The Analysis On Influencing Factors Of High School Students' Regional Cognitive Ability Based On Structural Equation Model

The cultivation of core literacy in geography,and the current situation of increasing global connections,both make new demands on students' regional cognitive ability.Exploring the components of high school students' regional cognitive abilities,and the path and effect of these factors,has a lot of research significance.On the one hand,it is conducive to enriching and developing the regional cognitive ability of high school students.On the other hand,it can guide teachers' teaching practice activities.Select influencing factors of high school students' regional cognitive ability,and build a hypothetical structural equation model by analyzing research literature.Obtain empirical research data,and describes the current situation of high school students' regional cognitive ability by conducting questionnaires.Using AMOS24.0 software to identify,fit,check and correct the hypothetical structural equation model.And the application enlightenment is proposed based on the structural equation model of the factors affecting the regional cognitive ability of high school students.The results and conclusions reached are as follows:(1)At present,the high school students' regional cognition ability in China is relatively weak,and their performance in cognitive motivation,tool usage,and knowledge accumulation is also average.The average score of regional cognitive ability is 3.50(5-point scale);The average score of regional cognitive motivation is 3.80;The average score of regional cognitive tool use is 3.544;The average score of regional geographic knowledge is 3.596.(2)Regional cognitive motivation,the use of regional cognitivetools,and regional geographic knowledge are the main influencing factors of high school students' regional cognition ability.Regional cognitive motivation involves three aspects: interest,life,and achievement.The usage of regional cognitive tools including map usage,geographic information technology usage,geography extracurricular materials usage.Regional geographic knowledge includes indirect and direct knowledge.(3)Regional cognitive motivation has no direct effect on regional cognitive ability,but has an indirect effect.Its effect is 0.301,which is a medium effect.The use of regional cognitive tools has both direct and indirect effects on regional cognitive ability.,Its effect is 0.602,which is a large effect;regional geographic knowledge has no indirect effect on regional cognitive ability,but has a direct effect.Its effect is 0.404,which is a medium effect.(4)In geographic learning,students should strengthen the use of regional cognitive tools,strengthen the accumulation of regional geographic knowledge,and focus on the cultivation of regional cognitive motivation.(5)The use of structural equation models for analysis and research on influencing factors has high accuracy and can be widely used in education for quantitative analysis.