Research On The Application Of Cognitive Conflict Strategies In High School Chemistry Classroom Teaching

This study proposed to apply cognitive conflict strategy to chemistry teaching in high school to improve students' cognitive structure.Using the method of literature analysis,questionnaire survey and interview,to investigate the current situation of high school chemistry classroom,students' interest in learning and concept change.Under the guidance of cognitive development theory,constructivism learning theory and meaningful learning theory,a cognitive conflict strategy application model is constructed and practiced in high school chemistry class for research.The research results show that the integration of cognitive conflict strategy into the constructed application model can effectively improve students' ability to construct new knowledge independently through the presupposition,occur,solution and transformation of cognitive conflict,and students' academic performance is generally improved.