Improving The Regional Cognition Level Of High School Students Based On The Idea Of Geographical Scale

Regional cognition plays a linking role in the three-level composition of the core literacy of geography.At present,the strategies to improve regional cognition are mostly focused on the level of knowledge mastery and problem-solving skills,and rarely rise to the level of thinking and methods of geography.Students’ regional cognition levels are uneven,and their knowledge is scattered and complex.In the face of real-world geographical problems,there is a widespread phenomenon of blindly applying geographical principles and laws,lacking necessary and scientific geographical thinking and analysis methods.In September 2022,Sichuan Province officially entered the ranks of the new college entrance examination,and research on new courses and new textbooks is still shallow.Scale thinking is a unique perspective for geography to study and express the world.Teaching geography courses around scale thinking can help students to think and analyze geographical issues from the nature of the discipline,which not only reduces the burden of learning,but also grasps the process of knowledge structure in a systematic and orderly manner.Thereby improving the level of regional cognition and promoting the formation of core literacy.After sorting out the research background,significance and present situation,this paper determines the research ideas and paths,mainly using literature research,questionnaire survey,content analysis,case analysis,quasi-experiment method and classroom observation method.First,the core concepts of the research,geographical scale thought and the main contents of regional cognition,are relatedAfter sorting out the research background,significance and present situation,this paper determines the research ideas and paths,mainly using the methods of literature research,questionnaire survey,content analysis,case analysis,quasi-experiment and classroom observation.Firstly,it defines the core concepts of the research,the main contents and relations of regional cognition,and expounds the main theoretical basis adopted in the research;Through the questionnaire survey to find out the current situation and main problems of the application of scale thinking in regional geography teaching by high school geography teachers in this city,thus providing practical basis for the development of this study.Combined with theoretical guidance and practical problems,a path to use scale thinking to improve regional cognitive literacy is proposed.And takes "comprehensive management of ecologically fragile areas" in "Regional Development" as a teaching case demonstration.Finally,it summarizes the conclusions of this study and puts forward future prospects.The main conclusions of this study are as follows:(1)The objective factors that restrict teachers’ use of scale thinking in teaching mainly include that the scale thinking in curriculum standards and textbooks is not obvious,and the subjective factor is the lack of specific strategies;(2)According to the above objective factors,the core concept of the new textbook Regional Development is determined,and a big concept system is constructed,in which the scale idea,core literacy,core concepts and curriculum content are related;(3)According to the above subjective factors,the paper puts forward the specific ways to improve the regional cognitive level by integrating the idea of scale into regional geography teaching,which mainly include: By means of scale division,deepening the cognition of location and map;Build a conceptual system to achieve advanced learning;Clear teaching objectives and implement reverse teaching design;Carry out multidimensional evaluation and diagnose the attainment of literacy;Create real situations and study deeply around the theme.