Research On The Construction Strategy Of Cognitive Map For The Cultivation Of Regional Cognitive Literacy In Senior High School

Regional cognitive literacy is one of the core geographic literacy in high school,and its cultivation mode is the focus of educational research,while cognitive map is an important medium to promote the development of regional cognitive literacy.Along with the development of regional cognition and geographical thinking ability,the construction process of cognitive map can be quickly invoked to guide individuals to carry out regional cognition and analyze realistic geographical problems,so as to promote the cultivation of regional cognitive literacy.Therefore,this paper will explore the construction strategies of cognitive maps oriented towards regional cognitive literacy,and infiltrate the cognitive construction of various basic maps into the teaching process in a planned and strategic way,so as to effectively improve students’ regional cognitive literacy.Specific research contents and conclusions are as follows:(1)The core concepts are defined through literature review.The concept of cognitive map is defined as: Cognitive map refers to a cognitive map that is stored in the mind about the spatial distribution,characteristics,differences and connections of various geographical elements in a certain region and the comprehensive representation of development and evolution of various geographical elements after individuals process and internalize various geographical information,geographical phenomena and the underlying geographical principles and laws through the study of geographical principles and laws as well as the cognition of various basic maps.(2)The correlation between the construction of cognitive map and the cultivation of regional cognitive literacy is analyzed.The research results show that: the construction of cognitive map and the cultivation of regional cognitive literacy both attach importance to the idea of scale and have internal consistency.The two promote each other and develop together.Based on this,the paper further analyzes the exam questions and textbook contents,and statistics the types of maps that require cognitive reserve in high school and the types of basic maps that are suitable for the construction of cognitive maps in each chapter.It is found that in the teaching process of each chapter,the selection of appropriate large and medium scale map types for the construction of cognitive maps is not only conducive to students’ in-depth understanding of knowledge in the region.Improving the efficiency of cognitive map construction can also help students invoke relevant knowledge principles and cognitive maps in the context of exam questions.(3)The regional cognitive literacy is divided into four specific ability indicators: regional spatial positioning ability,regional feature analysis ability,regional difference and association ability,regional development and speculation ability,and attempts to explore the cognitive map construction strategy pointing to the abilities of regional cognitive literacy in senior high school: the mapping of map contour,longitude and latitude addition to cultivate students’ regional spatial positioning ability;Simplify and classify the map,and summarize the rules to develop regional feature analysis ability;From the analysis of single geographical factors to regional factors,and then to the comprehensive analysis of regional relations and differences,to cultivate students’ ability of regional relations and differences analysis;Finally,by creating the problem situation and drawing the trend map,the results of cognitive map construction are tested,and the ability of regional development analysis and speculation is cultivated.(4)Based on the construction strategy of cognitive map,"Global climate type distribution and its influencing factors" is selected as the teaching empirical content,and through cognitive map recognition,reproduction and test questions after class,the effectiveness of students’ cognitive map construction and its effectiveness in cultivating high school students’ regional cognitive ability are tested.The empirical results show that: the strategy of cognitive map construction oriented to regional cognitive literacy training can promote the development of students’ regional cognitive literacy abilities,among which the improvement of regional spatial orientation ability is the most significant.It is proved that the cognitive map construction strategy has obvious effect on the cultivation of regional cognitive literacy,and can provide certain reference value for teaching practice and achieve the expected research objectives.