Study On Teaching Strategies Of Cognitive Dissonance Theory In Promoting Junior High School Chemistry Convergence

Many students who perform prominently in the junior high school academic proficiency test do not rank among the best in the senior high school as usual,and even some students become the students who learn badly.This phenomenon indicates that there is a slip in the eaching of junior and high school.More and more high school teachers and educational researchers begin to attach the connection between junior high school and senior middle school.Most studies focus on the connection of curriculum standards,textbooks,teaching content,teaching methods,learning methods and so on.Few studies explain the existence of cognitive dissonance,inconsistency,or cognitive dissonance between two different stages of senior high school students.There is seldom study that is from the perspective of cognitive dissonance between the two different stages for senior one students.The first year is the key period of junior and high school.Most of the students who pass the junior high school academic level examination are outstanding in their study or scores.Therefore,most of the students at this time will strictly observe the existing balance state in junior high school,so the requirements of new knowledge,new methods and new thinking will make the students uncoordinated and unsuitable.This state can be explained by Leon Festingger's theory of cognitive dissonance.Cognitive inconsistency and inconsistency make students feel anxious and irritable.In order to avoid the increase of imbalance,students may adopt positive or negative coping styles:If they adopt a negative attitude,they will unconsciously avoid contacting new cognitive elements and stick to the original balance state.This attitude is very harmful to the production of learning behavior.If they adopt a positive attitude,the cognitive inconsistency will guid students to have a strong learning needs,learning needs will induce the production of learning behavior,so we can take the production and mitigation of cognitive imbalance as the main teaching strategy of junior high school cohesion teaching.Leon Festingger's cognitive dissonance theory holds that people always have the tendency to maintain cognitive harmony,and they will be in a cognitive dissonance state if all kinds of cognitive relationships are inappropriate and incongruous.Once disorders occur,negative emotions induce people to make a series of changes in order to achieve a new state of coordination,that is,knowledge acquisition is a reciprocating cycle from the original state of equilibrium to the state of imbalance and then to the new balance.Fi stinger put forward two hypotheses when the imbalance occurs,firstly,reduce the imbalance actively in order to achieve the balance of cognitive elements,specific ways are:changing the original cognitive elements,one is the scope of human subjective consciousness can be controlled,is the most common way;changing the behavior of individuals,to achieve the coordinated relationship between behavior and cognition.The introduction of new cognitive elements,new cognitive elements play a bridge role,linking the two cognitive elements inconsistent.In the teaching of cohesion,we can apply the method of actively alleviating maladjustment in the chemistry teaching at senior one.Secondly,voiding situations and problems passively that may increase imbalance and the hope of maintaining the original state of coordinated cognition is also a problem that needs to be paid attention to and avoided in education.This paper investigates and analyses the students and teachers in the first year of senior high school,and finds that quite a number of excellent students are experiencing learning difficulties in the first year of senior high school.And Students expect teachers to break into new teaching at the point where new and old knowledge are related.Although teachers think that the cohesive teaching of junior high school is very important,they do not know how to deal with it in the actual teaching.From the basic concepts of chemistry,elemental compounds,chemical experiments,chemical calculation and other aspects of knowledge convergence and fault analysis.Cognitive dissonance theory is used as an effective teaching strategy in the chemistry teaching of senior one students.The main idea is guiding students to produce cognitive imbalance through the original cognitive starting point,that is,the basic knowledge of junior middle school,and then making students reach cognitive coordination state through the guidance of teachers or the introduction of new cognitive elements.The teaching strategies of cognitive dissonance are that target guide cognitive dissonance;setting up problem situations to trigger cognitive dissonance;encourage students and feedback to trigger cognitive dissonance.But what teachers should pay attention to is that the cause of cognitive imbalance is a way of teaching rather than the purpose of teaching,so we should avoid blindly and excessively triggering cognitive imbalance in the teaching process.