| The object of geography research is the geographical environment that is closely related to human beings.It has certain complexity and variability.Therefore,students need to master the ability to understand the geographical environment using spatial-regional perspectives and methods in the learning process.Regional cognitive literacy has received widespread attention as a necessary thinking style and ability to learn geography.The Ministry of Education has defined it as one of the core literacy of geography disciplines and included it in the 2018 revised high school curriculum plan and geography curriculum standards.Studying strategies for improving cognitive literacy in geographic areas of senior high schools,and cultivating students' ability to analyze and understand geographic environment from a regional perspective,has certain practical significance for promoting students to master the basic methods and necessary skills of geographic learning,and to achieve educating goals.Based on a comprehensive analysis of research backgrounds,combing research status at home and abroad,defining core concepts,and analyzing regional cognitive dimensions,with the help of research theories such as constructivist learning theory,cognitive learning theory,developmental theory,and multiple intelligence theory,literature analysis is used.Research methods such as legal method,expert consultation method,questionnaire survey method and case study method,designing relevant questionnaires for high school students and front-line teachers,analyzing the status quo of regional cognition cultivation in high school geography teaching and trying to propose teaching strategies to improve regional cognition literacy,Then select the teaching content of physical geography,human geography,and regional geography,which are representative of "the overall performance of natural geography environment","selection of agricultural location","cross-regional allocation of resources" for teaching design,in the process of geography teaching in high school Validate the effectiveness of the proposed strategy.The main findings are summarized as follows:first,by investigating the main factors restricting the improvement of students 'geographical literacy in the current teaching process,the results show that the students' basic knowledge of geographical subjects is weak,the level of development is uneven,and the regional cognitive methods are relatively simple.The mastery of the knowledge dimension still needs to be strengthened;teachers 'recognition of regional cognition needs to be strengthened,and the pertinence of applying regional cognition teaching strategies is still inadequate;the importance of geography subject needs to be improved,and the systematic growth of teachers needs to be strengthened.Second,according to the existing problems combined with regional cognitive connotation,dimension division,and the characteristics of each dimension,put forward a targeted improvement strategy.First,update ideas,improve subject status,improve teachers 'growth paths and innovative teaching methods,stimulate classroom vitality,and achieve the goal of optimizing the regional cognitive teaching environment;second,cultivate students' awareness of using pictures,knowing how to use pictures,and making good use of pictures,To achieve the goal of improving regional location cognition;third,lay a solid foundation,focus on element connections,complete feature extraction and summarization,form a cognitive system,and achieve the goal of strengthening regional feature cognition;fourth,autonomous "zoning",Understand regional relations and diversified methods,interpret regional differences and switch perspectives,analyze regional connections,and achieve the goal of cognizing the relationship between regional differences and connections;fifth,introduce hot issues,focus on regional development status,create scenarios,and explore regional development processes And develop local materials,apply regional development knowledge,and achieve the goal of enhancing regional development cognition.Third,select four classes for comparative analysis of the effects of applied strategies.The results show that students in practice classes have certain advantages in geographic learning interests,learning skills,geographic thinking development,and regional cognitive learning achievements.Basically verify the proposed strategies.Effectiveness.When a teacher chooses a strategy for regional cognition promotion,it is necessary to combine the characteristics of geographic knowledge and the law of students' cognitive development. |
