Teaching Case Design Of Regional Cognitive Iiteracy Cultivation In High School Geography Class

With the deepening of the new curriculum reform,the ministry of education officially issued the "general high school geography curriculum standards(2017 edition)" in 2017,which clearly stated that "to cultivate students' essential core qualities in geography".Regional cognition is one of the four core qualities of geography.It is in line with the basic education reform,the development of geography and the needs of students to cultivate students' regional cognition in high school geography classes.Starting from the literature of regional cognitive literacy,this paper summarizes the current research status of regional cognitive literacy,define the related concepts of regional cognitive literacy,and divides it into two aspects: regional cognitive knowledge and regional cognitive methods.On the basis of exploring the theories related to the cultivation of regional cognitive literacy,this paper selects the contents of People's Education Press high school compulsory "Geography 3" as a case study,and analyzes the specific embodiment of regional cognitive literacy in the textbook case.At the same time,this paper selects some students and geography teachers of Chongqing Tsinghua High School as the investigation objects.The survey is conducted using questionnaires and interviews to analyze the current status and reasons for the cultivation of regional cognitive literacy in the school.Based on the survey results,this paper proposes the cultivation strategy of regional cognitive literacy,and writes the teaching design of specific cases in regional geography,which serves as the test material of teaching practice.The research shows that the regional cognitive literacy is fully reflected in thePeople's Education Press high school compulsory "Geography 3" textbook.The textbook contains a large amount of regional cognitive knowledge,such as the geographical location,regional characteristics,regional differences and connections,regional sustainable development,etc.And it covers regional cognitive methods such as image-reading analysis methods,regional survey methods,comprehensive analysis methods,and regional comparison methods,and establishes students' regional spatial views,local conditions,and human-land coordination.Based on a questionnaire survey of some students in Chongqing Tsinghua High School,this paper believes that the main problems of students in this school in terms of regional cognitive literacy are as follows:(1)Students' basic knowledge of geography is general;(2)When learning regional geography,studentsthe' regional localization ability is insufficient;(3)Regional analysis method is not skilled;(4)As most cases of regional geography are far away from life,students lack practical experience and cannot evaluate the countermeasures of regional development from multiple perspectives;(5)The frequency of using maps is low and the habit of learning regional geography is poor,etc.Based on the analysis of the interview results of some teachers in this school,this paper believes that the teachers have the following problems in regional cognitive training:(1)Their understanding of regional cognitive literacy is not deep enough;(2)Objectively,teachers lack systematic learning of regional cognitive literacy;(3)In the actual teaching,teachers' guidance to students' regional analysis method is not enough,and the cultivation of students' regional cognitive literacy is not fully implemented,etc.This paper believes that the training strategies of regional cognitive literacy can guide teachers to carry out teaching and help students to learn geography.This paper puts forward some strategies for cultivating students' regional cognitive literacy.It mainly includes two aspects:(1)In teaching,teachers should do the following: teachers should construct regional knowledge system in teaching,and strengthen students' learning and mastery of basic knowledge;Reasonable use a variety of teaching methods to cultivate students' spatial positioning ability;Training students to read and analyze maps,andcultivate their ability of geographic information;Combining with a variety of teaching methods to improve students' knowledge transfer ability;Using the regional analysis method,train the students' comprehensive thinking ability;Students' mutual evaluation,teachers' comments and other learning evaluation methods are adopted to strengthen the communication between students and teachers.(2)In terms of personal ability improvement,teachers can start from the following aspects: Strengthen the study of relevant professional knowledge and deepen the understanding of regional cognition;Learn and master modern information technology,apply it to classroom teaching reasonably,and enrich classroom teaching content;Optimize the design of geography classroom content,pay attention to the concept of regional sustainable development in the process of knowledge explanation.Due to the limited research time and level,this paper is not comprehensive enough in the design of questionnaire survey and interview outline,and the research samples are limited,which will lead to certain deviations in the research results.At the same time,the instructional design written in this paper has only been practiced once,and it still needs to be tested by many practices.