Research On The Application Of Blended Teaching Mode In Regional Cognitive Literacy Of Senior High School Students

With the rapid development of the Internet,the trend of education informatization is more and more obvious.The proposal of core literacy and the reform of new curriculum promote the innovation of teaching methods and teaching forms,which has affected the development of teaching modernization in China.People began to seek teaching methods that adapt to the transformation of educational information technology,explore new models based on information teaching to optimize teaching effects,cultivate students’ core literacy,and the blended teaching model came into being.Therefore,the blended teaching model came into being.Through literature review and questionnaire survey,the author found that the value appeal of the blended teaching model is consistent with the cultivation appeal of regional cognitive literacy.By enriching classroom activities with online resources,it is possible to visually compare and connect areas and increase the way teachers and students interact.Offline guidance to guide students to deeply understand inter-regional differences and regional development,face-to-face communication in the classroom can shorten the spatial and psychological distance between teachers and students,teachers and students generally accept it,which is conducive to the cultivation of regional cognitive ability.However,there are some problems in geography teaching in senior high schools: first,the application of blended teaching in primary and secondary schools is still in the preliminary exploration stage and has not been effectively promoted.Second,although most teachers have the experience of blended teaching and they have a positive attitude towards blended teaching,due to the limitations of the teaching environment,heavy teaching tasks,and students’ insufficient self-control ability,the blended teaching is carried out less frequently.Third,the blended teaching model lacks process and standardized templates,and geography teachers lack reference examples.For the above problems,this thesis puts forward the principles of blended teaching design based on regional cognitive cultivation,namely the principle of dual masters,the principle of effectiveness,the principle of resource foundation,the principle of scientific nature and the principle of implementability.And corresponding teaching strategies are designed according to the teaching principles: first,improving teachers’ information literacy,and promoting their professional level.Second,raising teachers’ attention to the cultivation of students’ regional cognitive literacy,and striving for the achievement of personalized teaching according to students’ conditions.Third,creating a network resource platform,and improving the blended teaching environment.Fourth,studying the teaching templates,and promoting the process of the blended teaching mode.Fifth,sorting out the problem chain,and clearing the teaching ideas.Sixth,implementing multiple evaluations,and carrying out teaching reflection.After case analysis,it is found that it is feasible to improve regional cognitive ability in the blended teaching mode,and students’ attitude is generally positive towards the application of the blended teaching mode.As a new teaching mode,blended teaching is still in the exploration stage and needs to be implemented step by step.This thesis enriches the theory of high school geography teaching to a certain extent by studying the blended teaching strategy on cultivating high school students’ regional cognition.