The Application Of Cognitive Conflict Situation In Junior Middle School History Teaching

With the development of cognitivism and constructivism,educators turn their attention to the learning process of students.Cognitive conflict is a common phenomenon in and out of class learning and also an important turning point of thinking initiation.In view of the requirements of The Times,education and discipline,it is a good way to promote learning to create a situation for students’ potential cognitive conflicts.Combined with the requirements of junior middle school history curriculum standard,the application of cognitive conflict situation can be carried out around breaking through the three dimensions of students’ knowledge cognitive conflict,strategic cognitive conflict and experiential cognitive conflict,and guide students to experience the whole process of cognitive conflict smoothly.Among them,stimulating students’ cognitive conflict effectively is the key.Teachers can create cognitive conflict situations by using contradictory historical materials,students’ existing experience and students’ activities.The history teaching practice proves that the situation has certain operability.Students’ mastery of relevant learning objectives is closely related to the authenticity,utilization and efficiency of the situation itself.Of course,there are still some problems in the application of cognitive conflict situations.Students’ thinking activities may resist contradictory information encountered in teaching,some cognitive conflicts may also bring confusion to students’ thinking,and students may generate more cognitive conflicts in the situation.In the face of this series of problems,how to guide students to learn better,teachers should think about the problem.