The Application Of Cognitive Conflict Teaching Strategies In Senior High School Chemistry Teaching

In recent years,teachers pay more attention to the relationship between students' knowledge and experience and new knowledge.However,some of the existing knowledge and experience of the students are in contradiction with the new knowledge,which can cause the students' cognitive conflicts.If the cognitive conflict does not give the correct guidance and timely solution,it may hinder the learning of new knowledge,and even cause confusion in the knowledge system and mechanical learning.Many scholars have carried out relevant research on cognitive conflict concept and strategy,but these scholars are more focused on the former concept,in the minds of students are heterogeneous on cognitive impairment caused by the students,the strategy research of them stars cognitive conflict theory in the teaching of specific subjects in the.Therefore,it is urgent to study the application and research of cognitive conflict teaching strategy in the specific teaching practice.This article mainly aims at the application of cognitive conflict teaching strategy in high school chemistry teaching materials.The design of a cognitive conflict teaching strategy application mode and teaching process,and select the knowledge from the high school chemistry textbook,according to statistical analysis of cognitive conflict types and the distribution of chemical knowledge of two types corresponding to the study of different types of knowledge in cognitive conflict teaching strategies in patterns and processes.Finally,the model and process applied to the high school chemistry teaching practice and experimental study is conducted to investigate the effects of the application,clear application of cognitive conflict teaching strategies in teaching practice,teachers with a clear perspective of this teaching strategy is not a simple teaching design,is an integral control of the teaching process.Through the study,we can draw a conclusion that the students in the experimental class after the cognitive conflict strategy are significantly higher than the control class.Students have a better grasp of new knowledge,a more thorough understanding of knowledge,a more profound memory,and a higher enthusiasm for learning.In the process of creating cognitive conflict,the teachers' professional quality has been improved,and the teaching methods of the right benefits have been found.In the process of teaching,teachers pay more attention to the students' thinking and psychological changes,help students to establish critical thinking,so as to enable students to obtain meaningful learning.In a word,teachers should use cognitive conflict teaching strategies in the teaching practice,take full account of the changes of students' emotion and thinking,and make the chemistry class more colorful.