A Case Study On Regional Cognitive Literacy Training Of High School Students In Geography Teaching

Regional cognitive literacy is one of the most important core literacy in geography,including different cognitive dimensions such as regional location cognition,regional feature cognition,regional association cognition,regional difference cognition and regional development cognition.Students must understand that,for the cognition of a geographical region,understanding the regional location and regional characteristics is the key to establish the foundation,and further mastering the relations among various elements within the region and the differences between regions is an indispensable condition for students to deepen the cognition.Ultimately,through these cognitive dimensions,students should aim to be able to predict,evaluate regional development and find solutions to regional development problems,contributing to the sustainable development of the region in the future.The cultivation of students’ regional cognitive literacy is conducive to their mastering of regional geography learning methods and improving their geographical learning ability.In the teaching of high school geography,the cultivation of students’ regional cognitive quality can,on the one hand,enable students to grasp the regional cognitive method correctly and quickly,which is of great help to students in learning geography.On the other hand,it can also enable students to apply relevant geographical knowledge when solving practical problems,cultivate students’ regional cognitive literacy,and enable students to think and analyze problems from different dimensions,which can strengthen students’ understanding of geographical knowledge.Geography learning in senior high school is different from that in compulsory education.Geography learning in compulsory education only requires students to have perceptual knowledge and understanding of geographical knowledge,so that students can understand nature and appreciate the world from the perspective of geography.However,in high school,students are required to systematically elaborate and analyze the causes and changes of the image.The current situation of regional cognitive literacy cultivation of senior high school students is not optimistic,which is mainly manifested by teachers’ insufficient consideration of regional cognitive teaching methods.Students are unable to extract relevant geographic information from the topic effectively,unable to conduct comprehensive spatial positioning and description,unable to use the relationship between geographical elements to reason and analyze.Therefore,it is imperative to cultivate students’ regional cognitive literacy at this stage.In this paper,literature method,case analysis method,inductive statistics method and other research methods are adopted.Based on the core literacy requirements of the Geography Curriculum Standards for General High School(2017 edition,2020 revision),this paper analyzes and understands the current situation and existing problems in the cultivation of students’ regional cognitive literacy in high school geography teaching through practical teaching and classroom observation.Finally,the paper systematically puts forward the strategy of cultivating students’ regional cognitive literacy.On the one hand,it analyzes the content of regional cognitive literacy and divides it into five dimensions,namely,regional location,regional characteristics,regional differences,inter-regional relations and regional development.On the other hand,on this basis,the classroom observation scale was designed for the actual class teaching to understand the current situation of regional cognitive literacy training.The following conclusions were drawn: First,the cultivation level of the five dimensions was quite different,among which the cultivation of the three dimensions of "summarizing regional characteristics,clarifying inter-regional relations and evaluating regional development" reached the medium level and tends to be good.However,the cultivation of "sensing regional location" and "comparing regional differences" is qualified but not up to the medium good level.It can be seen that the cultivation of these two qualities needs to be improved and the cultivation strategy also needs to be improved.Secondly,the regional cognitive teaching environment is as follows: teachers’ teaching methods are single,students’ participation is not enough;Teacher explanation efficiency is low,can not fully mobilize students’ subjective initiative;Case teaching materials are old-fashioned and do not integrate student life.Finally,the problems in the cultivation of students’ regional cognitive literacy include incomplete cognition of regional location,lack of depth analysis of regional characteristics,lack of comparative analysis of regional differences,lack of overall analysis and cultivation of inter-regional relations,and weak evaluation of regional development.Based on the above problems,on the one hand,to optimize the regional cognitive teaching environment: choose teaching methods around students,strengthen the guidance of learning methods;Problem-driven setting of ladder problems,focusing on the generation of classroom presets;The creation of context attaches importance to students’ experience,close to life in the application.On the other hand,to cultivate students’ regional cognitive literacy: in view of the problems existing in the teaching process,the corresponding teaching cases are used to further summarize and discuss the cultivation strategy.