The Practical Research Of Cognitive Conflict Strategy In The Teaching Of Physics Laws In Senior High School

In the process of research,the author firstly analyzes the causes of the wrong ideas in students' minds.For the students perceptual understanding of the shortage,can use life materials,physical experiments to solve;The interference to students' wrong ideas in their daily life experience can be solved by means of "traps" and other methods.The deficiency of students' abstract thinking ability can be solved by using physical model and physical equivalence.Before students learn relevant knowledge,they have some ideas and opinions about this part of the content in their mind.Some of these ideas and opinions are true and some are contrary to the facts.Correct point of view is conducive to students' further learning,while wrong point of view will hinder their learning to some extent.However,these views held by students are accumulated through long-term observation and experience in daily life and will not be changed easily.Therefore,in the study of physical laws,students always try to assimilate new physical laws with their existing cognitive structures.When students' existing cognitive structures cannot assimilate the new physical laws,cognitive conflicts arise.The teaching strategy based on the physical law of students' cognitive conflict will firstly create a certain learning situation,expose some wrong physical concepts in students' minds,and make students question their own opinions.Only by cracking the wrong viewpoints can the correct concepts be established.In this process,the creation of conflict can also stimulate students' interest in learning and arouse their curiosity and curiosity.Next,after students expose their own wrong ideas,they will be guided to think,study or experiment further,discover the connection between physical concepts,and discover and establish scientific physical laws.Select the high grade two classes as experimental class and that in comparative classes,experimental classes can be physics teaching mode based on the cognitive conflict,on the traditional teaching that in comparative classes.Design questionnaire,compare the two test scores before and after class,observe the students' conceptual change.The results show that: in the new lesson teaching of Newton's first law,accordingto the post-test results of the questionnaire designed in this study,the experimental group using the teaching based on students' cognitive conflict adopted in this study has a significant difference from the control group in the improvement of test results.There are two questions testing is not Newton's first law related content,experimental classes have no obvious difference with that in comparative classes.It can be seen from here that there is no obvious difference between the students of the two classes tested Newton's first law in the case of simple motion.Only in the case of more complex sports,the teaching effect of physics law based on cognitive conflict is obviously higher than that of the control class.Therefore,under certain conditions,the teaching based on students' cognitive conflict adopted in the research can effectively promote learners' concept change and improve their academic level.