Research On The Current Situation And Strategies Of High School Students' Geospatial Cognitive Ability Training

The 2017 edition of the geography curriculum standard requires the cultivation of students’ geographical core literacy."Regional cognition" as one of the four core literacy,its basic meaning is to explore the complex and diverse spatial order and rules on the surface of the earth from the perspective of "space-region",As a key ability for students to solve regional geographic problems,geospatial cognition ability runs through the entire process of middle school geography learning,laying a spatial foundation for the development of students’ "regional cognition" literacy and thus becoming an important component of the core accomplishment of geography.Based on it,uses the methods of literature analysis,questionnaire survey,case analysis,experimental research and other methods to systematically study a series of issues such as the composition,training status,training strategies,and implementation effects of geospatial cognition of high school students.And got the following conclusions:(1)According to the existing research literatures,the geospatial cognitive ability index system was constructed.The high school geospatial cognition composes dimensions,including the four first-level dimensions of geospatial element cognitive ability,geospatial pattern cognitive ability,geospatial process cognitive ability,and geospatial decision-making cognitive ability.The division of the level dimension.(2)Survey on the status quo of the development of geospatial cognition of senior high school teachers and the status quo of the geospatial cognition of senior high school students:the problems of teachers’ geospatial cognition:on the understanding of geospatial cognition,some geospatial teachers have different geospatial knowledge There is a lack of degree and the knowledge of geographic disciplines in geospatial cognition needs to be improved.Regarding the recognition of the importance of geospatial cognition,teachers generally believe that most high school students have average geospatial cognition,and high school students should be trained.Geospatial cognition,and teachers of different backgrounds have correlations and differences in the importance of different dimensions of geospatial cognition;most teachers believe that the training of geospatial cognition It is most conducive to the improvement of students’ spatial thinking and learning methods,and the lack of students’ spatial knowledge and low requirements for spatial cognition ability in examinations are the biggest factors restricting the development of geospatial cognition ability,and most geography teachers have high school students’ geospatial cognition.capable Not keep permeated thinking of geography.The main problems existing in the development of students’ geospatial cognitive ability are the lack of scale concept when describing the location of geospatial features;the ability to compare geospatial feature characteristics,analyze the laws of geospatial distribution,and understand geospatial interactions is weak;The overall training situation is not optimistic,and the idea of scale conversion is particularly lacking;the thinking method of using regional comparison to understand the differences between spaces is lacking;the discussion and prediction methods before geospatial decision-making are not good.(3)According to the existing problems,we propose systematically the strategies for cultivating students’ geospatial cognition ability.First,according to the divided geospatial cognition training strategies,the 2017 edition of the new textbook Geography 1 and Geography 2 was integrated based on "spatial cognition".In order to determine the specific content of geospatial cognition training in a macroscopic way;secondly,from strengthening map teaching to cultivate students’ geospatial representation ability;constructing mental maps to cultivate students’ spatial perception ability;establishing geospatial concept system to cultivate students’ geospatial relationship Analytical ability;the use of geographic information technology to cultivate students’ geospatial decision-making ability.The four aspects of general teaching strategies for the development of high school students’ geospatial cognition ability are expounded.Furthermore,based on the ideas and methods of geography disciplines,this paper discusses geospatial recognition.The detailed teaching strategies of eight secondary dimensions under the four subject dimensions of cognitive ability;Finally,a teaching case based on the development of geospatial cognitive ability is designed to supplement the explanation of the strategy.(4)Experiments were carried out on the effectiveness of the improved strategy using comparative experiments and questionnaires.It is concluded that the improved strategies for the development of geospatial cognition ability help students improve their geography performance;stimulate students interest in geography learning;deepen students’understanding of spatial concepts;and can help students improve the geospatial knowledge structure.