Research On Teaching Strategies Of Junior High School Geography Based On The Development Of Spatial Cognitive Ability

The International Charter for Geographical Education 2016 highlights that "geography is the only science concerned with spatial differentiation",clarifying the importance of space in the discipline of geography.The development of geospatial cognitive ability is the prerequisite and foundation for the development of regional cognitive literacy in geography,which helps students to discern the geographical elements of surface space and analyze the formation process and causes of geographical events.Developing geospatial cognitive ability of junior high school students is an important task of junior high school geography teaching.The Geography Curriculum Standards for Compulsory Education(2022 Edition)requires the construction of a spatially-based curriculum content framework,and proposes that "students should initially develop the awareness and ability to view and analyze problems from a spatial-regional perspective".However,due to the constraints of many factors,the cultivation of geospatial cognitive ability has not received due attention.Therefore,studying how to better improve the spatial cognition level of junior high school students and cultivate their spatial thinking has very high research value.In this context,based on system theory,cognitive development theory,recent development zone theory,and multiple intelligence theory,this paper used research methods such as literature analysis,questionnaire survey,statistical analysis,and case analysis to conduct a systematic and in-depth study of a series of issues such as the constituent elements,cultivation status,cultivation strategies,and implementation cases of junior high school students’ geospatial cognitive abilities.The main research conclusions are as follows:First,the relevant concepts and their classifications were clarified.This paper defined the relevant definitions of geospatial cognitive ability and geographical boundary,and made an overall classification of the components of geospatial cognitive ability and types of geographical boundaries.The cognitive ability of geospatial could be divided into the cognitive ability of geospatial elements(including the cognition of element location and the identification of element characteristics),the cognitive ability of geospatial structure(including spatial shape recognition and spatial scope generalization),the comprehensive analysis ability of geospatial(including spatial distribution analysis,spatial change generalization and spatial association analysis),and the ability to use geographical representation tools.The geographical boundary could be divided into astronomical boundaries,natural geographical boundaries,and human geographical boundaries according to its attributes.According to the degree of clarity of the boundary,it could be divided into gradual and abrupt geographic boundaries.According to the length of existence,it could be divided into eternal boundaries and temporary boundaries;According to the formation basis,it could be divided into natural boundaries and artificial boundaries.Second,the questionnaire surveys were conducted and the results and reasons were analyzed.This paper analyzed the current situation of junior high school students’ geospatial cognitive abilities and the teaching level of geographical boundaries from the perspectives of students and teachers,and drew the following conclusions.From the perspective of students,students’ geospatial cognitive abilities were at a low level,and the development of all aspects was unbalanced.Students did not have a high level of mastery of geographical boundary knowledge,so it was necessary to arouse students’ interest in learning the geographical boundary knowledge.From the perspective of teachers,although teachers understood the importance of cultivating students’ spatial cognition,they had little enthusiasm and the training degree was not high.Few teachers regarded geographical boundaries as the first choice to cultivate students’ spatial cognition.Third,systematic,subjective,and continuous principles and general teaching strategies based on the development of spatial cognitive abilities were proposed.The first was the cognitive aspect of spatial elements: mastering basic algorithms to determine absolute positions;associating and inferring references to determine relative positions;summarizing the orientation appropriately to determine directional characteristics.Secondly,the cognitive aspect of spatial structure: summarizing and simplifying spatial shapes;imaging processing of spatial shapes;using life experience to perceive size;comparing sizes by explicit sequences.Thirdly,in terms of spatial comprehensive analysis: selecting appropriate maps to present spatial distribution status;adding a map grid to recognize the density of geographical elements;selecting time scales to explore changes in geographical processes;comparing geospatial changes through layer overlays;connecting with the reality of life and recognize the changes in geographical processes;using mind mapping to clarify the relationships between elements;strengthening the concept of man and land,and correctly understanding the relationship between man and land;using comparative inquiry to recognize causal relationships.The last aspect was the use of representation tools: mastering graphic reading skills and obtaining key information;setting up the main image line throughout the class.Fourth,through sorting out the geographical boundaries in the four volumes of geography textbooks for junior high schools in the People’s Education Edition,this paper proposed teaching strategies for using geographical boundaries to cultivate spatial cognitive abilities.The first was to use astronomical boundaries to cultivate the ability to recognize the location of elements,summarizing the size of spatial ranges,and summarizing spatial changes.Secondly,the ability of location cognition,feature identification and spatial distribution analysis was cultivated by using physical geographical boundaries.Thirdly,it used human geographical boundaries to cultivate the ability of element location cognition,spatial shape recognition and spatial distribution analysis.Finally,the longitude and latitude lines in astronomical boundaries,the Qinling-Huaihe line in physical geographical boundaries,and the administrative boundaries in human geographical boundaries were selected as cases for teaching design.