three aspects: concept definition,training path and evaluation.Compared with other competencies,the definition of regional cognition is more difficult,and scholars have different interpretations and analyzes of it.The training path generally describes the regional cognition as a whole,but lacks pertinence for various refinement abilities.The basis and indicators of evaluation are not clear enough.Under the guidance of relevant theories and combined with the new Geography Curriculum Standards for Senior High Schools,the first-level indicators of regional cognitive level assessment are determined as regional spatial positioning,regional characteristic analysis,regional comparison and connection,regional development evaluation and regional development decision-making and planning,and further refined according to the curriculum content of senior high school geography.Determine the secondary indexes for absolute position,relative position,the characters of natural geography,human geography,differences between regions,differences within regions,connections between regions,connections within regions,regional advantages analysis,evaluation of regional development present situation,regional development influence,solutions to regional development problems,regional development planning,forecasting the future development.Pick up grade three students,prepare test questions in line with students’ knowledge level and design evaluation scale.Use question test and scale evaluation are two ways to evaluate its development status,after comparing and analyzing the assessment results,according to the development of students for the teaching design and implementation.In the process of teaching implementation,teaching evaluation should be emphasized,understand the development of each indicator through classroom observation,and improve teaching according to timely and dynamic feedback results.Assess students’ regional cognitive level again after teaching implementation,so as to test the effectiveness of teaching implementation.According to the problems and evaluation results in the process of teaching implementation,the training strategies corresponding to each evaluation indicator are sorted out and illustrated with specific teaching cases,to provide reference for teaching.