The Cognitive Conflict Of Biology Teaching In Senior High School: Situation Creation And Solution Strategy

Cognitive conflict is the contradiction between the original cognitive structure and the new knowledge. It is divided into two types, that is, the subject of cognitive conflict and cognitive conflict between the main body. The creation of cognitive conflict situation is to stimulate students’ awareness of the factors, to arouse the students’ awareness of the conflict, to mobilize the students’ awareness of the internal drive, and ultimately to promote students’ active and efficient knowledge construction.This paper studies the four aspects: the cognitive conflict theory, the situation creating skills and the solution strategy development and practice.First of all, the characteristics and practical significance of cognitive conflict is summarized. Cognitive conflict has six characteristics, namely objectivity, situation, sudden, driving, universality and uncertainty. In the high school biology teaching in the context of cognitive conflict can create conditions for the formation of the problem, to create a platform for the creation of the classroom, to provide support for the full knowledge construction, to provide support for classroom interaction, to enhance the professional development of teachers.Secondly, the design of the high school biology teaching in the creation of cognitive conflict situation of the principles and the creation of skills and examples. This article puts forward the principles of establishing a cognitive conflict situation, such as reality, interest, value, openness, life, difference, discipline, novelty, intuition and so on. It is divided into 10 types: the creation of cognitive conflict situations, the use of hot spots, attention points, the creation of cognitive conflict situation, the use of cognitive conflict situations, the creation of cognitive conflict situations, the use of knowledge in the creation of cognitive conflict situations, the creation of cognitive conflict situations.Then, develop the most appropriate strategy for each phase. In the introduction of new class, select and use the strategy of intensifying contradictions.In the stage of cognitive concept,adopt the strategy of data summary and experience exchange.In the preliminary exploration stage, use the strategy of research and discussion, experimental inquiry and problem solving.In the stage of clarifying dispute,select and use the strategy of debate teaching, demonstration research and mind mapping. In the stage of emotional sublimation,adopt the strategy of positive evaluation and scientific writing.In the problem solving stage,use the method of directed at the problem and dispute resolution.Finally, the operating procedure is designed to be reasonable to be tested in the practice o f high school biology teaching.Select the required textbook two for a semester of practice in t he first grade, from practice background, practice process and results analysis of three aspects are discussed. In the practical background, the purpose of the practice and the selection of the practical object are explained in detail.In the process of practice, I have expounded the pre test, the practice case and the relevant contents of the post test. In the result analysis, I have used t he test papers, the questionnaire and the interview outline and so on to analyze the practical re sults.Through the combination of their own practice and the senior high school biology teachers’ interview,I found that there is a shortage of teaching resources, teaching object, teaching effect, teachers’ limited time limits and other issues to carry out cognitive conflict situation teaching in high school biology teaching.In order to guarantee the establishment and solution of cognitive conflict situation in high school biology classroom,we can from the extensive development of the creation of resources, reasonable choice of the creation of the chapter, the effective use of teaching time, to strengthen teacher training efforts to improve.