A Study On The Cultivation Strategy Of Geographic Region Cognitive Literacy In Junior Middle School Based On Case Teaching

Regional cognitive literacy plays a decisive role in the study of regional geography in junior high schools.However,at present,the study of regional geography in junior high schools is often mainly based on mechanical memory.The students only have a simple understanding of the basic knowledge of each region,and the development of their literacy and ability is deficient.At the same time,it is found that case teaching plays an important role in cultivating students' accomplishment and ability,and the inquiry of case teaching accords with the formation process of regional cognitive accomplishment.Therefore,the research direction of this paper is determined,that is,to cultivate junior high school geography regional cognitive accomplishment by case teaching.This paper uses the method of literature research to determine the meaning of case teaching and regional cognitive literacy,and with the help of relevant theories,analyzes the feasibility and necessity of case teaching to cultivate regional cognitive literacy.According to other people's research on junior high school geography regional cognitive literacy,it is determined that regional cognitive literacy is mainly divided into five components: regional division and geographical location,regional learning tools and methods,regional characteristics,regional differences and connections,and regional development,and the concrete embodiment of each component is explained.This paper designs a questionnaire for students and an interview outline for teachers to analyze the current situation of cognitive literacy in junior high school geographical areas.Through the analysis of the students' questionnaire results,it is found that the level of cognitive literacy in junior high school geographical regions is generally low,with significant differences.The level of regional characteristic literacy,regional differences and connection literacy is relatively good,while the level of regional division and geographical location literacy,regional methods and tools literacy,and regional development literacy are relatively low.Through interviews with some junior high school geography teachers in Yantai city,it is found that some teachers have not noticed the importance of regional cognitive literacy and have not correctly played the role of case teaching.It also reflects that case teaching is difficult,time-consuming,demanding on students,and there are also problems in obtaining cases.Based on the analysis of the survey results,this paper puts forward the strategies of cultivating junior high school geography regional cognitive literacy through case teaching: first,make preparations before case teaching,including studying junior high school geography curriculum standards,determining the dimensions of junior high school regional cognitive literacy,changing teaching concepts,and understanding the value of case teaching.The second is to do a good job in the case design of regional cognitive literacy training,including paying attention to the difficulty of grasping regional cognitive literacy cases,sticking to the teaching theme and grasping the principle of case selection and compilation.The third is to implement the case class that controls the cultivation of regional cognitive literacy,including mastering the presentation of teaching cases of regional cognitive literacy,paying attention to the questions about regional cognitive literacy,making in-depth analysis and discussion around the questions raised,and paying attention to the summary and transfer after case teaching.The fourth is to master the case teaching skills of regional cognitive literacy training,including guiding students to master regional research methods and tools,guiding students to use maps and charts,to master regional location and distribution,guiding students to analyze regional geographical elements and comprehensively analyze regional characteristics,guiding students to analyze regional differences from multiple angles,establishing regional ties,and encouraging students to evaluate and plan the future development of the region.Fifth,pay attention to the after-class evaluation and reflection of case teaching,evaluate and reflect on the classroom teaching effect,and evaluate the achievement level of students' regional cognitive accomplishment.