Research On Deep Learning Of Micro-topic To Cultivate High School Students' Regional Cognitive Literacy

With the promulgation of the new curriculum standard of high school geography,more and more attention has been paid to the cultivation of students' regional cognitive literacy.Micro features of deep learning,as a carrier in the form of a small project for the teaching or learning,refers to the higher-order thinking development and practical problems to solve as learning objectives,integrating knowledge formation micro project content,encourage active and critical approach to learning,to improve the students' cognitive structure,learn the knowledge migration application the purpose of the study.However,there are few studies that combine the deep learning of micro topics with the cultivation of regional cognitive literacy.Therefore,this paper tries to design a feasible teaching structure for deep learning of micro topics to cultivate regional cognitive literacy of high school students,so as to enable students to experience the progressive development of geographical thinking and transform from shallow learning to deep learning,so as to achieve the ultimate goal of cultivating students' regional cognitive literacy.This paper uses literature research on project,deep learning,cognitive quality were summarized,such as using questionnaires and classroom observation to understand the current high school students cognitive literacy cultivation and the depth of the micro project area study current situation and existing problems,and the depth of the design of the micro project learning to cultivate high school students cognitive literacy teaching principle and architecture.Among them,the principles of teaching include: the principle of goal orientation,the principle of information integration,the principle of regional practice,the principle of student subjectivity,the principle of gradation and the principle of evaluation depth.The teaching structure is developed from the deep learning progression before the micro-topic class,the deep learning progression during the micro-topic class and the deep learning progression after the micro-topic class.Based on the above research,this paper proposes specific teaching strategies for deep learning of micro topics to cultivate high school students' regional cognitive literacy according to different types of micro topics,and constructs a corresponding regional cognitive model.Among them,the micro-thematic strategies of regional location cognition include: clearly dividing the basis and expanding the regional perspective;Select appropriate reference,consider the spatial relationship;Pay attention to scale transformation,form pattern consciousness.The cognitive strategies of regional characteristics include: summarizing the regional structure and grasping the dominant factors;Distinguish primary and secondary characteristics and cultivate dynamic vision;Emphasizes the comprehensive analysis,manifests the spatial order.The strategies of regional relevance cognition include: diverse analysis perspectives and comparison of regional differences;Focus on regional factors and analyze interaction;Fully grasp the type,establish regional contact.The cognitive micro-thematic strategies of regional development include: evaluating regional development and establishing the overall concept;Based on the coordination of people,reasonable planning area.The strategies of regional method cognition include: focusing on method mastery and transfer;Encourage the use of tools.Finally,this paper uses the case study method to design a practice case based on the cognitive micro-topic of regional development,and carries out the teaching effect evaluation.According to the evaluation results,deep learning of micro topics can cultivate and improve students' regional cognitive literacy.