Research On The Creation Of Problem Situation In Senior High School Geography Classroom Based On Cognitive Conflict Strategy

With the further deepening of the new curriculum reform,the requirements for teachers and students have been raised.The Geography Curriculum Standards for Ordinary Senior High Schools issued by the Ministry of Education in 2017 proposed to cultivate students' geography core literacy,which requires teachers to keep pace with The Times in teaching methods,classroom evaluation and other aspects,and guide students to learn by means of autonomy,cooperation and exploration based on the characteristics of geography and students' cognitive status.Setting up problem situation is a teaching method to cultivate students' problem consciousness and promote the development of students' geographical thinking ability,which can effectively promote the cultivation of students' geographical core accomplishment.Cognitive conflict is a problem that students often have in the process of learning.Solving cognitive conflict is conducive to improving students' cognitive structure.The combination of cognitive conflict strategy and problem situation plays an important role in stimulating students' thirst for knowledge and improving learning effect.In this thesis,the domestic and foreign status quo,related concepts and theoretical basis of problem situations and cognitive conflict strategies are sorted out through literature research,and the deficiencies in the research process are summarized.Combined with the interview method and questionnaire survey method,this thesis analyzes the present situation of the creation and application of cognitive conflict strategy and problem situation in class and the present situation of high school students' geographical problem awareness,summarizes the basis and principles of creation,and then puts forward the general process of creating problem situation in high school geography class based on cognitive conflict strategy.And according to the design of teaching cases for experimental research,test the effect of this model in teaching to improve students' awareness of problems.The main results are as follows:Firstly,some problems are found through interviews and questionnaires.About teachers:one is that teachers seldom study the relevant theories of problem situation creation;Second,the situation materials and types used are relatively simple;Third,the creation of the problem situation focuses on the leading-in link.And students' awareness of geographical problems needs to be improved.Secondly,according to the survey results,it is found that the combination of cognitive conflict strategy and problem situation teaching can make students have higher enthusiasm.Therefore,this thesis probes into the creation mode of geographical problem situation based on cognitive conflict strategy,summarizes the basis and principles of creation,summarizes the general process of creation,and designs teaching examples accordingly.Finally,the problem situation teaching practice based on cognitive conflict strategy was carried out in Haicheng Tongze Middle School,and part of the students in Class 11,Grade 11 of the experimental class were interviewed and communicated,and the experimental effect was good.Students showed more interest and initiative in learning geography than before,and their awareness of problems was also enhanced through observation.According to the comparison of midterm and final exam data,students' scores rose steadily,indicating that the problem situation creation based on cognitive conflict strategy has achieved certain results.