| With the deepening of the new curriculum reform and the new College Entrance Examination evaluation system,the current education gradually pays attention to the cultivation of students’ academic literacy and key abilities.The General High School Geography Curriculum Standard(2017 Edition)clearly points out that regional cognition is one of the core competencies of high school geography,and the cultivation of geographic core competencies is the overall goal of high school geography curriculum.As the baton of the new curriculum reform,the College Entrance Examination has the functions of diagnosis and evaluation,and it is also an important way to select high-quality talents for national development and social progress.The geography questions of the College Entrance Examination have the characteristics of continuity and renewal,and there is a certain regularity in the examination of the core literacy of high school geography.Therefore,the research on the cultivation of the core literacy of geography for senior high school students under the guidance of the College Entrance Examination has good guidance for the teaching of geography in senior high schools,and it is also one of the hot issues in the context of the new curriculum and the reform of the new College Entrance Examination.According to previous research on the analysis of College Entrance Examination questions and regional cognition,this paper takes the examination questions of the National Volume I of the National College Entrance Examination Geography from 2012 to 2021 as the research text.This paper analyzes and sorts out the regional cognition examination questions in National Volume I in terms of presentation form,regional spatial scale,specific requirements for examination,and literacy performance.It is found that the general characteristics of the examination of regional cognition literacy in College Entrance Examination questions in the past ten years are as follows:(1)The overall score of the regional cognition test is on the rise,highlighting the orientation of the core literacy of the discipline;(2)The regional cognition test questions are presented in the form of pictures and texts,with regional maps as the carrier,and the basic reading map is tested.(3)The spatial scale uses small-scale areas as the carrier,emphasizing the cognitive ability of specific areas;(4)The examination of regional cognitive content is comprehensive,focusing on regional characteristics,regional location,regional differences and connections,and regional development.The elements penetrate each other;(5)The background of the regional cognition proposition is closely related to the theme of the development of the times,reflecting the characteristics of geographical life.Based on the dimensions of the regional cognition examination and analysis of the College Entrance Examination geography questions,this research mainly designs a questionnaire around the five aspects of regional cognition content to investigate high school students and high school geography teachers,in order to understand the current situation and existing problems of the high school’s regional cognitive literacy training.At the same time,according to the examination characteristics of regional cognition,an interview outline was designed to conduct interviews with front-line teachers,integrated and analyzed teachers’ teaching experience and suggestions on regional cognition training,and finally put forward teaching strategies for the cultivation of regional cognition literacy in high school.According to the questionnaire survey of high school students and front-line geography teachers,it is found that there are some deficiencies in the current regional cognition training: students lack systematic understanding and learning of regional cognition literacy;the basic knowledge of regional geography is relatively weak;regional cognition-related abilities need to be improved.And the specific manifestations are: students’ lack of spatial scale ideology,weak regional positioning ability,insufficient students’ ability to analyze and transfer regional characteristics,lack of regional differences and connection exploration,and insufficient regional development prediction.In terms of teachers,their understanding of regional cognition training is mainly incomplete and their own literacy improvement is not perfect;the implementation of regional cognition classroom training is still relatively lacking,and the relevant teaching design and teaching strategies are not perfect.Based on the requirements of the 2017 edition of the New Senior High School Geography Curriculum Standard and the return of the new College Entrance Examination evaluation system to the teaching essence of building morality and cultivating people,combined with the characteristics of regional cognition test questions under the guidance of the geography of the College Entrance Examination,the current situation of the questionnaire survey and the analysis of the existing problems and the interview experience,this study proposes feasible teaching strategies to implement the cultivation of regional cognitive literacy of high school students:(1)Pay attention to the cultivation of regional cognition under the guidance of the College Entrance Examination,and improve the students’ regional cognition level;(2)Pay attention to the analysis of multi-scale spatial regional elements to improve students’ spatial scale thinking;(3)Use various methods to improve the ability of regional map interpretation,cultivate students’ regional positioning ability;(4)Strengthen regional multi-factor comprehensive analysis thinking,deepen students’ cognitive analysis of regional characteristics;(5)Strengthen the comparative analysis of different types of regions,and cultivate students’ ability to explore regional differences and connections;(6)Analyze the cases of regional human-land relationship,and cultivate students’ concept of regional sustainable development;(7)Use geographic perspective to examine and analyze social hot spots,and deepen the practical ability of regional cognition. |
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