| With the implementation of the new curriculum standards and the continuous implementation of the concept of quality education,it is now normal for multimedia means to enter the classroom.Among them,video resources are very important curriculum resources,and video teaching has become a universal teaching method.The appeal of the new curriculum reform to cultivate the core literacy of students ’geography has also brought new challenges to teachers’ teaching.As a concise and efficient teaching method,short video-assisted teaching has rich sources and extensive content,and will also play an increasingly important role in cultivating students’ core geographic literacy.On the basis of summing up the previous research results,this study aims at studying how to appropriately use short video to assist teaching to improve students’ regional cognitive literacy.In view of the short video teaching in the cultivation of geographic core literacy of "regional cognition" Based on the application status and shortcomings of short video teaching,this paper analyzes and studies common senior high school geography curriculum standards(2017 edition)and common senior high school geography compulsory teaching materials,based on the connotation of core literacy of regional cognition and its curriculum The goal is to integrate the content of regional cognition in each chapter of the compulsory textbook for senior high school geography,and to collect and organize short video materials based on regional cognition core literacy that can be used for teaching through multiple channels.The classification and selection are analyzed and integrated to summarize the ways in which short videos based on regional cognitive literacy can be used in teaching.In order to meet the needs of teaching practice,collect,organize,edit and produce video resources based on regional cognition core literacy for teaching,produce related courseware and instructional design for teaching content,and conduct teaching practice and observation in high school geography classroom.Teaching implementation and feedback during the semester,summarizing the main functions and limitations of short video teaching in the development of regional cognitive literacy,and give corresponding countermeasures.After research and conclusion,it is concluded that short video teaching has advantages such as being intuitive,easy to stimulate students ’interest in learning,motivating students’ classroom enthusiasm,and improving classroom teaching efficiency,it is concluded that in the area of cultivating students’ regional cognitive literacy,short videos can provide intuitive display of regional characteristics and internal elements,as well as provide students with methods and tools for cognizing regions,as well as providing many The regional development and utilization and regional decision-making cases are suitable for the students’ regional cognitive literacy training requirements.But in general,short video-assisted teaching still has certain limitations,such as improper use,easy to deviate from teaching goals,and difficult to reasonably grasp in the teaching process.During classroom teaching time,students are prone to immersion and fall into excessive dependence on short videos.In response to the above problems and limitations,corresponding countermeasures are proposed.For example,when teachers use short videos to assist teaching,they should pay attention to correctly grasp the teaching goals,correctly understand the status and value of short videos in teaching,avoid excessive dependence on videos,and pay full attention to the role of teachers,Combine the presentation of short videos with the guidance of teachers,and at the same time pay attention to issues such as reasonable arrangements for classroom teaching time.The purpose of this research is to assist teachers to make reasonable use of video teaching,improve students ’regional cognitive literacy,develop more video resources,and use various short video methods to promote a variety of teaching methods and promote students’ in-depth understanding and mastery of knowledge.To meet the requirements of the new curriculum reform. |
