Research On The Teaching Of High School Geography Myth Concept Transformation Based On Cognitive Conflict

Geographical concept is the basic unit of geographical knowledge,and geographical concept learning is the basis for students to learn geographical knowledge.Senior high school students have preconceptions before learning new geographical concepts,among which the false and unscientific preconceptions are called misconception,which will interfere with the students' understanding,maintenance and application of scientific geographical concepts.Thus,it is necessary for geography teachers to pay attention to the change of misconception in the teaching process.However,at present,teachers do not pay enough attention to students'geographical misconception.In addition,with a single teaching method,students will have a low interest in learning geographical concepts,which means the students can be confused or even forget the geographical concepts easily.Therefore,it is urgent for teachers to find ways to effectively implement the change of geographical misconception,optimize teaching methods,and help students to solve the misconception,and gradually build a scientific geography knowledge framework.Based on Piaget's Theory of Cognitive Development,Ausubel' s Theory of Meaningful Learning,Constructivist Learning Theory and Geography Teaching Theory,the author combines cognitive conflict with the change teaching of geographical misconception,and explores the effective ways of the change teaching of geographical misconception in high school.Taking the tenth middle school of Yu Lin City as an example,the author analyzes the current situation of the change teaching of geographical misconception and the causes of cognitive conflict in geographical concept learning of high school students,and clarifies the logical relationship between cognitive conflict and conceptual change.Based on the causes of cognitive conflict,geographical concepts are classified,and corresponding application modes of cognitive conflict are proposed according to different types of geographical concepts and the logical relationship between cognitive conflict and conceptual change.The author selects the compulsory 1 of geography textbooks of the people's education press,carries out the case design and experimental control study,and evaluates the teaching effect through the test and questionnaire survey.Through the above research,the following conclusions are drawn:(1)The existing teaching methods of the change teaching of geographical misconception are single,and students' learning of geographical concepts is vulnerable to the negative transfer of geographical misconception.At present,the method of geography teachers to implement the change teaching of geographical misconception is mainly direct or indirect explanation.It is easy for students to generate geographical misconception and inhibit the acquisition of scientific geographical concepts,especially in the physical geographical module,which is mainly related to the lack of scientific experience in daily life,the confusion of logical relationship in geographical concepts,and the deviation of literal association.However,teachers pay less attention to students' geographical misconception,and their teaching methods are single,so they cannot effectively guide students to change the geographical misconception into scientific geographical concepts,which leads to students' confusion or forgetting of some of the geographical concepts.(2)The formation mechanism of cognitive conflict is mainly caused by the inconsistency between the existing cognitive structure and the environment or the internal components of individual cognitive structure,among which,the existing cognitive structure and its internal components of individual unscientific are the misconception,being the premise and foundation of cognitive conflict,whose cause is the fundamental cause of cognitive conflict.Therefore,the causes of cognitive conflict in the learning of geographical concepts are consistent with the causes of geographical misconception.Based on the causes of cognitive conflict,the geographical misconception can be divided into three categories:the geographical misconception caused by wrong life experience,the geographical misconception caused by confused logical relations,and the geographical misconception caused by deviated word association.(3)The emergence and evaluation of cognitive conflict can promote the formation of conceptual change conditions,and the resolution and the change of cognitive conflict can achieve conceptual change,based on which,the overall application model of cognitive conflict in geographical conceptual change teaching is"predicting cognitive conflict,creating cognitive conflict,resolving cognitive conflict,changing cognitive conflict".According to different types of geographical misconception,the specific application modes of cognitive conflict are different.Use the model of "prediction,for instance,discussion,demonstration,application","prediction,analogy,discussion,show,application" and " prediction,ask,discussion,explanation,application",the author implements the geographical conceptual change teaching to the geographical misconception caused by wrong life experience,the geographical misconception caused by confused logical relations,and the geographical misconception caused by deviated word association of the geographical concept teaching respectively.(4)Because the high school students are most likely to generate the geographical misconception in the natural geography module learning,the case design and experimental evaluation of cognitive conflict application were carried out by taking the compulsory 1 of the people's education press as an example.The author designs three typical lessons of "the thermal circulation","low pressure(cyclone),high pressure(anticyclone),and the weather","the time zone and the zone",using concrete application mode of cognitive conflict,to implement the geographical conceptual change teaching to the geographical misconception caused by wrong life experience,the geographical misconception caused by confused logical relations,and the geographical misconception caused by deviated word association of the geographical concept teaching respectively.The experimental results show:first,the application of the model of "prediction,for instance,discussion,demonstration,application" can cause students to reflect on the existing life experience,effectively enhance students'ability to explain the life phenomenon scientifically and facilitate the conceptual change teaching of the geographical misconception caused by wrong life experience.Second,the model of "prediction,analogy,discussion,show,application" can effectively help students to clarify the logical relationship and characteristics of geographical concepts which is conducive to the conceptual change teaching of the geographical misconception caused by confused logical relations.Third,the application of the model of " prediction,ask,discussion,explanation,application" can stimulate students to think about whether the literal meaning of the geographical concept is consistent with the actual connotation,which is conducive to the conceptual change teaching of the geographical misconception caused by deviated word association.In general,the application of cognitive conflict to the geographical conceptual change teaching can fully mobilize students' interest in learning the geographical concepts,enhance their participation in the classroom,and then make sure the students playing a main role in learning geographical concepts.