Research On Regional Geography Case Teaching Diagnosis From The Perspective Of Regional Cognitive Accomplishment

Since the twenty-first Century,the competition of talented people in the world has become more and more fierce.All the countries of the world have also thought about the problem of "which core literacy should be possessed by talents".Under this international background,the Ministry of education of China issued a document in 2014,and put forward the core literacy system that will organize the development of students in each study section,so as to clarify the necessary character and key ability of the students to meet the needs of lifelong development and social development.Since then,various disciplines in China have begun to focus on core literacy courses,textbooks,teaching methods and so on.In January 2018,the Ministry of Education officially announced and promulgated the curriculum plan of ordinary high school and the curriculum standards of various subjects(2017 Edition).In the general high school geography curriculum standard(2017 Edition),the basic elements of the core literacy of geography were formally identified as comprehensive thinking,regional cognition,human land coordination and geographical practice.Force these four major aspects.But at present,the theory and teaching research of one of the key elements of the core literacy of geography is lacking.Therefore,it has profound theoretical and practical significance to combine the regional cognitive literacy with the two cases of regional geography case teaching.This paper first establishes the theoretical basis of the research through literature research and expert consultation,and defines the research scope and research train of thought for this research.Then,on the basis of the theoretical research,through the investigation of the expert consultation questionnaire,the key tool of the study-the classroom observation diagnosis scale is formulated,and the classroom observation diagnosis is carried out on the selected classroom video by this diagnostic scale,and the qualitative and quantitative analysis of the diagnosis results is carried out on the basis of the data obtained after the diagnosis.Analysis,and then summarize the problems of regional geographic case teaching under the perspective of regional cognitive literacy,put forward the corresponding correction suggestions,and design the relevant teaching and correction cases.This paper mainly includes the following six parts:The first part is the introduction,through combing and summarizing the relevant literature at home and abroad,the research background,the research status at home and abroad,the significance of the research are obtained,and the research method and the research route are defined as the foothold and starting point of the study.The second part is the basic part of the theory.By defining the core concept regional cognitive literacy,regional geography case teaching,clarifying the relationship between the two,establishing the agreement point for the study of the combination of the two,and then analyzing the core concept of the regional cognitive literacy,in order to thoroughly understand its connotation,and from the regional cognitive elements.At the theoretical level,we put forward specific requirements for case teaching practice in regional geography,providing the most direct basis for the establishment of diagnostic scale.Finally,combined with the research contents,research methods and core concepts,the main theoretical foundation of the study is established.In the third part,through the diagnosis principle,diagnosis basis and diagnosis thought of the study in this study,the diagnosis index is selected,the diagnosis scale is preliminarily drawn up,and then the rationality of the index and the weight of the diagnosis scale and the rationality of the level of the diagnosis level of the case teaching diagnosis are investigated by the expert consultation questionnaire survey method.Based on the statistical analysis of the survey results,we adjusted and optimized the diagnostic scale to establish a scientific and rigorous core tool for this study.The fourth part determines the diagnostic object and carries on the diagnosis,combines the classroom observation diagnosis records,and then analyses the qualitative and quantitative analysis of the diagnosis results from different dimensions,and finds that the main problems are as follows:first,the case material is lack of regionally;second,the case teaching lacks the in-depth understanding of the regional geographical knowledge.Reading;third,case analysis undertakes the summary and guidance of regional cognitive methods;fourth,case study ignores the training of regional practical investigation ability;fifth,case teaching process ignores the infiltration and promotion of regional concept.The fifth part is the analysis of the results of the fourth part of the classroom observation level diagnosis and the existing problems,the regional geography case teaching optimization suggestions,in view of the observation lesson T8 case teaching correction design examples.The sixth part is the main conclusions,shortcomings and prospects of this paper.