The Practice Research Of Cognitive Conflict In The Teaching Of Physics Concept In The High School

Physical concepts are the foundation of physics teaching, the summary and descri ption of a physical phenomenon and process characteristics as well as the basic unit o f physical knowledge. Knowing physical concepts well and correctly is the important pre mise and guarantee to learn physics well. However, scientific studies have shown that the formations of scientific physical concepts are often influenced by students’ prior know ledge and experience. Students may misunderstand the physical concepts for various re asons and form some vague or even wrong concepts in their mind, which can lead toconfusion between concepts. Influenced by the original cognitive structure, students ar e trying to assimilate their understanding of new concepts in learning process. Thus, c ognitive conflicts occur when they encounter new physical phenomenon which they fai l to explain.Cognitive conflicts strategy is an effective teaching strategy. The key of concept t eaching, therefore, lies in creating novel situation, initiating cognitive conflicts and lea ving students in problem situation, which helps students try to find the answer and ac hieve the purpose of "fun" by arousing "doubt". Consequently, students can improve th eir cognitive structure in the process of conflicts resolution.At the beginning of practice research, by consulting literature and books, studying teaching materials, searching the Internet, communicating with students, seeking advice from peers and combining with teaching experience, the author came to a theory of cognitive conflicts and draw a conclusion that in physical concepts teaching, creating cognitive conflicts can stimulate students’ cognitive drive, optimize students’ cognitive structure and promote the development of students’ physical thinking ability. Besides, the author outlined the conditions and methods of creating cognitive conflicts in view of the high school physics concept learning; In the process of research, the author created cognitive conflicts through the following means: making use of life materials and experiments, using the physics history, and grasping the author’ s shortage of knowledge. Apart from that, the author worked out relevant teaching plans in terms of the introduction of new lessons, the explanation of knowledge points and the comments on the practice. Finally, combining with the classroom observations, the author had a discussion with students and teachers and made a comparison on physics remarks between two classes in order to know the teaching effect of creating cognitive conflicts in physical concepts teaching.Practice study has showed that by the means of creating cognitive conflicts, students have achieved some achievements in certain extent though not that obvious. The application of cognitive conflict strategies can help to cultivate students’ interest in learning, deepen students’ understanding of physical concepts and cultivate students’ ability to analyze and solve problems, which as a result will contribute to the development of students’ physical thinking.