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

In recent years,teachers pay more attention to the connection of students' existing knowledge and experience and new knowledge.Based on this connection,they hope to improve students' cognitive structure.However,some students' existing knowledge and experience may be in conflict with new knowledge,which is likely to cause students' cognitive conflict.If not be properly guided and solved,this cognitive conflict may hinder the learning of new knowledge,which would lead to the confusion of students' knowledge system and mechanical learning.This paper suggested that the cognitive conflict strategy can be applied to biology teaching in senior high school,which aims to transform the cognitive conflict generated in the process of learning new knowledge into teaching opportunities and improve students' cognitive structure.This paper firstly summarized the meanings,types and solutions of cognitive conflict based on relevant literatures,and specified the research topic.Secondly,based on piaget's cognitive development concept,bruner's cognition-discovery theory,supor's acceptance-assimilation learning theory and constructivism,this paper explained the concept of cognitive conflict strategy and introduced the teaching significance of cognitive conflict strategy in biology teaching.Based on the psychological model analysis of the progress of students' cognitive conflict,this paper designed the application model of the cognitive conflict strategy in biology teaching in high school.Besides,this paper selected factual knowledge,theoretical knowledge,etc.from high school biology teaching materials to establish teaching system of the application of cognitive conflict strategy in biology teaching in high school,which will show the accessibility of the application of cognitive conflict strategy.Finally,this paper conducted a research based on a section of high school biology teaching materials,which named "energy flow of the ecosystem",and analysed the questionnaires about teaching efficiency.The research showed that the application of cognitive conflict strategy in biology teaching in high school had significant effect on teaching efficiency.To be specific,the learning atmosphere in experimental classes are more active than that in comparative classes.According to the post-class appraisal,students in experimental class generally believed that the application of cognitive conflict strategy in teaching can stimulate their interest in learning,which will do benefit to their understanding and application of new knowledge.