Research On The Cultivation Strategies Of Higher-order Thinking From The Perspective Of Regional Cognitive Ability

With the advent of the information age,the requirement for talent training is no longer just an increase in the amount of knowledge it possesses.It also needs to cultivate its thinking and ability to control knowledge and use knowledge to solve problems.Order thinking,which places higher demands on educators.With the promulgation of the General Senior High School Geography Curriculum Standard(2017 Edition),the cultivation of core geography literacy has become the latest goal of geography teaching,and regional cognition is an important part of geography core literacy.The complexity of geographical environment and regional cognitive connotation determines that it is a good soil for the cultivation of higher-order thinking.Therefore,the training and development of higher-order thinking through the teaching of regional cognition-related content is not only a requirement of the current curriculum reform,but also It is the teacher's need to train future social talents.However,the current systematic research on the cultivation of higher-order thinking from the perspective of regional cognition is still incomplete,and some front-line teachers know little about it.Based on this,the article breaks down the constituent elements of regional cognitive ability and combines the relevant requirements of the curriculum standards to establish a theoretical framework of each element and higher-order thinking cultivation,so as to propose the training of students' higher-order thinking from the perspective of regional cognitive ability.Teaching strategies provide a reference for teachers' classroom teaching.Based on the research of related literature,the domestic and foreign research status of regional cognitive ability and high-order thinking are sorted out,and the concept,connotation,and constituent elements are defined,and related theories are used to find out the high-level thinking in regional cognitive ability The concrete manifestation of each of the constituent elements of the structure,and then build a theoretical framework for the cultivation of higher-order thinking from the perspective of regional cognitive ability.Based on this framework,a set of student test papers and teacher questionnaires were compiled,and the results were analyzed to understand the current status of the development of high-order thinking among high school students,so as to identify existing problems and propose targeted training strategies.Finally,the proposed strategy is used for teaching experiment,and its effect is evaluated.The main conclusions are as follows:(1)Based on regional geography theory and related literature,the regional cognitive ability is sorted out the following components:regional pattern cognitive ability,regional positioning cognitive ability,regional correlation cognitive ability,and regional development cognitive ability.And they are further specifically divided into regional division cognitive ability,regional general cognitive ability,regional location positioning ability,regional feature positioning ability,regional difference cognitive ability,regional connection cognitive ability,regional development evaluation ability,and regional development respectively.Decision-making capacity.(2)Based on the composition of horizontal elements,combined with higher-order thinking related theories,and the requirements for the level of regional cognition and academic quality in the curriculum standards,the learning goals of each element are divided into memory/description levels vertically.,Understanding/application level,analysis/evaluation level,decision-making/forecasting level.The first two layers are the basic level for the cultivation of higher-order thinking,which is the basis for the cultivation of higher-order thinking;the latter two are the levels for the application of higher-order thinking,which are the standards for whether higher-order thinking is achieved.It also explains the learning goals and behavioral performance of each element in each layer to facilitate subsequent measurement.(3)Through the test and investigation of the status of higher-order thinking cultivation from the perspective of regional cognitive ability,it is concluded that the proportion of students at the level of memory/description and understanding/application is the largest,and the proportion of students at the level of decision/prediction is the smallest;The achievement level of the thinking level increases with the grade,but the achievement level of the higher-order thinking application level is still low.From the perspective of teachers,teachers have a lower level of understanding of regional cognition and higher-level thinking;Most teachers lack the purpose and pertinence of higher-order thinking.(4)Based on the results of tests and surveys,four training principles of selectivity,contextuality,openness,and drive are proposed,as well as four specific training strategies:update the teaching concept and realize the reconstruction of teaching content;create a good atmosphere,and High-level learning environment;flexible use of regional images for different elements;design-driven problems,and creation of regional problem situations.(5)Finally,based on the proposed training principles and strategies,design related teaching cases,and use the cases to conduct experimental experiments with controlled experiments.The experimental results show that the classroom teaching designed around higher-order thinking training strategies can indeed develop students Higher-order thinking.