Research On The Optimization Of Problem-based Geography Teaching In Senior High School Based On The Cultivation Of Regional Cognitive Literacy

The geography curriculum standard for senior high schools(2017 Edition)has condensed the core qualities of Geography: the concept of human earth coordination,regional cognition,comprehensive thinking and geographical practice.They are interrelated and mutually promoted,forming an organic whole,reflecting the unique educational value of geography.In the part of implementation suggestions,the new curriculum standard puts forward "paying attention to problem-based teaching" as the first suggestion,which fully reflects the importance of problem-based teaching in implementing the core literacy of students’ geography.Therefore,it has profound theoretical and practical significance to combine regional cognition with problem-based teaching.Based on the background of the new curriculum reform,this study uses the literature research method to collect and sort out the research progress at home and abroad,such as core literacy and problem-based teaching,defines the concepts of regional cognitive literacy and geography problem-based teaching,and determines the theories of constructivism,problem-based teaching,geography teaching and cognitive discovery learning as the theoretical basis of this study.Based on theoretical research,the classroom observation method is selected as the main research method.The classroom observation scale is constructed according to the level division of regional cognitive literacy and the specific links of problem-based teaching.The observation,diagnosis and analysis are carried out in senior high school geography classroom to understand the implementation status of problem-based teaching of senior high school geography based on regional cognitive cultivation,It includes the application of problem-based teaching in senior high school geography classroom teaching and the cultivation of students’ regional cognitive literacy under problem-based teaching.It also puts forward effective optimization strategies for existing problems,and designs problem-based teaching cases under the guidance of optimization strategies.The main conclusions of the study are as follows:(1)Through classroom observation,understand the current situation of problem-based geography teaching in senior high school based on the cultivation of regional cognitive literacy.In the process of situation creation,the situation used by teachers has various forms and can be connected with production and life,but there are still problems of situation stacking and fragmentation,and the infiltration of regional thought needs to be strengthened;In question design,in order to improve the efficiency of classroom teaching,most teachers present presupposition problems and ignore classroom generation problems,while presupposition problems lack openness;In the link of problem research,due to the lack of guidance of regional cognitive methods,students’ exploration of regional problems is difficult to go deep,and their regional cognitive literacy has not been effectively developed;In the process of summary and evaluation,teachers are the main body,lacking students’ self-evaluation and students’ mutual evaluation,while the summary focuses on the summary of learned knowledge and lacks the summary of problem-solving methods;In addition,there is a lack of transfer and application links and the phenomenon of not effectively transferring and application,which makes it difficult for students to improve their regional cognitive literacy.The existence of the above problems makes it difficult for students to develop their problem awareness and problem-solving ability,which is not conducive to the cultivation of regional cognitive literacy.(2)In view of the problems existing in the current high school geography problem-based teaching,this paper puts forward the optimization strategy based on the cultivation of regional cognitive literacy relying on the specific implementation of problem-based teaching.In problem-based teaching,geography teachers should create real regional situations to cultivate students’ regional perspective.While designing hierarchical problem chains,they should also encourage students to ask questions independently to develop students’ problem awareness;In problem research,teachers should guide students to use geography learning tools to explore problems,such as using maps to cultivate students’ spatial scale ideas,using mind maps to guide students to independently analyze regional characteristics,so that students can master regional cognitive methods in the process of problem exploration;When summarizing and evaluating,teachers should combine knowledge summary with method summary,result evaluation with process evaluation,and pay attention to students’ self-evaluation and students’ mutual evaluation;During the transfer application,teachers should create new problem situations and carry out variant training,so as to achieve the advancement of students’ regional recognition literacy.(3)Under the guidance of the optimization strategy of high school geography problem-based teaching,the specific teaching case design is selected from "entering the world of Dunhuang eolian landforms" in the first compulsory course of high school geography published by Shandong Education Press and "transformation and development of resource exhausted cities" in the second selective compulsory course published by people’s education press.The case design follows the general process of problem-based teaching and infiltrates the cultivation of regional cognitive literacy,It aims to improve students’ problem awareness and problem-solving ability.This paper studies the case design of problem-based geography teaching in senior high school based on the cultivation of regional cognitive literacy,in order to enrich the problem-based teaching case base,and provide some reference for geography teachers to infiltrate the cultivation of regional cognitive literacy in problem-based teaching,so as to promote the wide application of problem-based teaching in Senior high school geography teaching and comply with the development requirements of senior high school geography curriculum reform.Through literature collection and collation,theoretical research,empirical research and optimization strategies,this study studies the problem-based teaching of Geography in senior high school based on the cultivation of regional cognitive literacy.At the theoretical level,this study enriches the relevant theoretical research on geographical problem-based teaching and regional cognitive training,and contributes to the establishment of problem-based teaching case base;At the practical level,this study puts forward optimization strategies for the existing problems of problem-based teaching,effectively guides the application of problem-based teaching in high school geography classroom,so as to improve geography teaching practice,change students’ learning methods,and implement the cultivation of regional cognitive literacy.In the future,we still need to test and improve the optimization strategy and case design of problem-based teaching in geography teaching practice,in order to better guide the implementation of problem-based teaching in high school geography.