| The fundamental task of cultivating virtue and cultivating people is proposed,and the cultivation of core literacy of disciplines has been paid more and more attention by education scholars.Geography mainly studies the relationship between the earth’s surface system and human activities,and plays an important role in promoting social development,the progress of the times,and human growth.Among them,regionality is the basic feature of geography,and regional cognition is an important part of the core literacy of geography,which is the basic idea and method to help people recognize and understand the regional geographical environment.Therefore,cultivating the core literacy of geography is a requirement for implementing the fundamental task of cultivating virtue and cultivating people.However,in the traditional geography teaching mode,there are some problems in the process of cultivating regional cognition,the inaccurate grasp of the components of regional cognitive literacy,and the lack of systematic use of regional methods,etc.,which need to be solved in actual teaching.Therefore,it is important to analyze the composition of regional cognitive literacy in high schools and propose regional cognitive literacy training strategies,which deserve our indepth exploration.This article reviews relevant research on cultivating high school students’ regional cognitive literacy.Based on an understanding of the connotations of regional cognition and an analysis of its three manifestations,the composition of regional cognitive literacy is determined.The content of regional cognitive literacy in the activity systems of compulsory courses 1 and 2,as well as selective compulsory courses 1,2,and 3 in the2019 version of Hunan Education Press’ s high school geography textbook,is analyzed.Based on the division of regional cognitive levels and the needs of high school students,further goals for cultivating regional cognitive literacy are established.Using the elements of regional cognitive literacy composition and cultivation goals,strategies and teaching suggestions for cultivating regional cognitive literacy are proposed.Based on this,a case study of "Comprehensive Management of Ecologically Vulnerable Areas-Taking Desertified Areas in China as an Example" in Chapter 4 of Section 2 of Selective Compulsory Course 1 in the 2019 version of Hunan Education Press’ s textbook is presented.Based on the research,the following conclusions were drawn: 1.Regional cognitive literacy includes six dimensions: regional delimitation awareness,regional location,regional characteristics,regional differences,regional connectivity,and regional development.An analysis of the content of regional cognitive literacy in the 2019 version of the Hunan Education Press’ s high school geography textbook revealed three characteristics: a focus on student development,an emphasis on advanced regional cognitive literacy,and a reliance on typical cases.2.Based on the elements of regional cognitive literacy composition and the division of regional cognitive levels in the new curriculum standards,this article establishes goals for cultivating regional cognitive literacy,providing guidance to geography teachers in classroom teaching and student evaluation.3.Strategies for cultivating regional cognitive literacy are proposed,including creating situations to appreciate the value of regional delimitations,using case studies to change scales,selecting reference objects to describe geographical locations,clarifying regional issues to analyze geographic locations,evaluating geographic locations based on human activities,inducing regional characteristics based on regional cognitive methods,identifying significant signs and symbols of regional geographic phenomena,emphasizing regional connectivity based on key features,clarifying steps for comparing regional differences,selecting suitable methods for comparing regions,understanding inter-regional connectivity based on regional differences,analyzing inter-regional connectivity using "functional regions," proposing developmental suggestions based on clear thinking,evaluating region-based decision-making by role-playing,and improving regional development decision-making through case-studies.4.Teaching suggestions for cultivating regional cognitive literacy are presented,including using maps to accurately extract regional information,grasping the content of regional cognitive literacy through geography textbooks,constructing regional knowledge structures using mind mapping,creating geographic situations to stimulate students’ interest in learning,analyzing regional geographic phenomena based on social hotspots,and actively exploring regional development. |
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