Research On Teaching Strategies For High School Students’ Geographical Cognitive Conflicts

The continuous reform of geography curriculum requires teachers to take the foundation and needs of students as the starting point,encourage students to think independently and discuss with each other,attach importance to the development of students’ thinking in the process of geography learning,and at the same time require teachers to control different teaching ideas and teaching modes.Geography is a subject that studies the geographical environment and its relationship with human activities.The research content of geography not only reflects the connection between geographical elements,but also reflects the close connection between geography and life.In geography learning,when students encounter their own life experience and geography knowledge do not match,when the geographical elements are not balanced in their mind,or when they have conflicting views with others on the same issue,it will lead to their cognitive imbalance and psychological contradiction,and thus produce geographical cognitive conflict.It is of great significance to design corresponding teaching strategies centering on students’ geographical cognitive conflicts to stimulate students’ thirst for knowledge,break through teaching difficulties and optimize students’ cognitive structure.This paper adopts the methods of questionnaire survey,interview,experimental research and takes the first volume of Compulsory Geography edition as the carrier to study the teaching strategies around the geographical cognitive conflicts of high school students.The research results are as follows:(1)Based on the analysis of previous studies on cognitive conflict,this paper puts forward the types,specific manifestations and process models of geographic cognitive conflict.The conflict of geographical cognition is divided into three categories,namely,the conflict between life experience and geographical knowledge,the conflict between single and multiple geographical factors,and the conflict between individual geographical thinking differences.Taking the first volume of compulsory Geography as the carrier,this paper sorts out the specific manifestations of geographical cognitive conflict and constructs the process model of geographical cognitive impulse.In addition,on the basis of the systematic analysis of geographical cognitive conflict,the necessity of studying the geographical cognitive conflict of senior high school students is analyzed.(2)Questionnaire and interview were used to investigate the status quo of high school students’ geographical cognitive conflict.The results show that students’ enthusiasm in geography learning is not strong;As far as the first volume of compulsory geography is concerned,"the atmosphere on the Earth" is the part where students are most likely to have conflicts of geographical cognition.The interference of life experience the negative transfer of thinking pattern and the difference of thinking among students are the main causes of the geographical cognition conflict.Observing students’ performance in class,checking their homework and questioning students are the main ways for teachers to explore students’ geographical cognitive conflicts.Most teachers affirmed the teaching value of geographical cognitive conflict,but how to apply it to practical teaching lacks the guidance of systematic method.(3)In view of the present situation of high school students’ geographic cognitive conflict,the teaching strategy of geographic cognitive conflict is formulated according to the process model of geographic cognitive conflict.First,teaching strategies should be based on the four principles of discipline,purpose,subjectivity and difference.Secondly,three teaching strategies are designed: one is to detect students’ cognitive blind spots and presuppose geographical cognitive conflicts;Second,break students’ cognitive balance and stimulate geographical cognitive conflict;The third is to promote the cognitive reconstruction of students and solve the cognitive conflict of geography.(4)The teaching strategy of geographic cognitive conflict is applied to teaching practice.After practice,students are tested by test paper and interview method to prove the feasibility and effect of the teaching strategy of geographic cognitive conflict.It is found that the teaching strategies proposed in this paper can improve students’ enthusiasm in geography learning,effectively break through the difficult points in teaching,and optimize students’ cognitive structure to a certain extent,but they can’t make students establish a systematic cognitive structure in a short time.In addition,the following three problems should be paid attention to when using this teaching strategy,that is,carefully setting up contradictory situations,grasping the appropriate use opportunities,and flexibly dealing with generative conflicts in class.