A Study On The Current Situation And Development Of Regional Cognition Of High School Students From The Perspective Of Deep Learning

Regional cognition is one of the components of geography core literacy,which embodies the fundamental ideas of geography and has important nurturing value.However,in the practice of developing regional cognition,the connotations and manifestations of regional cognition are inaccurate and unclear,and the level of students’ regional cognition cannot be scientifically assessed.Research on the development of regional cognition has been conducted from a pedagogical or disciplinary logic,but seldom from the perspective of ’student learning’,neglecting the role of students in their own development.Deep learning theory’s research into higher order thinking development and deeper,more effective learning provides theoretical support for developing regional cognition from a’student learning’ perspective.This study takes the current situation and development of regional cognition of high school students from the perspective of deep learning as its research theme.Firstly,the literature research method was used to sort out the relevant studies on the connotation of regional cognition,development of regional cognition and deep learning,to clarify the concept of regional cognition and its performance,and to define the concept of deep learning.Secondly,based on the learning outcomes and learning approaches research orientation of deep learning theory,a regional cognition assessment framework was established based on the SOLO Taxonomy,and based on this,a regional cognition learning outcomes assessment paper and its evaluation criteria were developed;drawing on Biggs’ method of quantitative assessment of learning approaches,the Geography Learning Approaches Questionnaire for High School Students was developed.Thirdly,the current situation of regional cognition and geography learning approaches of high school students and the links between them were investigated and analysed using the developed Regional Cognition Learning Outcome Assessment Paper and the Geography Learning Approaches Questionnaire for High School Students as survey tools.Finally,the results of the survey analysis are used as a basis for proposing strategies for developing regional cognition from a deep learning perspective.The specific findings of this study are as follows.(1)A qualitative analysis of the current situation of regional cognition of high school students was conducted based on the deep learning outcome evaluation method.The survey found that over half of the high school students’ regional cognition is at a surface level.In terms of the performance of the dimensions of regional cognition,high school students basically have regional perspectives,but the level of integration of regional perspectives is not high;they have little sense of regional comparison when it comes to cognising regional differences;they have difficulties in cognizing regional connections and their ability to analyze regions in a comprehensive manner is weak;when explaining and commenting on regional decisions,high school students have difficulty giving comprehensive arguments.(2)A quantitative analysis of the geography learning approach of high school students was carried out based on the deep learning approach evaluation method.It was found that overall high school students’ geography learning approach tended to be deep learning approach,but the level was not high;most high school students’ geography learning motivation tended to be surface learning motivation;most high school students’ geography learning strategies tended to be deep learning strategies.The correlation analysis of the dimensions of geography learning approaches revealed that high school students’ deep geography learning motivation had a significant positive correlation with deep geography learning strategies(Pearson’s correlation coefficient of 0.817)and a significant negative correlation with surface geography learning strategies(Pearson’s correlation coefficient of-0.509).In terms of the performance of the dimensions of geography learning approach,high school students have a strong intrinsic interest in geography,but are not sufficiently motivated to invest in geography learning;they tend to use inter-subject connections rather than intra-subject connections strategies to learn geography and have a low level of application of understanding strategies;and surface motivation has a significant positive correlation with rote learning strategies in geography learning.An analysis combining the current situation of regional cognition and geography learning approaches of high school students reveals that students who tend to have a deep geography learning approach have higher levels of regional cognition than those who tend to have a surface learning approach.(3)Combined with the above analysis,strategies for developing regional cognition from a deep learning perspective are discussed.From the perspective of deep learning motivation,the regional cognition development strategies of setting deep learning objectives for regional cognition;creating authentic and complex regional cognitive learning contexts;and valuing regional cognition performance assessment to develop deep learning motivation are proposed.From the perspective of deep learning strategies,the regional cognition development strategies of building active learning communities;creating problem-based regional cognition learning contexts;and utilising geographical representation tools are proposed.