Research On The Cultivation Of Cognitive Literacy Of Geographical Areas In Senior Middle Schools Based On Theme Teaching

At present,with the development of the core literacy of the subject and the formulation and publication of the “General High School Geography Curriculum Standards”(2017 edition),regional cognitive literacy,which is one of the core literacy of geography,has become the focus of attention.Regional cognitive literacy emphasizes the good qualities such as long-term and relatively stable knowledge,ability,and emotional values that students possess in the course of learning geography.So how to cultivate students' regional cognitive literacy is what we need to pay attention to and study.As a teaching method under question-based teaching,thematic teaching can connect related knowledge points to form a complete and systematic goal and content system,prevent the fragmentation of teaching,promote deep learning,and enhance the core of geography Literacy.The research ideas of this article are as follows: First,based on the literature review,clarify the core concepts of this article “regional cognitive literacy”and “theme teaching”;second,from the perspective of teaching,analyze the teaching goals,content and Teaching situation,and combed and analyzed the structure of subject teaching;Third,construct a classroom teaching observation scale for regional cognitive literacy training in high school regional geography teaching;fourth,use the scale to observe and analyze the current teaching status of regional cognitive training in China;fifth,based on the structure of subject teaching The theme teaching strategy of cultivating regional cognitive literacy;finally,the theme of “regional location”is used as a design case of regional cognitive literacy training,and specific training strategies are carried out.Through the above research,it is found that the following problems still exist in the cultivation of regional cognitive literacy:(1)I do not attach importance to using maps and other tools to guide students to describe the location of the region in a comprehensive manner;(2)lack of awareness of the regional division of students;(3)can not create a suitable situation for students to analyze Regional characteristics;(4)Lack of methods to guide students to independently compare and summarize regional differences and connections;(5)Ignore the guidance of students' concepts,and the awareness of regional evaluation and prediction is weak.Finally,the strategy of cognitive literacy training in high school geographical areas based on theme teaching is as follows:(1)the choice of thetheme: reflecting the regional cognitive thinking process;(2)the design of the subject teaching goals: fully paying attention to regional logical thinking and advanced Level;(3)organization of thematic teaching content: integrating curriculum resources,highlighting the focus of regional cognitive literacy cultivation;(4)creation of thematic teaching context: creating a type of context based on regional attributes;(5)design of thematic teaching activities :student-centered,emphasis on regional inquiry and guiding thinking Construction;(6)Evaluation of thematic teaching: Summarizing regional methods,focusing on the development of students' regional values.