Development Of Geographical Micro-curriculum For Cultivating Regional Cognitive Literacy Of Senior Middle School Students

With the development of a new round of curriculum reform in senior high schools,senior high school geography proposes to cultivate studentsundefined four core qualities.As one of the core qualities of geography,regional cognitive literacy is a necessary quality and key ability for students to learn geography.As the product of the information age,micro-class can provide teachers and students with a good means of teaching or learning.In this paper,this paper studies the development of microlessons to cultivate senior high school studentsundefined regional cognitive literacy,in order to construct a feasible way to cultivate regional cognitive literacy.It provides some reference and guidance for geography teachers to use microlessons to cultivate studentsundefined regional cognitive literacy.This study mainly adopts literature research method,questionnaire and interview survey method,practical research method.Firstly,the concepts of micro-class and regional cognitive literacy are defined by literature research method,the related research status is summarized,and the feasibility and necessity of cultivating regional cognitive literacy in micro-class are analyzed.Secondly,questionnaire and interview survey are used to carry out a preliminary survey on the development of microlessons for senior high school students and teachers to cultivate their regional cognitive literacy.Then this paper puts forward that the development of microcourses to cultivate senior high school studentsundefined regional cognitive literacy should follow six principles: regional space,development,thought,comprehensiveness and practicality.This paper develops and designs two types of microclasses to cultivate studentsundefined regional cognitive literacy,combs the process and application mode of the development of the two kinds of microclasses,and on this basis,takes the compulsory three as an example to explore the contents of the developable microclasses.The corresponding microteaching cases are developed.Finally,the experimental class and the control class are set up to carry out the practical effect test research,and the teaching effect is tested and evaluated through the test questions test and the interview with the students.The practice results showthat the developed micro-class can promote the cultivation of regional cognitive literacy of senior high school students to a certain extent,and micro-class is a feasible way for senior high school students to cultivate regional cognitive literacy.A preliminary investigation on the development of microlessons for senior high school students and teachers was carried out to cultivate senior high school studentsundefined regional cognitive literacy.Then this paper puts forward that the development of microcourses to cultivate senior high school studentsundefined regional cognitive literacy should follow six principles: regional space,development,thought,comprehensiveness and practicality.This paper develops and designs two types of microclasses to cultivate studentsundefined regional cognitive literacy,combs the process and application mode of the development of the two kinds of microclasses,and on this basis,takes the compulsory three as an example to explore the contents of the developable microclasses.The corresponding microteaching cases are developed.Finally,the experimental class and the control class are set up to carry out the practical effect test research,and the teaching effect is tested and evaluated through the test questions test and the interview with the students.The practice results show that the developed micro-class can promote the cultivation of regional cognitive literacy of senior high school students to a certain extent,and micro-class is a feasible way for senior high school students to cultivate regional cognitive literacy.