Optimization Strategy Of High School Geography Teaching Based On Regional Cognitive Literacy

With the advent of the information age,traditional educational concepts are difficult to adapt to the development needs of the new era.Currently,there is an urgent need for reform and innovation in educational concepts in order to better adapt to the increasingly complex social changes and play a leading role in education.In the late 20th century,the three major international organizations,UNESCO,OECD,and the European Union,successively proposed the concept of core literacy,which led to the reform of basic education curriculum in countries around the world.In 2017,China issued a new geography curriculum standard,which established regional cognition,geographical practical ability,human-earth coordination concept,and comprehensive thinking as the four core competencies of the discipline.With the continuous deepening of research on geographical core literacy in China,core literacy has shifted from theoretical research to practical research,and teaching objectives have also shifted from three-dimensional goals to literacy goals.But in the process of implementing core competencies,some problems and shortcomings have gradually emerged.How can teaching efficiently cultivate students’ core competencies? What are the shortcomings of current teaching? Therefore,based on regional cognitive literacy,investigating and understanding the shortcomings of current high school teaching in cultivating regional cognitive literacy,exploring more comprehensive geography teaching strategies,is of great significance for efficiently cultivating students’ core literacy.This article summarizes and studies relevant literature,and based on previous theories,uses literature research methods,questionnaire surveys,test diagnosis methods,and text analysis methods to investigate the current situation of cognitive cultivation in high school geography teaching areas in Changde City.It identifies the shortcomings of literacy teaching,and combines research on regional development textbooks of the People’s Education Press to explore the mode of textbook analysis.Based on research conclusions,it proposes teaching optimization strategies,And write relevant teaching cases based on the proposed strategies.This article mainly includes the following seven parts:Part 1: Introduction,mainly elaborates on the research background,significance,purpose,content,and methods of the article,providing ideas for subsequent research.Part 2:Conceptual Definition and Theoretical Basis,defining concepts such as geographic core literacy,region,regional cognition,teaching strategies,and geographic teaching strategies,and clarifying relevant theoretical foundations.This article uses constructivist learning theory,recent development zone theory,geographic teaching design theory,and learning transfer theory as practical guidance theories.Part 3:Current Situation Survey,investigating the current status of regional cognitive literacy cultivation in high school geography teaching.Through the survey,it was found that students have low regional cognitive level and need to be improved;Inability to effectively utilize regional research methods for geographic learning;Weak regional information processing and analysis capabilities.Teachers have insufficient understanding and research on regional cognitive literacy;The awareness of systematically cultivating regional cognition in stages is weak;Focusing too much on students’ knowledge level learning and relatively neglecting the cultivation of literacy;Insufficient emphasis on teaching students regional research methods in teaching.Part 4: Text analysis,analyzing and researching the geography curriculum and textbooks to clarify the requirements for regional cognitive cultivation;Explore the relationship between teaching,textbooks,and regional cognitive literacy cultivation,and explore the analysis mode of textbooks.Part 5: Teaching principles and strategies.Based on the survey conclusion and textbook analysis model,the teaching principles of interest,typicality,liveliness,and comprehensiveness are proposed.By studying the geography curriculum standards,the teaching objectives are reasonably set;Based on textbook analysis,choose appropriate teaching methods;Using typical cases to promote students’ learning transfer;Utilize knowledge visualization to sort out regional basic knowledge;A teaching strategy that integrates geographical practice and helps improve regional literacy.Part 6: Case design.Taking Comprehensive Management of Ecological Vulnerable Areas and Comprehensive Management of resource depletion Cities as examples,design teaching cases and apply the proposed strategies to the cases to test the feasibility of the strategies.Part 7: Conclusion and outlook,including main conclusions,shortcomings,and prospects.