Research On Regional Cognitive Literacy Cultivation Of Senior High School Students Based On Learning Progression

Cultivating the core accomplishment of students is the subject of a new round of curriculum reform,and regional cognition is one of the four major geographical core qualities,which provides a new perspective for students to understand complex geographical and human activities.The regional cognition is the understanding of the region itself,and the use of the right way to understand the region,which is a kind of thought and method of the four core qualities,and plays a great role in the value judgment of regional problems and the realization of regional sustainable development.Combed through and with the aid of the research achievements of others,and break down "position and distribution of" the teaching content,the key ability as the standard subdivided into geography location,location analysis,evaluation ability,geographical position distribution cognitive ability,the geographical distribution of geographical distribution generalization ability and the ability to predict a total of six dimensions;With the help of SOLO classification theory,students’ achievement level and learning behavior performance are constructed from six dimensions,and the learning progression framework of "location and distribution" is constructed for senior high school students.Using other questionnaires for reference,the teacher questionnaire was designed to understand teachers’ teaching status of "location and distribution".The survey found that:(1)In terms of the understanding of core concepts,teachers have a good understanding of the core concepts of regional cognition,a relatively correct understanding of the value of "regional cognition" ability,and a high recognition of the key abilities contained in location and distribution.In terms of the teaching of location and distribution knowledge,new teaching methods are needed to help teachers;(2)On the cognitive level of learning progression,teachers’ teaching concepts are in the first place,but their practical application lags behind,their application of learning progression theory is insufficient,and the setting of progression dimension is not scientific enough;(3)At the level of the cultivation of "location and distribution",the front-line teaching problems need to be solved and the ability of geographical analysis needs to be improved;Teachers pay more attention to reflect the level of thinking and do not master the overall cognitive basis of students’ thinking.The teaching concept of "location and distribution" is not sufficiently changed.Based on the framework of learning progression,an evaluation tool was designed to detect the gap between the actual ability level and the expected learning level of grade two students under the theme of "location and distribution".The results showed that :(1)the students’ overall ability reached level 2 and level3,and the overall ability of "location and distribution" reached the expected level;(2)From the perspective of the progressive level of each dimension of "location and distribution",the transition from level 2 to Level4 of the three indicators of geographical location evaluation ability,geographical distribution cognitive ability and geographical distribution law generalization ability is not cohesive,and the progressive performance of the six dimensions can be seen that there is no benign transition from level 3 to Level 4.(3)In the ability test,the students’ understanding of the new concept is weak,it is difficult to transfer the new concept and the concept learned in the textbook,the students’ ability to read and analyze the diagram is weak,the students’ knowledge integration ability needs to be strengthened.Through the analysis of teachers’ questionnaire and students’ test papers,aiming at the teaching status quo of the core concept of "location and distribution" in geography teaching and students’ learning difficulties,this paper puts forward the regional cognitive cultivation strategies based on learning progression :(1)pay attention to the starting point of the progression to achieve the benign transition of key abilities;(2)Standardize the concept expression,deepen the understanding of regional knowledge;(3)Analyze graphic information and cultivate spatial scale thinking;(4)Pay attention to the setting of teaching situation,improve students’ regional generalization ability;(5)Set logical question chain to improve students’ ability to analyze regional problems;(6)Change the teaching evaluation model and improve students’ regional integration ability.Combined with the teaching strategies,a specific teaching case is designed with the new textbook "Agricultural location factors and their changes" as an example.The innovation of the paper is to explore the development of regional cognition in the light of "location and distribution",which is more guiding for teaching.