Research Of Junior High School Students ‘Regional Identification' Competence Cultivating Strategy

Regional geography is an important part of junior high school geography teaching,‘regional identification' is the basic ideology and method of geography learning for junior high school students.Key competence is one of the hot spots in China's education reform research.In 2018,cultivating students' key competence has become a requirement for teaching to be included in the senior high school curriculum standards.The education reform is imperative.As the front-line geography teacher,it is also the responsibility and obligation of front-line teachers to research and develop regional geography teaching based on‘geographic key competence'and to promote the reform of junior high school geography education.At present,there is no ready reference experience for the understanding and implementation of ‘geographic key competence'.I hope that my reflection and inquiry will have a guiding effect on my colleagues and can provide reference for future researchers.Chapter One is introduction.It is the analysis of the background of the research.I have combed the history of geography teaching in recent years and the current research on the concept of ‘subject key competence' and ‘regional identification' of geography at home and abroad.It mainly summarizes the learning requirements of key competence and ‘regional identification' of UNESCO,UK,USA and Germany.Focused on the analysis of the development of China's geography and ‘regional identification' research,combined with my practice,I put forward the research framework and research methods.The position and connotation of ‘geographic key competence' and the position of ‘regional identification' in junior key competence are analyzed.Chapter Two is the theoretical support for the research.It mainly includes constructivism,Comenius' s theory and Tao Xingzhi's teaching thoughts.These theories have the most direct significance to classroom teaching and construct a research strategy for junior high school students' ‘regional identification' competence.Chapter Three focuses on the problems of ‘regional identification' competence and currentjunior high school geography teaching on ‘regional identification' competence teaching and learning.Firstly,I analyzed the connotation and composition of ‘regional identification'.Then,based on junior high school geography teachers,the teachers in Lixia District,Jinan City were selected as the survey object,and a survey questionnaire about ‘regional identification'competence was produced and analyzed in depth to obtain primary information.Finally,the junior high school students' level of ‘regional identification' was analyzed.Chapter Four is based on Chapter Three.I have different learning tasks for different grades of students and set requirements for the training of geographical competence.I daringly explore and integrate the geography of junior middle school according to the syllabus and teaching guidance.Combining with the students' identification features and my own teaching practice,we developed the ‘regional identification' competence training strategy from the three dimensions of teaching content,regional geography teaching and student regional geography learning,and added many teaching cases to illustrate.Chapter five provides feedback on student learning.The effectiveness of the study was verified by analysis of relevant data from regular class and experimental class.I summarize the research results by comparing experimental data and a large amount of theoretical knowledge;from the formulation of overall strategies for different school segments;from the establishment of teaching objectives in the regional geography classroom,creation of scenarios,regional positioning,comparison of regional differences,regional induction,and extracurricular activities Six practical teaching strategies were put forward to affirm the guiding significance of the key competence concept to geography teaching.At the same time,it is clarified that there is still a short study time in this study,there are still many deficiencies,and suggestions for follow-up research are proposed.In this process,I benefited greatly: I improved my theoretical level and guided my education and teaching better;the effect of the experimental class was obvious;in the comparison with the same grade,the level of student key competence and the construction of geography knowledge.They actively seek knowledge and desire in the classroom teaching and have a high interest in scientific inquiry,which complements the improvement of teaching efficiency.