Research On Strategies Of Cognitive Conflict Of Information Technology Teaching In Senior High School

Information technology course is the most practical and instrumental course, students can learn knowledge on information technology that is better learning services for other subjects. But in teaching information technology at high school still exists questions such as students are not interested in teaching form and teaching content, students' learning motivation reduce. That how we will be better able to solve the existing problems in information technology teaching to promote high school information technology effective teaching has been a hot concern of scholars.Cognitive conflict theory refers to incompatibility of contradictions between person's original schemata and new feeling of events or objects. In information technology teaching, once the cognitive conflict has been triggered, it will cause cognitive imbalance of students. This will promote students to putting into learning and eliminating this imbalance.The main purpose of this thesis studies on setting cognitive conflict in the information technology teaching at high school. According to the result of investigation and data analysis of information technology teaching at BaoDing third high school, many problems of information technology teaching were leaked out. To resolve these problems, the thesis puts forward the importance of setting cognitive conflict at high school information technology teaching. The research expounded corresponding strategies and the matters needing attention from several aspects such as theoretical knowledge teaching and operation application knowledge teaching in information technology teaching at high school. We find that setting cognitive conflict can improve the teaching of information technology at high school through practice, and this research result can provide new resources for teachers.