以核心素养为导向的教学改革已成为地理教育的主旋律。区域认知作为地理学科四大核心素养之一，是 学生理解人地关系、认识区域特征、形成家国情怀与世界眼光的重要基础。典型区域凭借其鲜明的地理特征、突出 的人地关系问题及明确的发展导向，成为培养学生区域认知素养的重要载体。东北地区以其独特的自然地理格局、 重要的战略资源地位、典型的人地关系问题以及深厚的工业文明底蕴，成为培养学生区域认知素养不可多得的“区 域样本”。本文立足于初高中新课程改革的核心理念，以典型区域的共性特征为基础，以东北地区为具体例证，以 “资源、环境与国家安全”为内容支点，系统构建了以“区域本底认知—区域关联分析—区域问题探究—区域战略 认同”为主线的区域认知培养路径，该路径具有可迁移性和逻辑普适性。本文进一步提出了情境化教学、问题链驱 动、案例深度开发、信息技术融合及跨学科主题学习等具体实施策略，旨在为一线地理教师有效利用各类典型区域 素材、落实区域认知素养培养提供一般性教学框架和可操作的实践范式。

The teaching reform oriented by geographical core competencies has become the main theme of geography education. As one of the four geographical core competencies, regional cognition is the key for students to understand the relationship between human and land, recognize regional characteristics, and form a sense of patriotism and a global perspective. Typical regions, with their distinct geographical features, prominent human-land relationship issues, and clear development orientations, have become important carriers for cultivating students’regional cognition literacy. The Northeast region, with its unique natural geographical pattern, significant strategic resource position, typical human-land relationship issues, and profound industrial civilization heritage, has become an invaluable“regional sample”for cultivating students’regional cognition literacy. Based on the core concepts of the new curriculum reform in junior and senior high schools, this paper takes the common characteristics of typical regions as the foundation, takes the Northeast region as a specifi c example, and takes“resources, environment and national security”as the content pivot, systematically constructing a regional cognition cultivation path with“regional background cognition-regional correlation analysis-regional issue exploration-regional strategic recognition”as the main line. This path has transferability and logical universality. This paper further proposes specific implementation strategies such as contextualized teaching, problem chain-driven, in-depth case development, information technology integration and interdisciplinary thematic learning, aiming to provide a general teaching framework and an operational practical model for front-line geography teachers to eff ectively utilize various typical regional materials and implement the cultivation of regional cognition literacy.