The Research Of Training On Regional Cognition Of High School Student Based On Concept Teaching

At the beginning of 2018,the Ministry of Education issued a new revised"geography curriculum standard for ordinary high school",updated the content of geography curriculum,developed the standard of academic quality,and put forward the core literacy of geography.It marks the new era of geography curriculum reform in China.Among them,the cultivation of students' geographical core literacy has become the most basic goal of geography teaching in high school.In view of the students'learning evaluation system,the level of the core literacy of the new geography curriculum is visible only around the level of geographical core literacy.The concept of geography is the most basic unit of geography curriculum content,and geography concept teaching is the most common in high school geography classroom teaching.Therefore,it is of great significance and significance to carry out the cultivation of geographical core literacy in the teaching of geographical concepts.Based on the background of the new geography curriculum reform,this paper puts forward the theoretical and practical significance of the analysis and study of the subject,combining the characteristics of the subject and the characteristics of the students'learning.Using the methods of effective education,such as literature,expert consultation and classroom observation,to explore the actual situation of regional geography teaching in high school,and analyze its main problems,including the failure to connect the regional features in series to lead to the mastery of the students' fragmentation,and to list the differences and connections between the regions.It is not a step to make a comparison;only pay attention to the solution of the problem so that the causes of the problem are ignored and a series of related knowledge are ignored;the relationship between the elements of the regional methods is not further constructed and promoted.On this basis,the main improvement methods and suggestions are put forward:the orientation of the concept should pay attention to the leading role of core literacy and follow the standard of academic quality to evaluate the core literacy.In the specific operation,we should establish regional connections between the bold thinking of emancipating the mind and the characteristics between the three dimensional comprehensive areas,and evaluate and analyze the problems through the reverse thinking to find the general idea to solve the regional problems.Through the systematic summary,we have a complete grasp of regional methods.This article takes the geography concept teaching as the basic point,explores the cultivation of regional cognitive literacy,and embodies the leading role of the core literacy in the current geography teaching.The main contents of this paper include the following six parts:The first part:introduction.Through the combing of relevant literature,this paper expounds the background significance of the topic and the status of the research at home and abroad,clarifies the objectives,contents and methods of the research,and formulating the technical route of the research.The second part:the definition of the basic concept.The teaching of regional and regional cognition,regional cognition literacy,geography concept and geography concept is elaborated in detail,and the core concept of this article "regional cognition and geography concept teaching" is defined.The theoretical basis of this study is discussed:cognitive learning theory,constructivist learning theory,information processing theory and geography teaching theory.The third part:set up the classroom observation and diagnosis scale for regional geography concept teaching in senior high school.On the basis of objective principle,scientific principle,systematic principle and maneuverability principle,high school geography curriculum standard,regional geography teaching content and the actual situation of students' learning are the realistic basis,and the observation diagnosis scale is made to observe the status of regional cognitive factors in regional geography teaching in high school.The fourth part:observing and diagnosing the current situation of regional geography concept teaching in senior high school.Nine cases were selected appropriately,and the observation scale was used to observe and diagnose them.Through the statistical analysis of the results,we can see the actual state of the cultivation of regional cognitive quality,and reveal the problems existing in the current teaching.The fifth part:put forward the optimization methods and suggestions of regional geography concept teaching.According to the deficiencies in the teaching of regional geography concepts in the previous part,the methods and suggestions for optimization and improvement are put forward.It includes the macro level of teaching and the specific methods at the micro level,and carries out corresponding instructional design to provide feasibility.The sixth part:the conclusion and the prospect.The basic conclusions of this study are summarized,the deficiencies in the study are analyzed,and the prospect of related research is prospected.