基于“问题链”创设的高中地理区域认知素养培养的研究

基于“问题链”创设的高中地理区域认知素养培养的研究摘要：

地理学是人类学习环境与发展的一门重要学科，而在高中阶段，地理学习的目标主要是培养学生的地理区域认知素养。然而，在传统的地理学习中，学生往往只是被动地接受知识，缺乏问题意识和问题解决能力，导致他们对地理现象和问题的认知程度有限。因此，本研究提出了一种基于“问题链”的地理学习模式，通过问题的串联、分层和深化，激发学生的问题意识和创造力，帮助他们充分认识到地理领域所面临的种种问题，并培养他们的问题解决能力，提高地理区域认知素养。

本研究采用问卷调查、案例分析和实验研究等方法，对“问题链”地理学习模式的有效性及其对高中生地理区域认知素养的影响进行了探究。研究结果显示，基于“问题链”的地理学习模式能够提高学生的问题解决能力和创造力，促进他们对地理现象和问题的深度理解，提高其地理区域认知素养。因此，我们建议教师在地理教学中采用“问题链”模式，充分激发学生的问题意识，提高他们对地理领域的兴趣和热情，从而更好地达到培养地理区域认知素养的目的。

关键词：问题链；高中地理；区域认知素养；地理学习模式；问题意识

Abstract：

Geographyisanimportantsubjectforhumantolearnabouttheenvironmentanddevelopment.Inhighschool,thegoalofgeographylearningismainlytocultivatestudents'regionalcognitiveliteracy.However,intraditionalgeographylearning,studentsoftenpassivelyreceiveknowledge,lackingproblemawarenessandproblem-solvingability,leadingtotheirlimitedunderstandingofgeographicphenomenaandissues.Therefore,thisstudyproposesageographylearningmodelbasedon"problemchain",whichstimulatesstudents'problemawarenessandcreativitythroughproblemlinking,layering,anddeepening,helpsthemfullyunderstandthevariousissuesfacedbythegeographyfield,andcultivatestheirproblem-solvingabilityandimprovestheirregionalcognitiveliteracy.

Thisstudyusedquestionnairesurveys,caseanalysis,andexperimentalresearchmethodstoexploretheeffectivenessofthe"problemchain"geographylearningmodelanditsimpactonhighschoolstudents'regionalcognitiveliteracy.Theresultsshowedthatthegeographylearningmodelbasedonthe"problemchain"couldimprovestudents'problem-solvingabilityandcreativity,promotetheirdeepunderstandingofgeographicphenomenaandissues,andimprovetheirregionalcognitiveliteracy.Therefore,wesuggestthatteachersadoptthe"problemchain"modelingeographyteaching,fullystimulatestudents'problemawareness,andimprovetheirinterestandenthusiasminthefieldofgeography,soastobetterachievethegoalofcultivatingregionalcognitiveliteracyingeography.

Keywords:problemchain;highschoolgeography;regionalcognitiveliteracy;geographylearningmodel;problemawarenesInthetraditionalmethodofteachinggeography,studentsareoftenpassivelylisteningtolecturesandmemorizingfactualinformation.However,thismethodfailstoengagestudentsincriticalthinkingandproblem-solvingskills.Therefore,weproposethe"problemchain"modeltoenhancestudents'problemawarenessandpromoteactivelearningingeography.

Theproblemchainmodelisbasedontheideathatgeographicphenomenaandissuesareinterconnectedandcanbeexplainedthroughasequenceofproblems.Bypresentingaseriesofproblemstostudents,teacherscanguidethemtoexplorethecausesandconsequencesoftheseproblems,andanalyzethedifferentfactorsthatcontributetothem.Forexample,iftheproblemis"urbansprawl,"teacherscanaskstudentstoexaminethefactorsthatcontributetoit,suchaspopulationgrowth,transportationinfrastructure,andlanddevelopmentpolicies.

Throughtheproblemchainmodel,studentscandevelopadeeperunderstandingoftherelationshipsbetweendifferentgeographicphenomenaandissues.Thisapproachalsoencouragesstudentstothinkcriticallyabouttheimplicationsofthesephenomenaandissues,andhowtheyimpacttheenvironment,society,andeconomy.

Moreover,theproblemchainmodelcanimprovestudents'regionalcognitiveliteracy,whichreferstotheirabilitytounderstandandappreciatethecomplexityofregionalsystemsandprocesses.Bystudyingarangeofgeographicphenomenaandissues,studentscandeveloparegionalperspectivethathelpsthemtounderstandtheinterconnectednessofregions,andhowdifferentregionsinteractwithoneanother.

Inconclusion,theproblemchainmodelisavaluabletoolforhighschoolgeographyteacherstoenhancestudents'problemawarenessandpromoteactivelearning.Byadoptingthismodel,teacherscanencouragestudentstothinkcriticallyaboutgeographicphenomenaandissues,andimprovetheirregionalcognitiveliteracy.ThisapproachcanultimatelyleadtoamoreengagedandinformedcitizenrythatiscapableofmakinginformeddecisionsaboutthecomplexissuesfacingourworldtodayMoreover,applyingtheproblemchainmodelcanalsohelpstudentsdevelopimportantskillssuchasresearch,analysis,andcommunication.Throughinvestigatingaproblemandidentifyingitsvariouscomponents,studentslearnhowtogatherandsynthesizeinformationfrommultiplesources.Theyalsolearnhowtoanalyzethedatatheyhavecollected,drawconclusions,andcommunicatetheirfindingseffectively.Theseskillsareessentialinaworldwhereinformationisabundant,andtheabilitytointerpretandcommunicateitishighlyvalued.

Anotheradvantageoftheproblemchainmodelisthatitencouragesactivelearning.Ratherthanrelyingsolelyontextbooksandlectures,studentsareactivelyinvolvedinsolvingproblems,whichmakesthelearningprocessmoreengagingandenjoyable.Themodelalsopromotesteamworkandcollaboration,asstudentsworktogethertogatherinformation,analyzedata,andpresenttheirfindings.Theseskillsarerelevantnotonlyforgeographybutalsoforothersubjectsandinreal-lifesituations.

However,therearesomepotentialchallengesinimplementingtheproblemchainmodel.Oneofthemaindifficultiesisidentifyingappropriateproblemsthatarerelevanttothestudentsandappropriatefortheleveloflearninginaparticularclass.Itcanalsobechallengingtocreateaclearproblemchainandensurethatstudentshaveaccesstothenecessaryresourcestocompletetheproject.However,thesechallengescanbeovercomewithcarefulplanningandpreparation.

Insummary,theproblemchainmodelisavaluabletoolforhighschoolgeographyteacherstoenhancestudents'problemawarenessandpromoteactivelearning.Itisastudent-centeredapproachthatcanhelpstudentsdevelopessentialskillssuchasresearch,analysis,andcommunication.Despitesomepotentialchallenges,implementingtheproblemchainmodelcanleadtoamoreengagedandinformedcitizenrythatiscapableofmakinginformeddecisionsaboutthecomplexissuesfacingourworldtodayOnepotentialchallengeofimplementingtheproblemchainmodelinhighschoolgeographyclassesistheneedforeffectiveteachertraining.Itisessentialforteacherstounderstandthefundamentalsoftheproblemchainmodelandbeabletoeffectivelyguidestudentsthroughtheprocess.Teachersmustalsobeabletofacilitatediscussionsinaconstructiveandrespectfulmanner,particularlywhenaddressingsensitiveorcontroversialtopics.

Anotherchallengeisthepotentialforstudentstobecomeoverwhelmedbythecomplexityofsomeglobalissues.Teachersmustbemindfulofstudents'emotionalandmentalhealthastheynavigatedifficulttopicssuchasclimatechange,resourcedepletion,andsocialinequality.Providingappropriateresourcesandsupportcanhelpstudentsfeelmoreconfidentintheirabilitytounderstandandaddressthesechallenges.

Despitethesechallenges,theproblemchainmodelisaneffectivewaytoengagehighschoolgeographystudentsincriticalthinkingandproblem-solving.Byprovidingastructuredframeworkforexploringglobalissuesandtheirinterconnectedness,studentscandevelopadeeperunderstandingofthecomplexitiesoftheworldaroundthem.Thisapproachcanalsohelpstudentsdevelopasenseofagencyandempowerment,astheyactivelyengageinfindingsolutionstosomeofthemostpressingissuesfacingourplanet.

Inconclusion,theproblemchainmodelisavaluabletoolforhighschoolgeogr