A Research On The Teaching Design Of Junior Middle School Geography Unit Under The Background Of "Double Minus" Pointing To Regional Cognitive Training

In the summer vacation of 2021,the policy of "double reduction" was introduced."Double reduction" refers to the reduction of homework burden and off-campus training for students in compulsory education.The implementation of double reduction requires teachers to improve classroom efficiency and help students reduce their burden.In 2022,Compulsory Education Geography Curriculum Standards were promulgated,which pointed out that regional cognition is one of the four core geographical qualities in compulsory education,which plays an important role in cultivating students’ thinking mode and ability to understand geographical environment and man-land relationship from the perspective of space and region.Therefore,regional cognition is an important quality to be cultivated in junior middle school geography curriculum.It is also the training goal that front-line geography teachers should focus on.For a long time,geography teachers in first-line junior middle schools still carry out teaching design based on class hours,and students’ learning knowledge points are mostly fragmented and fragmented.If this continues,it is difficult to improve their academic performance and classroom teaching efficiency,which is contrary to the concept of "double reduction".The cultivation of regional cognitive literacy can not be achieved in a single class.It requires teachers to change their teaching philosophy from isolated single class design to integrated unit teaching design.In the early stage,through literature reading,the author sorted out the following correlations between unit teaching and regional cognition: unit overall teaching is an effective form to cultivate regional cognition;Unit teaching design training regional cognition has a certain psychological basis;Unit teaching design can provide a complete learning process for the cultivation of regional cognition.The teaching objective of hierarchical design is consistent with the hierarchical connotation of the region.Through literature review,questionnaire survey of teachers and students,and combined with first-line teaching practice,the research conclusions of this paper are mainly as follows: first,develop the basic path of unit teaching design oriented to regional cognitive training: reading the curriculum standard to determine the ability;Analyze the teaching materials and clarify the status;Set class hours,clear contact;Study situation analysis,clear the difficulty;Sorting out the main line of unit logic;Design unit objectives,set tasks,design process;Unit evaluation scheme design;Unit reflection.Second,unit teaching oriented to regional cognitive training has the characteristics of integrity.The teaching goal design with regional cognitive literacy as the key line pays attention to integrity.The formation of regional cognitive literacy needs to be guided by the goal,take the structured knowledge of regional geography as the carrier,apply knowledge to work in real situations,and form the construction of regional geographic cognitive structure.The "holistic teaching" of unit teaching design can be realized.The path of unit teaching design is "total-division-total".First,the whole structure of the unit is constructed,and then it is implemented and analyzed class by class.There is a correlation between class hours,and finally,the whole new structure is constructed.3.By comparing the achievement of geography academic level between classes that do not accept unit teaching and those that do,as well as students’ questionnaire survey,it can be seen that unit teaching is more conducive to the cultivation of students’ regional cognitive literacy.Through unit teaching and lesson preparation,teachers can design unit objectives,construct unit knowledge framework,plan unit periods,design structured unit activities and various unit evaluations,so as to make students’ geography learning more systematic and diversified,which is also an effective way to implement regional cognitive literacy.Fourth,as the curriculum goal,the cultivation of core literacy needs to go through a certain stage,which should conform to the cognitive law of students,and the cultivation of thinking needs to go through the process of transformation from low to high.Therefore,the literature-oriented unit teaching follows the learning progression theory both in the unit goal design and in the design of each class hour,and the corresponding learning is a step-by-step process.