Geography Teaching for the Transition from Junior to Senior High School Based on the Cultivation of Regional Cognitive Literacy

Abstract

This study designed a geography teaching for the transition from junior high school to senior high school based on regional cognitive literacy, focusing on aspects such as concept construction, regional comparison, and multi-source information integration. Through progressive concept construction, students have significantly improved their understanding of regional element identification and the interrelationships among elements. In the regional comparison exercises, students gradually mastered the unified standards, better analyzed information such as natural conditions and economic structures among different regions, and were able to conduct more logically rigorous, comprehensive comparisons. In the multi-source information integration training, students utilized various types of information such as remote sensing images, topographic maps, and statistical data, enhancing their comprehensive interpretation and analysis capabilities of regional issues. Overall, bridging teaching has effectively enhanced students’ abilities in regional cognition, comparative analysis, and information integration, laying a solid foundation for geography learning in high school.