Study On The Formation Of Cognitive Impairment In Geography Learning In High School Students And Its Countermeasures

Geographical cognitive disorder refers to the difficulty and deviation of students in the cognitive understanding of geographical knowledge and geographical methods,the inability to find the connection points between the old and the new knowledge,or the deviation in the connection,resulting in the failure to form or error in the knowledge network.On the one hand,it is helpful for the teacher system to improve the traditional teaching mode,optimize and innovate teaching methods,break through teaching difficulties,and improve the effectiveness and pertinence of teaching.On the other hand,it helps students to improve their learning efficiency and learning ability and develop their core geographic literacy.Guided by Anderson's educational goal classification theory and combined with the basic requirements of geography teaching in Shanghai senior high schools,this paper constructs a cognitive assessment scale adapted to geography from the perspective of cognitive process,so as to provide reference and basis for the measurement of geographical cognitive impairment in senior high school students.At the same time,the "atmosphere" article,for example,high school students in Shanghai geographical cognitive impairment were investigated,based on students exposed in the test of cognitive impairment,through interviews,students explore the geographic learning mechanism and causes of cognitive impairment,and the teachers' teaching strategies accordingly and provide advice and guidance of students' learning strategies.Based on the test findings,the study found that the overall level of geographical cognitive impairment of high school students in Shanghai was relatively high,and the individual differences were great.The degree of use disorder was significantly higher than that of comprehension and memory disorder,among which the degree of comparison disorder and map cognition disorder were significantly higher than others.There was a big difference in the degree of cognitive impairment between schools,and the level of chart comprehension and application disorder in district model high schools was higher than that in city model high schools.The cognitive impairment of "planetary wind system","monsoon" and "world climate type" was the highest.Through interview students,analysis of cognitive impairment,the author thinks that the cause of the high school geography cognitive impairment including cognitive schemata are biased,only learn knowledge,geographical representation transformation and processing problems,lack of time-space,and the absolute and relative lack of consciousness.In this regard,the author puts forward the solution strategies of organizing multi-angle schema,focusing on the essential characteristics of knowledge,presenting the transformation and processing process of geographical representation,showing the spatiotemporal changes,and emphasizing the absolute and relative differences.