Research On Modern And Contemporary Prose Teaching In High School Based On Cognitive Conflict Theory

As a leading genre in high school Chinese textbooks,modern and contemporary essays are free in form,beautiful in language,and sincere in emotion,which are a classic genre of literary beauty.Modern and contemporary prose teaching has always been a key and difficult point in high school Chinese teaching.However,due to various reasons,the current status of teaching is not optimistic,and there have been many problems.The core literacy of students' language is difficult to cultivate and improve in teaching.With the deepening of the new curriculum reform,the issue of cognitive conflict has begun to attract the attention of the education community,and its value to teaching has become increasingly prominent.In the modern and contemporary prose teaching in high school,scientifically and rationally utilizing or resolving cognitive conflicts can enable students to optimize their own cognitive structure,obtain a broader learning horizon and more diverse learning methods.In this sense,In the modern and contemporary prose teaching in high school,cognitive conflict is not only a hindrance to education,but a new opportunity for teaching.This study attempts to introduce cognitive conflict theory into the teaching of modern and contemporary prose.This thesis is divided into four parts: The first part is the introduction,which mainly discusses the background,purpose,status and methods of the research.The second part is a summary of the modern and contemporary prose teaching and cognitive conflict theory.It focuses on the connotation of contemporary prose teaching and cognitive conflict in high school,constructs the application model of cognitive conflict,and analyzes the theoretical basis,adaptability and value of modern and contemporary prose teaching based on cognitive conflict theory.The third part mainly analyzes the current situation of contemporary prose teaching in high school.From the actual investigation,the current situation of contemporary prose teaching in high school is examined and reflected.Then it is found that there are problems in the teaching that the traditional teaching methods are dominant,the utilitarian curbs the aesthetic development of the thinking,the students do not pay enough attention to students' academic situation,students lack the deep learning,and the causes of the problems are analyzed.The fourth part explores the strategies of cognitive conflict theory to promote the teaching of contemporary prose in high school.Aiming at the problems existing in teaching,the application model of cognitive conflict is adopted,from the four dimensions of operation,creation and resolution,the specific strategies of cognitive conflict theory are finally formulated to promote modern and contemporary prose teaching in high school.Besides,the typical case analysis is interspersed during the period in order to improve the operability of this strategy.This study explores the modern and contemporary prose teaching based on cognitive conflict theory from the perspective of theory and practice,and aims to benefit the modern and contemporary prose teaching in high school.