Research On The Using Map To Cultivate Senior High School Students Regional Cognitive Literacy

In the context of the implementation of the new curriculum reform for several years and the promotion of liberal education,various disciplines have followed the trend of educational development and proposed the cultivation of students’ core disciplinary literacy,and regional cognition as one of the core competencies of the geography discipline,the aim is to train the students to understand the geographical environment from the point of view of space-region,so that they can view the regional affairs from different angles and solve the problems of regional development.As the second language of geography,map can visually and vividly present the characteristics of regional space,and at the same time it has the functions of cognition,simulation,loading and transmission,which can effectively transmit geographic information,helping students solve real-life geography problems.Therefore,the study of the relationship between regional cognition and map is an important direction to solve the problem of regional cognition training.On the basis of sorting out,reading and analyzing the literature,this paper determines that the main content of this paper is to use the map to cultivate the regional cognitive literacy of high school students.The details are as follows:Firstly,the concept of map and regional cognition is defined,and the research is carried out under the guidance of geography teaching media theory,modern cartography and construction learning theory.The knowledge,simulation,load and transfer functions of the map are described in detail,it is found that the map can strengthen the regional concept,present the regional geographical position,highlight the characteristics of regional geographical things,help the analysis of regional differences and connections,and promote the evaluation of regional development.Based on the test of students and the interview of teachers,this paper finds out the problems existing in the training of regional cognition,which are as follows: the students’ regional concept needs to be strengthened,and their ability of positioning by using maps is weak,the region location is fuzzy,the effective information can not be generalized from the map,the regional features are carried out,the analysis of regional differences and connections is incomplete by using the map,and the ability of map abstraction and generalization is weak,the evaluation and analysis of regional development are incomplete.The main reasons are that the students don’t have a good grasp of the basic knowledge of map,they don’t pay enough attention to the map,they are not interested in it,and the teachers have different teaching styles.Finally,three principles of map application are put forward: gradualness,situation and flexibility,and specific teaching measures are put forward,including: arousing interest,clarifying map function,strengthening the guidance of map reading method;Using the map to recognize the region,strengthen the concept of the region,optimize the combination of the map,build a complete cognitive structure of the regional position,strengthen the factor analysis,highlight the regional characteristics,the combination of graphics and text,assist the analysis of regional differences and connections;Creating situation and promoting regional development.And design teaching cases for implementation.In this paper,after using the map to cultivate high school regional cognitive literacy research,we found that it can not only improve the map and regional cognitive research theory,but also map-assisted geography teaching,it is of great significance to improve the teacher’s ability to use the map efficiently in class,to improve the teaching effect and to help students solve the realistic regional geography problems.