The Training Strategy Of Senior High School Students’ Comprehensive Thinking Ability Of Geographical Elements Based On The New Curriculum Standard

The report of the 19 th National Congress of the Communist Party of China put forward seven national strategies,including the strategy of strengthening the country with talents and the strategy of regional coordinated development,which demonstrated the importance of training talents with regional awareness.And with the orderly progress of education reform,regional cognitive literacy came into being,and teachers have made clear the importance of regional cognition.How to implement it in geography teaching is the key to our thinking.Regional cognition is a prominent manifestation of middle school students’ ability to learn geography.Improving the regional cognitive ability of high school students is of great significance for cultivating the core literacy of geography,improving the efficiency of geography learning,and improving the quality of geography teaching.Therefore,it is an inevitable trend for geography classrooms to move toward in-depth teaching.This article uses literature analysis,questionnaire survey,interview,case analysis and other research methods to sort out the relevant content involved in the curriculum standards and textbooks,clarify the areas of high school students such as cognitive training goals,and understand through teacher interviews and student questionnaires The status quo and existing problems of cognitive training in senior high school geographic regions have put forward training strategies based on in-depth teaching ideas and practiced them through their own classes.Firstly,we conducted interviews with a number of geography teachers in the form of interviews,and came to the following conclusions: the interviewed teachers agreed that the current high school students’ regional cognition rests on simple cognition and description,cognitive differences in different grades,and individual geography subjects There are significant differences in literacy.All teachers are interested in cultivating students’ regional cognition in the classroom,but the effect is not satisfactory.At the same time,there are many factors that affect the cultivation of students’ regional cognition.Through the test of the second-year students of Qingjiang Middle School,the analysis found that the students’ regional cognitive ability is low,at the first and second levels.The specific problems are as follows: the regional knowledge is weak,and the in-depth learning cannot be directly carried out.The learning process Passive,learning efficiency needs to be improved,heavy dependence on teachers,limited time in high school,high pressure to enter higher education,and insufficient attention to geography.Based on the analysis of the status quo of regional cognition training,combined with in-depth teaching theory,the following optimization strategies are proposed: reconstruct the content of teaching materials and find the main line of the classroom;base on the real situation and enrich teaching resources;improve teaching methods to stimulate learning interest;Harmony runs through and sublimates regional cognition;summarizes geographic laws and builds regional cognition;develops geographic practice to realize knowledge transfer;makes good use of evaluation mechanisms to enhance learning motivation.Based on the above strategies,the teaching design was carried out in the section of "The influence of cross-regional transfer of resources on regional development-Taking my country’s south-to-north water transfer as an example" in the optional compulsory geography of the Lu Jiao edition,and the teaching was carried out in the class to verify the region.The feasibility and effectiveness of cognitive in-depth teaching strategies.