Research On The Application Of Cognitive Conflict Teaching Strategy In Chemistry Teaching Of Middle School

Cognitive conflict is a psychological contradiction or conflict, which is generated when the students’present knowledge and experience does not match the real situation in the students’ cognitive development. It can stimulate the curiosity of students and enhance students’ enthusiasm and initiative. However, if the teacher doesn’t give the correct guidance and doesn’t solve it effectively, it may have negative effect to the new knowledge learning, easily cause the chaotic of the students’ knowledge system, make the students study mechanically, etc. This research focuses on the application of cognitive conflict teaching strategy in the Chemistry Teaching of middle school, transform unfavorable conditions inhibiting the students’ learning of the new knowledge into conditions favorable to students’ learning, transform conflicts into teaching opportunities, which can create favourable conditions for students’learning and improve the students’ cognitive structure. The author analyzes the current research situation of cognitive conflict in the journals; based on the previous research results, overviews the definition, types, solution of the cognitive conflict, analyses the deficiency of them, and determine the research direction; based on the contemporary cognitive theory, constructivism theory, analyze the definition and teaching significance of cognitive conflict teaching strategies; based on the analysis of the mental model of the process of cognitive conflict, and combined with the application mode of educational opportunity theory, Constructing an application mode and a teaching process of the cognitive conflict teaching strategies in the middle school chemistry teaching, which strengthens the practical operation of cognitive conflict strategy; perform an experimental research on the teaching of "chemical energy into electrical energy", results show that the experimental class outperforms the control class, the survey shows that most students think that the teaching with the cognitive conflict teaching strategy can stimulate their interest in learning, make them think more positively in class, make them understand the teaching content better, make them achieve a lot in class.