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.