Research On The Strategy Of Cultivating Junior Middle School Students Regional Cognitive Ability Based On Geographical Practice

Regional cognition is an important component of the core accomplishment system of geography subject and one of the core accomplishment of junior high school students.Junior middle school is an important period for the formation of students' regional cognitive concepts and thoughts,and the cultivation of junior middle school students' regional cognitive ability is an important content in geography teaching.Carrying out geographical practice is an important way to improve the regional cognitive ability of junior high school students.Exploring the cultivation strategy of regional cognitive ability of junior high school students from the perspective of geographical practice has important practical significance for cultivating the core accomplishment of junior high school students in geography and innovating the traditional teaching methods.On the basis of a research review,this paper defines the concepts of regional cognition and geography practice teaching,further details the main components of regional cognition of junior high school students,and divides regional cognition ability into five aspects.On this basis,the paper designs the questionnaire on the current situation of junior high school geography practice activities and the questionnaire on the current situation of regional cognitive ability of junior high school students,and combines with the teacher interview to conduct an in-depth analysis of the survey results.Based on the survey results,this paper puts forward strategies to cultivate the regional cognitive ability of junior high school students from the perspective of geographic practice activities,and designs seven specific teaching cases of geographic practice activities.The research conclusions of this paper are as follows:(1)At present,the development of junior middle school geography practice is not ideal.Most geography teachers and students have a positive attitude towards carrying out geography practice activities,but the development of geography practice activities is affected by many factors.Students' basic knowledge and practical ability are not enough.There is insufficient support from schools,families and society.(2)Currently,the development of junior middle school students' regional cognitive ability is unbalanced and needs to be improved.The good regional cognitive ability of junior middle school students is reflected in regional division,regional location and generalization of regional humanistic and natural characteristics.The poor regional cognitive ability is reflected in the analysis of the mutual influence,regional relationship and regional development among regional characteristics.(3)Geography teachers have not fully implemented the training of junior high school students' regional cognitive ability,mainly because of the lack of corresponding training strategies and methods.(4)Carrying out geographical practice is an important way to improve the regional cognitive ability of junior middle school students.This paper proposes specific strategies to improve the regional cognitive ability of junior middle school students from the perspective of geographical practice teaching: changing the traditional teaching concept and enhancing the awareness of regional division;using geographic information technology to enhance the ability to recognize regional location;guiding the students to pay attention to the geographical things around them,and improving the cognitive ability of regional features;guiding the students to pay attention to the hot current events,exercising the ability of cognitive interregional relations;combining with life cases,developing cognitive area development ability.(5)Based on the above implementation strategy,design the seven geographic practice cases: Changsha Ningxiang rice fragrant flowers in the farming culture field activities,"water-saving tips" investigation activities,the Xiangjiang river hydrology characteristic observation,simulation experiment of the loess plateau soil and water loss,topographic map production activities,"love my China" picture puzzle competition and "colorful national wind" display activities,as a line design of geography teachers to carry out geographical practice provides the reference.