The Application Of "Cognitive Conflict" In Junior High School Students In Biology Teaching

Cognitive conflict refers to the fact that when students encounter a situation,they find that their original cognitive structure cannot explain the situation,and even the situation is opposite to the state of psychological imbalance.Individuals,however,cannot tolerate being in an unbalanced state for a long time,and they have a tendency to maintain their inner balance.So,teachers can maximize the use of the learner's this state of psychological imbalance,the use of students cognitive conflict,to adjust their autonomous learning motivation,their active learning,to improve the efficiency of the classroom.Through analyzing the literature of this study,a detailed discussion on the related theory of cognitive conflict,with Lee G and Kwon J proposed "cognitive conflict process model" as the basis,combining with the results of many scholars,puts forward the teachers how to apply the students' cognitive conflict to the specific operational behavior of the classroom.Elaborated the teacher in the classroom can choose such as directly counter example,the exploratory experiment and demonstration method,cooperative learning and strategy to trigger students' cognitive conflict,and in the form of instances.By analyzing the classroom structure and the role of teachers in the classroom,the author puts forward the time of cognitive conflict and how to help students solve cognitive conflict and realize cognitive development.Before the experimental study,the cognitive structure of students was investigated through questionnaires to find out the knowledge points that could arouse students' cognitive conflict.Then,for each of the knowledge points that can trigger students' cognitive conflict,a fragment teaching design that triggers cognitive conflict and solves cognitive conflict is carried out to prepare the teaching practice.In the study,this paper selected the there were no significant differences of the two classes,one class of the corresponding knowledge,cognitive conflict solving teaching,another for regular teaching class.Finally,the application teaching effect of cognitiveconflict and the effect of conventional teaching are compared and analyzed mainly through test scores,and the situation of cognitive conflict is investigated through questionnaires.The experimental results show that the author's teaching arrangement did trigger the students' cognitive conflict,and the students' cognitive conflict,fully applied to the biology class helps students cognitive development,improve the classroom teaching efficiency,and has practical value.