Study On How To Use Cognitive Conflict Strategy In Biology Teaching Practices

Cognitive conflict is the original knowledge systems and new knowledge, situational phenomenon can not be inclusive.Cognitive conflictis a stage of cognitive development. Cognitive conflict teaching strategy, a new teaching idea developed from cognitive psychology and constructivist learning theory, focus on inspiring students’thinking and stimulating their learning interests by using the conflict between the old and new knowledge for increasing classroom teaching effectiveness.Based on analysis of literature, the development history of cognitive conflict theory has been summarized in this paper. The conditions and types of cognitive conflicts have also been discussed. Through the analysis of the case teaching biology teaching expounded by former concepts, knowledge analogy, links the old and new knowledge, explore experimental classic exercises six manufacturing cognitive conflict strategy.Carried out a detailed strategy for the six case studies and summarizes measures to resolve the conflict in the case of cognitive analysis process:Contact real life by making a smooth transition of students from lower to higher cognitive structure cognitive structure; guide students through an intuitive graphical construct their self-knowledge networks; resolve cognitive and social environment of the body through the student cooperative learning (debate to explore) mode cognitive conflict between deconstruction construct constantly promoting cognitive subject knowledge structure, promote the improvement of cognitive subject knowledge structure; break way through unraveling one by one, to promote students’knowledge fusion of old and new, to strengthen their cognitive structure.In addition, the paper in the process of case analysis approach is also proposed application and significance of cognitive conflict teaching strategies in biology teaching:In the introduction of new courses in Applied Cognitive conflict strategies quickly grab students’ attention, stimulate students’ interest in learning; knowledge points to explain the new application process cognitive conflict strategy helps students understand new knowledge, to promote students’ critical thinking development, to stimulate students’ creativity. Used in the process of deepening the knowledge to develop students’ cognitive conflict strategy insight, ability to see through the essence of the phenomenon upgrade; exercises using cognitive conflict strategy in promoting the development of students to explain the comprehensive analysis capabilities.In this paper, the experimental approach taken to observe the effect of cognitive conflict teaching teaching strategies with conventional teaching effectiveness were analyzed. Conventional teaching strategies that directly address the teachers teaching content and practice in order to consolidate students’ knowledge of the contents of consolidation for the corresponding knowledge. Under this teaching strategies student learning in a passive position, the passive acceptance of knowledge conducted under the guidance of teachers to use. Cognitive conflict teaching strategy is triggered by a variety of cognitive conflict to fully mobilize the students’ knowledge and interest in learning experience, teachers are learning leading students to learn in a dominant position. By contrast classroom test scores and student performance in class two aspects to analyze differences between the two teaching strategies.Classroom test scores by SPSS software to analyze data obtained experimental classes performed significantly superior to the control class, classroom performance records based teaching process and learning objectives of each course, I will observe the students’ classroom performance is divided into four stages.Students observe the entire process focuses on teaching content of concern about the sustainability of the students’interest in learning and the learning process, students can be maintained for understanding and mastery of learning achievement of goals.The results showed that cognitive conflict strategy could significantly not only stimulate students’interests in learning, but also improve their ability to solve problems and learning efficiency. Experimental results show that the cognitive conflict teaching strategy has a strong practical value in biology teaching.