| In the context of the development of internet technology and educational informatization,the application of blended teaching mode has always been a research hotspot that researchers pay attention to.In the past decade,relevant research has shown that blended teaching has a positive impact on the learning effectiveness of high school students’ geography.However,there is still a lack of research on combining blended teaching with the cultivation of regional cognition in high school geography.This study combines blended teaching with the cultivation of high school students’ geographical region cognition to optimize high school geography classrooms and improve students’cognitive abilities in geographical regions.This article adopts literature research,questionnaire survey,statistical analysis,and interview methods to demonstrate the advantages of using blended teaching mode to cultivate students’ regional cognitive abilities.It conducts a study on the blended teaching strategy of high school geography based on regional cognition,and the main research results are as follows:Firstly,it clarifies the teaching process of using blended learning to cultivate regional cognitive abilities:conducting independent exploration before class and consolidating regional basic knowledge;Exploring internalization in class to form a regional cognitive structure;Ability transfer after class to improve regional cognitive abilities.Secondly,based on the results of the questionnaire survey and the integration analysis of regional cognition cultivation and blended teaching,combined with the basic theory of blended teaching,as well as the opinions of frontline teachers and guidance teachers,this study proposes improvement strategies for high school geography blended teaching based on regional cognition from the perspective of blended teaching subjects and blended teaching links.In terms of blended teaching subjects,three strategies are proposed from the perspective of teachers:learning the latest educational theoretical knowledge,updating educational teaching concepts,and improving professional abilities;Improve the application ability of modern information technology and fully utilize network resources;Improve the ability to organize and design blended learning,and focus on stimulating students’ interest in learning.Three strategies have been proposed from the perspective of students:fully utilizing digital high-quality educational resources to stimulate learning interest;Strengthening students’ subjectivity and promoting their active construction;Strengthen cooperation awareness and enhance the level of selfconcept construction.Three strategies have been proposed from the perspective of the school:strengthening the construction of network infrastructure and improving the implementation conditions of blended learning;Carry out training activities to enhance the digital literacy of teachers and students;Provide blended teaching and training,improve management and incentive mechanisms.In terms of blended teaching,two strategies are proposed for the pre class stage:providing rich learning resources to stimulate students’ interest in learning;Use task driven approach to improve student engagement.Two strategies have been proposed for the in class stage:selecting appropriate teaching methods based on the teaching content;Construct a mind map and establish a regional cognitive structure.Two strategies are proposed for the after-school stage:improving regional cognitive ability in solving practical problems;Develop evaluation criteria to enhance students’ learning motivation.The third is based on the application strategy of blended teaching in high school geography.Based on the theory and principles of blended teaching,as well as under the guidance of frontline teachers and experts,the second section of Chapter 1,"Regional Integrity and Relevance," of Selective Compulsory Course II was selected for case design and implementation using the blended teaching model,verifying the effectiveness of the strategy.This study provides methodological guidance and practical reference for using blended teaching mode to cultivate high school students’ cognitive abilities in geographical regions,and promotes the application of this teaching mode in high school geography and other disciplines. |
