Development And Application Of Local Geography Curriculum Resources In Senior High School Teaching For Regional Cognition Training

With the progress of the new curriculum reform,the core literacy of students’ development has gradually landed and deepened.As one of the core qualities of geography in senior high school,regional cognition is the basic method of geographical activities under the guidance of the concept of human-land coordination and sustainable development,and it is also the key ability of geography teaching in senior high school.Local geography resources are teaching resources close to students’ life,and their application in geography teaching in senior high school can stimulate students’ interest in learning,fully mobilize their subjective initiative,and play an important role in ensuring and improving students’ regional cognition.This study aims to enrich the theory of the development of local geography resources in senior high school and promote the implementation of regional cognitive training in geography teaching in senior high school.By expounding the connotation of regional cognition and the types of local geographical resources,this paper analyzes the relationship between the application of local geographical resources and regional cognitive training,and illustrates the feasibility of using it to cultivate regional cognition.Taking Handan City,Hebei Province as an example,this paper analyzes and collates the local geographical resources according to their types,and uses the methods of questionnaire survey,statistical analysis of test paper scores and interviews to investigate the current situation of the cultivation of regional cognitive ability of senior high school students and the development and application of local geographical resources in Handan,so as to find out the problems and put forward the principles of the development and application of local geographical resources and the ways to apply them to teaching.Finally,corresponding to each application approach,a representative teaching case is designed by using the local geographical resources of Handan City.Through the investigation of students and teachers,it is found that there is much room for improvement in students’ regional cognitive ability as a whole in terms of regional cognitive training.it is embodied in that the basic ability of regional cognition is not solid,the ability of regional transfer is low,the ability of analyzing regional differences is weak,and the ability of analyzing regional natural characteristics is weak.at the same time,there are great differences in regional cognitive ability of studentsIVwith different types of subject selection combinations in college entrance examination.There are limitations in teachers’ cognition and cultivation of regional cognitive ability,which is mainly manifested in the lack of effective methods to cultivate students’ regional cognition.In the development of local geographical resources,at present,students show a strong interest in local geography,but their understanding of local geographical environment is relatively low,which means that there are deficiencies in the development of local geographical resources;teachers hold a positive attitude towards the use of local geographical resources for geography teaching,but the access to local geographical resources is very limited,and the way of using local geographical resources is single and traditional.According to the results of the survey,there are many obstacles to teachers’ use of local geography resources to cultivate students’ regional cognition,and the key lies in teachers’ lack of relevant theories on the development and application of local geography resources and effective development and application strategies to cultivate students’ regional cognitive ability.In view of the existing problems,from the perspective of cultivating the regional cognition of senior high school students,this paper puts forward the principles of the development and application of local geographical resources: first,enrich the ways to promote the in-depth development of local geographical resources,mainly including: 1pay attention to daily life;pay attention to the resources contained in life;2 brainstorm and participate in organizing collective research trips.Second,we should discuss teaching on the basis of learning,pay attention to the differences in the learning situation of the course selection series,select different local geographical resources according to the characteristics of students’ subject selection in the college entrance examination to cultivate regional cognition,and third,put on the quasi-short board to effectively improve the weak points of regional cognition.it mainly includes:(1)tamping the foundation to train students’ regional generalization ability;(2)spatio-temporal synthesis to improve the analysis ability of natural elements;(3)timely setting doubts to improve students’ regional evaluation ability.(4)emphasize the connection and fully tap the interregional contact resources.Fourth,attach importance to migration and pay attention to the extraction and application of principles and laws.This paper puts forward four ways to apply local geographical resources to teaching,each of which has its own corresponding key points and specific ways: first,situational application,using local geographical resources to set up problem situations and then arouse students’ thinking,we should pay attention to close to life and take case teaching as the main way.Second,element-based application,according to the geographical elements of the teaching content belongs to the category of local geographical resources,we need to advocate the truth,the compilation of examination questions is a good way;third,experiential application,let students go to the campus or off-campus environment to personally experience local geographical resources,should pay attention to let students fully practice,study travel is its efficient way.Fourth,project-based application,with local geographical resources to create research themes to guide students to study,we should pay attention to the appropriate difficulty of the project theme,with students’ cooperative exploration as a way.Finally,combined with the teaching content of geography in senior high school,corresponding to four application approaches,a teaching case based on regional cognitive training is designed and compiled.They are the situational application cases of local geographical resources,"Sustainable Development of Mineral Resource-based cities--taking Fengfeng Mining area of Handan City as an example",element-based application cases "Geological structure and Surface Morphology--taking Taihang Mountain area in the west of Handan as an example",experiential application case "Prevention and control of land salinization--taking Quzhou County of Handan City as an example",Project Application case "Agricultural location factors and Agricultural Sustainable Development--taking Yongnian vegetable production Base as an example".The above is for front-line teachers’ reference.