Research On The Method Of Cultivating Geospatial Cognitive Ability Of High School Students Based On Core Literacy

Good geospatial cognitive training is a key guarantee to promote the formation and development of core literacy in the geography curriculum,and is the key to students’ ability to analyze and solve problems.Focusing on the cultivation of geospatial cognitive ability can help students understand and appreciate the world they live in from the perspective of geography,thus implementing the teaching purpose of learning geography that is useful for lifelong development.The cultivation of geospatial cognitive ability is an essential and key element in geography teaching,but it does not receive the attention it deserves due to many constraints.Therefore,it is of great practical significance to study how to better cultivate students’ geospatial cognitive ability.In this context,using the research methods of literature analysis,questionnaire survey and data analysis,this paper makes a systematic and in-depth study on a series of problems such as the constituent elements,training status,training methods,implementation cases and implementation effects of senior high school students’ geospatial cognitive ability.（1）On the basis of defining the concept of geospatial cognitive ability,this paper makes an overall division of its components,namely,geospatial element cognitive ability（including element location cognitive ability,element feature discernment ability and element combination generalization ability）,geospatial pattern cognitive ability（including spatial distribution cognitive ability and spatial structure cognitive ability）and geospatial decision cognitive ability(including representation（including the ability to use tools and the ability to make geographical decisions）.At the same time,the requirements of geospatial cognitive ability in the high school geography curriculum standards and its overall representation in the teaching materials are also sorted out.（2）The results of student questionnaires and teacher interviews were used to analyze the current situation of developing geospatial cognitive ability of high school students,and the following conclusions were drawn.First,students’ mastery of the elements in geospatial cognitive ability varies,with good mastery of elemental feature discrimination and geographic decision-making cognitive ability,but low mastery of elemental location cognitive ability and geospatial structure cognitive ability.Second,on the whole,secondary school students’ geographic knowledge reserves are lacking and their level of geospatial cognitive ability is generally low.Third,some teachers lack professional subject knowledge,which also becomes an important constraint to develop students’ geospatial cognitive ability.Fourth,many factors affect teachers’ choice of teaching methods,and teachers’ teaching methods need to be improved,mostly using traditional teaching methods such as board books and using geography atlases.（3）According to the current problems in the process of cultivating geospatial cognitive ability of high school students and the root causes of the problems,the methods of cultivating geospatial cognitive ability are systematically proposed: firstly,skillful map reading and mapping to stimulate learning interest;secondly,field study to cultivate geographic concepts;thirdly,using modern technology to assist geography teaching;fourthly,using mind maps to improve knowledge structure.And according to these four basic teaching methods,three teaching cases were designed.（4）The effectiveness of the implementation of the geospatial cognitive ability development method was verified through an empirical study,and the results showed that the learning achievement of the experimental class and the control class had a large difference.The relationship between the improvement of teaching performance and the teaching method proposed in this paper was verified by means of hypothesis testing,and it was found that the teaching method provided in this paper was effective in improving students’ learning performance and could significantly promote the level of students’ geospatial cognitive ability,especially students’ spatial pattern cognitive ability,but the effectiveness of students’ spatial element cognitive ability was the least significant.