Study On Case Teaching Of Senior High School Geography Based On The Cultivation Of Regional Cognitive Literacy

In the 21 st century,with the rapid economic development and fierce competition for talents from all over the world,education,as an important part of social life,is the fundamental plan to promote national development.With the continuous advancement of the new curriculum reform,research on geography teaching emerges one after another,and the "General Senior High School Geography Curriculum Standard(2017 Edition)" was officially promulgated,setting off a new wave of geography curriculum reform.The new curriculum standard proposes four core competencies of "human-land coordination,comprehensive thinking,regional cognition,and geographic practice",aiming to enable students to form correct geographic values,essential characters and key abilities through the value guidance of core competencies.Geography has the dual characteristics of comprehensiveness and regionality,in which the regionality determines the important position of the cultivation of regional cognitive literacy in the teaching process.As a new inquiry-based teaching method,case teaching is necessary and feasible for its authenticity,comprehensiveness and practicality to cultivate students’ regional characteristics,regional evaluation,regional cognitive methods and abilities.Therefore,research on the application of case teaching based on the cultivation of regional cognitive literacy can not only enrich the theoretical system of regional cognitive literacy,but also have theoretical and practical significance for the reform of teaching methods and the cultivation of newcomers in the era.This paper takes constructivism theory,transfer hypothesis theory and teaching communication theory as the theoretical basis,and through in-depth interpretation of the connotation of regional cognitive literacy and the advantages of case teaching,constructs a case teaching lesson observation scale based on the cultivation of regional cognitive literacy.The regional location and characteristics,regional differences and connections,regional development and evaluation,and regional cognitive methods and abilities are identified as the main observation indicators.Each indicator is further elaborated from three different dimensions: case value,teaching guidance,and student participation.Questionnaires are distributed to front-line teachers and relevant scholars to conduct a survey on the recognition of the observation scale to ensure its objectivity and effectiveness.Through the observation and scoring statistics of the class cases,it is found that in the process of using the case teaching method to cultivate regional cognitive literacy,the main problems are that the case selection ignores the regionality and the sense of the times,the case analysis process lacks in-depth,and the case study ignores the regional method.In view of the problems found in the observation of the lesson cases,the four principles to be followed in case selection,namely "typical representation,true objectivity,comprehensiveness,and life-likeness",are explained,and it is proposed to grasp the location and characteristics of the region and reflect the case materials.Scale,analyze regional differences and connections,highlight the contrast of case selection,deepen regional development and evaluation,improve the openness of case analysis,improve regional cognitive methods and abilities,and enhance the progressiveness of case research.According to the selection principles of cases and teaching implementation strategies,the teaching materials cases are sorted and analyzed for the optional compulsory course II of the People’s Education Edition,and the cases are supplemented and developed for each chapter.Finally,taking "Comprehensive Management of Ecologically Vulnerable Areas" as an example,on the basis of students’ cognition of the interlaced zone of agriculture and animal husbandry in northern my country,focusing on "Saihanba" to carry out specific case teaching practice.Guide students to explore activities by setting up question chains and comprehensively using a variety of teaching methods.After class,students and teachers will be interviewed and evaluated on the teaching effect,and the application and implementation of case teaching method in the cultivation of regional cognitive literacy will be deepened.