Research On Cultivating Regional Cognitive Literacy In Geography Large Unit Teaching In Senior High School

Regional cognition is one of the four core qualities of geography,and it is a basic way to understand the complexity of the geographical environment,so its cultivation and study are especially important.Traditional teaching lessons are relatively independent from each other,and it is not easy for students to form a systematic knowledge system,while the large unit teaching takes the big concept as the leader,takes the problem as the basis,integrates different textbook contents,and runs through the complete regional context,students can experience the process of problem generation and solution,and improve their own regional cognitive literacy.The thesis mainly includes the following parts:First,using literature research method,we reviewed the connotation and design ideas of large-unit teaching,relevant domestic and foreign studies on the components of regional cognitive literacy and its cultivation,and found that large-unit teaching has certain feasibility in cultivating regional cognitive literacy.After further analysis of the literature,we identified six components of regional cognitive literacy,namely regional division perspective,tools for understanding regions,description of regional location and analysis of geographical significance,description and analysis of regional characteristics,analysis of regional differences and inter-regional connections,and evaluation of the current situation of regional development and suggestions.Second,the questionnaire was used to understand the regional cognitive level of high school students and the current situation of large unit teaching.From the results,the students' correct rates in the dimensions of "description of regional location and analysis of geographical significance" and "analysis of regional differences and inter-regional connections" are low;there are problems in learning such as "not being able to apply knowledge to solve problems",they hope that teachers can explain multiple regional cases in a series.Analyzing the results of teachers' questionnaires,we can see that teachers think they will encounter difficulties such as "time-consuming teaching design" and "unclear steps of teaching design",and hope that there will be actual cases to refer to from the determination of big concepts of large units to all aspects of teaching evaluation.In view of the current situation and problems of "teaching" and "learning" in the survey,combined with relevant theories,we propose the design ideas and principles of large unit teaching to cultivate regional cognitive literacy.Third,in accordance with the teaching design ideas and principles,the teaching examples are designed by combining the standards,teaching materials and students' reality,including the seven parts of constructing a big concept system,reorganizing the content of teaching materials,setting teaching objectives,linking teaching contents with problems,designing specific lesson teaching,designing teaching evaluation in a hierarchical way,and reflecting on the big unit teaching,and verifying through educational experiments.Fourth,there are three main conclusions of the study: firstly,the questionnaire survey found that the overall regional cognitive level of students is low,hoping that teachers can summarize the learning methods of regional geography to solve some of the learning difficulties,and most teachers recognize the role of large-unit teaching to cultivate core literacy,but the implementation is less and more difficult;secondly,the large-unit teaching design ideas for cultivating regional cognitive literacy are proposed,including designing large-unit large concepts and themes,teaching content design and lesson time division,design of large unit teaching objectives and lesson time teaching objectives,teaching activities and homework design,design of diversified teaching evaluation,teaching summary and reflection design,the basic principles of teaching design are summarized,including the principles of wholeness,hierarchy and feasibility;thirdly,we design and implement large units of teaching for developing regional cognitive literacy,and test them through paper-and-pencil tests,and find that large units of teaching was more effective in developing students' regional cognitive literacy,and students' regional cognitive level improved significantly.