| With the development and progress of the global society,curriculum and teaching have been continuously reformed.Under the background of the new curriculum standard,teachers are required to pay more attention to problem teaching in order to cultivate students’ learning ability.The comprehensive characteristics of geography subject determine that the teaching process pays attention to the close connection with daily life,and there are differences in the life experience of different students,which can easily induce students to have cognitive conflicts on the new geography knowledge.The cognitive conflict teaching strategy of creating problem situation is of great significance for optimizing geography classroom teaching,effectively stimulating students’ thirst for knowledge,and solving students’ cognitive conflict of new geography knowledge.Based on classroom observation method,questionnaire survey method,experimental research method and other methods,this paper applies cognitive conflict teaching strategy to study geography teaching in senior high school.The research results can provide references for enriching the teaching forms of geography problems and effectively improving the classroom teaching efficiency of high school geography teachers.The main research results are as follows:(1)based on the analysis of previous studies on cognitive conflict,this paper summarizes and puts forward the concepts and connotations of cognitive conflict and cognitive conflict teaching strategies.Cognitive conflict is divided into three types:cognitive conflict between cognitive structure and environment,cognitive conflict between life experience and scientific knowledge,and cognitive conflict between new knowledge and old knowledge.In addition,it sorts out the relevant theoretical basis and analyzes the feasibility of cognitive conflict teaching strategies.(2)based on classroom observation and questionnaire survey,this paper comprehensively explored the application of cognitive conflict teaching strategies in high school geography teaching.The results show that cognitive conflict teaching strategy has been widely used in high school geography teaching,but its frequency is not high.Aiming at this problem,Pearson correlation analysis method is used to analyze and determine the main factors affecting the implementation of cognitive conflict teaching strategies.The results showed that students’ life experience and reserve knowledge,difficulty of learning knowledge points,passion for learning,teachers’ cultural literacy,specific geographical knowledge and peer role were significantly correlated with the use of cognitive conflict teaching strategies.Based on the analysis of the main influencing factors,five main approaches to implement cognitive conflict teaching strategies are obtained.(3)after analyzing and confirming the main influencing factors and main implementation approaches,this paper,guided by the educational opportunity theory,analyzes the four stages of cognitive conflict in the application model of cognitive conflict teaching strategies,and proposes the application methods of cognitive conflict teaching strategies according to the characteristics of different cognitive conflict stages.Among them,the operation of cognitive conflict can be carried out by personal interview method and two-stage detection method.The creation of cognitive conflict can use life experience,old and new knowledge and landscape pictures to create cognitive conflict problem situation.The cognitive conflict can be solved by means of teacher’s guidance and student’s independent discussion.The transformation of cognitive conflict can be achieved by induction of mind map and consolidation of variable exercises.(4)based on the statistics and analysis of the knowledge points prone to cognitive conflict in high school geography compulsory course 1,it is found that among the three cognitive conflict types,the cognitive conflict between life experience and scientific knowledge accounts for the largest proportion,so teachers should pay more attention to it.On the basis of six design principles,including target,subjectivity and appropriateness,a knowledge point in the teaching material is selected and designed according to the three cognitive conflict types.(5)in order to test whether the application method of cognitive conflict teaching strategy is reasonable,the teaching content of "atmospheric heating process",one of the knowledge points mentioned above,is selected to test the teaching effect.By means of classroom observation and interview method is used to test the experimental classes and that in comparative classes teaching,the result that cognitive conflict teaching strategy application method has the feasibility and maneuverability,and can enhance the high school geography classroom teaching efficiency,and in view of the existing problems,from to properly handle the error resource,find the use of appropriate timing,sufficient to prepare three aspects put forward the high school geography teaching of cognitive conflict strategy related matters that should pay attention to during the process of application. |
