Research On The Cultivation Of Senior High School Students’ Regional Cognitive Literacy Based On The Problem-based Teaching Classroom Evaluation Scale

The General Senior High School Geography Curriculum Standard(2017 Edition)proposes to strengthen the application of "problem-based teaching" in the classroom.In2014,the Ministry of Education stipulated that the cultivation of core literacy should be regarded as the highest goal of geography curriculum reform,in which regional cognitive literacy is an important part of geography core literacy and the basic literacy that students should have to learn geography well.Problem-based teaching and the cultivation of regional cognitive literacy complement each other.Through problem-based teaching,students’ problem awareness can be fully cultivated,laying a foundation for them to better discover regional problems in life.Therefore,under the guidance of geography curriculum and teaching theory,constructivism learning theory,cognitive learning theory and nearest development zone theory,this paper combines problem-based teaching with regional cognitive literacy,constructs a classroom evaluation scale of problem-based teaching based on regional cognitive literacy training according to the five teaching links of problem-based teaching and the content orientation of regional cognitive literacy and problem-based teaching,formulates an evaluation grade of 1-5,selects classroom records and teaching designs that conform to regional geography problem-based teaching,and diagnoses them as diagnostic objects,analyzes the current situation and existing problems of regional cognitive literacy training under problem-based teaching,and puts forward corresponding training strategies for specific problems.The results show that most teachers can select problem situations that are relevant to students’ life,full of life and interest,and the problem design has a clear logical main line,layers of depth,and highlights.At the end of the problem-based classroom,students’ regional geography learning can reach the basic qualified standard,but there is still a lot of room for improvement.The main problems are as follows: the questioning nature of the geographical situation is not prominent,the selected situation is mostly used to introduce the background related to the topic,and the situation can be discussed weakly.The students’ awareness of the question is low,lack of the process of asking questions independently,and the initiative thinking is weak.The form of problem research is simple,teachers often use programmed words and pictures to explore problems,and geography practicality is weak.Summary and evaluation focus on knowledge results,lack of guidance and evaluation of students’ problem-solving ideas,the process of the method is weak.The completion of transfer and application is low,teachers select exercises to consolidate,and become a mere formality as a link at the end of the class,transfer innovation and observability are weak.In view of the problems,this paper puts forward the optimal training strategies: the geographical situation created by teachers should be questionable,and the problem discovery should take students as the main body.Enriching the ways of problem exploration and paying attention to the guidance of students’ problem-solving methods.Summary and evaluation should be diversified,not limited to teacher evaluation,and pay attention to the transfer and application of thinking methods.This paper is conducive to promoting the reform of geography curriculum,improving the weak integrity of regional geography teaching,improving students’ ability to comprehensively analyze problems and promoting teachers’ professional development.Due to the limited theoretical and practical experience,there are still some shortcomings in the objectivity of classroom evaluation scale and the effectiveness of case design.In the future research,we can further discuss the compilation of regional geography teaching materials under the problem-based teaching mode,the evaluation and diagnosis methods of problembased geography classroom,the teaching strategy of problem chain of regional geography,and the design of problem-based teaching of regional geography in junior middle schools.