| The history curriculum standards for senior high schools were revised in 2017,and the proposal of the core literacy of the history discipline is its prominent feature,which advocates students to carry out history learning by means of independent and cooperative inquiry.As an important part of the cultivation of five core qualities,historical materialism is one of the core contents in history teaching.However,the current teaching of historical materialism in senior high schools is still affected by the traditional lecturing teaching,which fails to let students really participate in the classroom inquiry,which increases the difficulty for students to understand historical materialism,and it is difficult to use the method of historical materialism to analyze and solve historical problems.To break the bottleneck of high school history teaching of historical materialism and difficulties,try using the cognitive conflict strategy,the students’ existing knowledge base and the cognitive characteristics as a basis for the design of teaching activities,with historical materialism as the gripper,set up the cognitive conflict,guides the student to pluralistic dialectical view of history,can better cultivate students ability to use historical materialism to solve the historical problem.In order to solve the above problems,literature research method,action research method and other research methods are used to sort out the status quo of the application of cognitive conflict strategy and historical materialism in high school history teaching,define the core concepts such as "cognitive conflict strategy" and "historical materialism accomplishment",and determine the research direction and goal accordingly.After that,Class X,Grade 2,H Middle School,Kaifeng city,Henan Province,was selected as the research object.Elective 4,Commentary of Chinese and Foreign historical figures on The First Centralized System of Qin Shihuang and compulsory course 3,From "Seeing the World" to reform and Reform,were selected as the teaching content,and two rounds of teaching action research were carried out.Each teaching action includes four links: collecting information,creating conflict,guiding thinking and transforming cognition.And in practice through interviews,surveys,and constantly reflect on and revise the teaching plan.Finally,the research object through the analysis of the students before and after the interview and test before and after the action research reveal the changes in the quality of historical materialism,combined with the action research after class satisfaction survey data,verify the cognitive conflict strategy applied to high school history teaching the rationality and validity of historical materialism,to explore the cognitive conflict of is operational strategies applied in the teaching of historical materialism.The results show that the application of cognitive conflict strategy in the teaching of historical materialism in senior high schools can not only improve students’ historical materialism literacy level,but also significantly improve students’ initiative to explore questions,and promote teachers’ professional growth.According to the research results,the researchers put forward the following suggestions: creating appropriate conflict situations to guide students to think deeply about history;Grasp the area of recent development and pay attention to the mastery of historical materialism by students of different levels;Create a good atmosphere to encourage students to actively participate in inquiry;Teachers constantly improve their own historical literacy.On this basis,the researchers reflect on the shortcomings and prospects of the research,and attach relevant research materials at the end of the paper. |
