The Experimental Study Of Promoting The Transformation Of Cognitive Conflict Misconception Of Mechanics In Junior High School

The core of the newly formulated core quality of Chinese student development is to cultivate the "all-round development person",and its core important component "scientific literacy" is the core goal of the "science" course.Because the scientific concept is influenced by the unchangeable and wrong misconception that has formed in one's oppinion early,and the general traditional teaching method has not played a good conceptual transformation role in the misconception,so it is important to improve and verify the teaching strategy that promote the transformation of the misconception.Although some attempts have been made in China to use teaching strategies to promote the transformation of misconceptions and some teaching results have also been obtained.However,the author believes that the practical study of cognitive conflict strategy in individual fields may not be extended to the field of mechanics in junior high school.The theoretical collation and refinement of the conceptual transformation strategy of junior high school mechanics derived from practical teachers lacks systematic theory,and it is difficult to scientifically test its teaching effects.The purpose of this study is to explore the concept types and the corresponding cognitive conflict strategies of mechanics in junior high school,and to test the teaching effect of cognitive conflict strategies in junior high school.In order to achieve this goal,the main content of this study consists of two parts: the first part is to construct the concept of mechanical concept evaluation questionnaire by means of the interview method and the open questionnaire.The second part is the comparative experiment of the teaching of mechanical cognitive conflict between experimental classes and reference classes to test the relative role of cognitive conflict teaching in promoting the transformation of misconception to scientific concept.The main findings of the study were as follows:(1)The basic model of cognitive conflict teaching strategy can be summarized as the four basic steps of "triggering-regeneration-discrimination-solution".(2)Compared with conventional teaching strategies,cognitive conflict teaching strategies can not only significantly improve students 'understanding of mechanical concepts,but also significantly improve students' ability to apply mechanical concepts.Therefore,it is an effective teaching strategy to promote the transformation of students' mechanics misconception into scientific concept.In this study,the integration of cognitive conflict in junior high school mechanics is a research area,which is helpful for the transformation of junior high school mechanics concept.This study verifies the teaching effect of cognitive conflict strategy of mechanicsin junior high school for the first time in an empirical way.It provides a psychological experimental basis for the use of cognitive conflict mode to help students change from the original misconcept to the scientific concept.It provides practical guidance for the application of cognitive conflict strategies in teaching.