Research On "Cognitive Conflict" In Senior High School History Learning

The new curriculum reform advocates open and generative teaching, encourages students to think independently and oppugn bravely. After years of effort, students have already formed the habit of active thinking. A great reflection of that in senior high school history teaching is students begin breaking through teacher' thinking frame and a large quantity of unexpected questions and opinions come into their minds. Consequently teacher's teaching plan is thrown into confuse and even he/she feel a bit hard to deal with it. This paper, taking students' 'cognitive conflict' in senior high school history class as the breakthrough point, analyses deeply the phenomenon above in order to provide the teachers with references and enlightenments in their teaching.There are seven parts in this paper.The first part is the introduction. It's about the reason for choosing the topic and the conception of "Cognitive conflict" in senior high school history learning. The significance and methods of this research are also referred in this part.The second part is the summary of related researches, including three segments. 1. The theoretical exploration. It is to sort out the related documents; 2. The practice. It is about the situation of current classroom teaching; 3. Experience and lessons learned from theory and practice. It is a further reflection on this topic based on the demands of the times.The third part discusses the theoretical foundation and references of "cognitive conflict" from the aspects of constructivism study theory, question consciousness theory, modern curriculum theory and criticism theory. Those theories are respectively the attribute, source, classification and destination of "Cognitive conflict" in senior high school history learning.The forth part discusses the reason and solution of 'Cognitive conflict' in senior high school history learning in terms of historical knowledge. According to the outward manifestation of "Cognitive conflict", it expounds clearly from the aspects of historical facts and historical theories, and explains further through the sample ofclassroom teaching.The fifth part discusses the reason and solution of 'Cognitive conflict' in senior high school history learning in terms of thinking method. According to the outward manifestation of "Cognitive conflict", it expounds clearly from the aspects of historical methods and basic logic, and explains further through the sample of classroom teaching.The sixth part discusses the reason and the solution of 'Cognitive conflict' in senior high school history learning in terms of emotion and value. According to the outward manifestation of "Cognitive conflict", it expounds clearly from the aspects of emotion and value, and explains further by the sample of classroom teaching.The seventh part is the conclusion. Through the study mentioned above, the author come to a further understanding of "Cognitive conflict" in senior high school history learning, and put forward the six principles of solving the problem of "cognitive conflict". In the part of problem and prospect, the author discuss that with the times developing, new challenges to "Cognitive conflict" will emerge one after another; that the teacher should make sustainable professional innovation; and that how we can use "cognitive conflict" effectively as a teaching strategy and assessment method, which awaits further research .