在教育部发布《义务教育地理课程标准（2022年版）》中，明确提出四大核心素养的评价方法选择与使用，要符合诊断学生的学业质量和促进学生发展的基本要求，并针对过程性评价给出了表现性评价的建议。

本研究聚焦于义务教育阶段，研究依据教育政策、教学评价现状、区域认知素养评价需求及单位发展需要，在理论基础上，构建义务教育阶段学生区域认知发展水平表现性评价框架，并据此制定了东莞市松山湖北区学校地理区域认知能力的评价体系总表。

利用“一脑五平台”评价媒介，结合2016-2022年广东省初中学业水平考试的相关试题编制了测试题。通过对初一和初二学生的测试分析发现，学生在区域认知方面存在不同的问题和不足，例如初一学生的地理思维能力不完整，初二学生则在区域尺度判断和图文分析等方面有所欠缺。

研究选取世界地理章节《撒哈拉以南非洲》，融合区域认知表现性评价指标，设计了实践案例，并对2022级学生的区域认知发展水平进行了学期前后测数据的对比，以及与2021级学生的对比。结果表明，2022级学生在多数评价指标上的得分率都有所提高，特别是在“绝对位置定位”和“相对位置定位”、“自然地理要素”等方面的提升最为明显，且学生的区域认知发展水平整体趋向均衡。

在教学实施中，我们根据问题和测评结果，归纳了区域认知表现性评价的培养策略，并结合案例进行了详细阐述，以供一线教师参考。

In the "Compulsory Education Geography Curriculum Standards (2022 edition)" issued by the Ministry of Education, it is clearly proposed that the selection and use of four core literacy evaluation methods should meet the basic requirements of diagnosing students' academic quality and promoting students' development, and it also gives suggestions on performance evaluation for process evaluation.

Focusing on the stage of compulsory education, this study constructs a performance evaluation framework for the regional cognitive development level of students in the stage of compulsory education on the basis of education policies, the current situation of teaching evaluation, the evaluation needs of regional cognitive literacy and the development needs of units, and accordingly formulates a general evaluation system for the geographical regional cognitive ability of schools in Songshan Lake North District of Dongguan City.

Based on the evaluation media of "One brain and five platforms", the test questions were compiled based on the relevant questions of Guangdong junior middle School academic Proficiency Examination from 2016 to 2022. Through the test analysis of students in Grade one and grade two, it is found that students have different problems and deficiencies in regional cognition. For example, students in grade one have incomplete geographical thinking ability, and students in grade two have deficiencies in regional scale judgment and graphic analysis.

The study selected the world geography chapter "sub-Saharan Africa", integrated regional cognitive performance evaluation indicators, designed practical cases, and compared the regional cognitive development level of students in grade 2022 before and after the semester, and compared with students in grade 2021. The results show that the score rate of Grade 2022 students in most evaluation indicators has increased, especially in the aspects of "absolute location positioning" and "relative location positioning" and "physical geography elements", and the overall level of regional cognitive development of students tends to be balanced.

In the teaching implementation, we summarized the training strategy of regional cognitive performance evaluation according to the problems and assessment results, and elaborated the case in detail for the reference of front-line teachers.