Research On Regional Cognitive Literacy Cultivation Based On Problem-based Teachin

In the new round of basic education curriculum reform,my country has officially begun to revise the general high school curriculum,and issued the "General High School Geography Curriculum Standards(2017 Edition)".The curriculum standard has condensed the core literacy of the subject and the core literacy of the geography subject.It must be the ultimate goal of geography education.Regional cognitive literacy is one of the core literacy of geography,which is of great significance for guiding the current geography teaching.Regionality is a distinctive feature of the subject of geography.The cultivation of regional cognitive literacy in teaching is conducive to the formation of a clearer understanding of complex geographical matters for students,and it plays an irreplaceable role in student development.Problem-based teaching has a long history of development.The new curriculum standard also proposes to attach importance to problem-based teaching in teaching and evaluation suggestions.It is an important carrier and means to help students implement core literacy.At present,the application of problem-based teaching to the research of regional cognitive literacy has yet to be broken.Therefore,exploring the cultivation of regional cognitive literacy based on problem-based teaching has value in both theory and practice.First,on the basis of literature research,the constituent elements of regional cognitive literacy are deconstructed and the level evaluation indicators are divided.Secondly,through the questionnaire survey method to understand the current high school students’ regional cognitive literacy level and teaching status;through teacher interviews and classroom observations,to understand the problems and deficiencies in using problem-based teaching to cultivate high school students’ regional cognitive literacy.Then summarize the results of the survey,and construct the principles and strategies for developing regional cognitive literacy based on problem-based teaching based on the general steps of problem-based teaching and the characteristics of each element of regional cognitive literacy.Finally,relevant teaching cases are designed and effect evaluation is carried out to provide a certain reference for the cultivation of regional cognitive literacy under problem-based teaching.The main research results are as follows:(1)Problem-based teaching has unique value in the cultivation of regional cognitive literacy:problem-based teaching is a learning method that conforms to the basic concepts of geography curriculum;problematic situations are the carrier of implementing regional cognitive literacy;geographical problems are the link between context and regional knowledge Bridge;problem-based teaching is in line with the regional cognitive literacy training process;it helps to cultivate the key ability of regional cognitive literacy investigation(2)There are weak links in the training of regional cognition of high school students,especially the improvement of regional positioning ability and regional causality analysis ability,which can be used as the adjustment direction of regional geography teaching in the future;students have not formed a good regional cognitive structure,There is a lack of ability to transfer and apply problems;regional research methods are not comprehensive;when regional characteristics are more complex,a certain comprehensive analysis ability is lacking.(3)According to classroom observations and teacher interviews,the following problems are found when using problem-based teaching to cultivate regional cognitive literacy:the teaching objectives of the affective field have not been implemented well;there is a lack of in-depth teaching on the understanding of regional characteristics;and the analysis is not effective.The regional approach has insufficient mobility.Some teachers have insufficient understanding of regional cognitive literacy;the value of problem-based teaching is not fully explored;regional geography teaching requires more authenticity and integration of the situation,and the selection of materials and the setting of problems consume a lot of time for lesson preparation;high-quality resources The effectiveness of sharing needs to be improved.(4)Under the guidance of the principles of contextuality,geography,inquiry,step-by-step,and pluralism,in accordance with the general process of geographical problem-based teaching,design strategies aimed at cultivating students’ regional cognitive literacy.Following the sequence of pre-preparation-creating a situation-asking questions-problem exploration-consolidation and migration-reflection and evaluation,each strategy was elaborated in detail.(5)Conduct effect evaluation on the implementation of problem-based teaching cases.Experimental methods are used to verify the effects of question-based teaching based regional cognitive literacy training strategies and cases,and the following feedback is obtained:question-based teaching has played a certain role in the development of students’ regional cognitive literacy,especially in regional spatial pattern awareness.The effect of ability and regional association is more significant.The less effective is the students’ mastery of the tools for understanding the region.Teachers need to combine other teaching methods to help students improve.