The Function Of Cognitive Conflict Used In English Reading Teaching To Produce Generative Study

As the new and important trend of nowadays new curriculum reform, producing generative study fits the nature of English reading teaching, and reflects the openness, richness and creativeness of teaching. The basic point to produce generative study is to carry on generative teaching. Generative teaching refers that based on the careful reading of the teaching materials and the practical situation of students, teachers design and organize teaching activities which can help to arouse students interests, make students experience collide, activate students’ inspiration, generate insight and then get new knowledge or new experience. This is a kind of students’ activity which is characterized by education meaning, creativeness and practicalness. As one of the important part if English teaching, English reading teaching should also involve the generative study.Due to the influence of traditional teaching model, English reading teaching in China is still carried out in the traditional method, such as translation method and explanation method. They reduce students’learning interests and motivation in a large degree, and keep students from making progress in English exams to some extent. In order to change this situation, many relative scholars and experts have done many reform, and have got some achievements. However, in the area of English reading teaching, the implementation of generative study is still at the primary stage.The fundamental theoretical support for generative study comes from the concept of constructivism. In the process of learning, there should be mutual influence and function between the new and old knowledge. The process should be based on students’ original experience, and the original experience should have relation with the outside world, and construct new knowledge, which is also called produce generative study. This concept and cognitive conflict have many approaching points, which make it possible to use cognitive conflict to help produce generative study. Cognitive conflict means the conflict between students’ original knowledge of the students and new knowledge. With the producing of cognitive conflict, there would also produce a need to solve the conflict in students’ minds, and this would in turn activate students’ will to explore and get to know. The purpose of the research is to examine the function of cognitive conflict to produce generative study in English reading teaching in senior high school, and to try to find out a series of practical and effective way to do.Based on the requirement of English curriculum reform and development, the author implement the method in the English reading lessons, and try to find out answers to these questions:1. In the process of English reading teaching, whether can cognitive conflict help to produce generative study or not?2. How to teach English reading by using cognitive conflict?3.In what aspects can generative study help to improve students’ English learning level?The research is carried out in the experiment method. The experiment subjects are students of the two classes of the Grade1in a senior high school in the Tongchuan city. One class is the Controlled Class which is taught in the traditional way, and the other is the Experimental Class which is taught in the experiment way using cognitive conflict to produce generative study.After the experiment, the English grades of the Experimental Class improved a lot compared with that of the Controlled Class. Apart from that, the students in the Experimental Class also improved a lot in their English interests, motivation and their English learning attitude. Although this is only an experimental research and there still many limits, it still can be a practical and effective way, and can cause some enlightenment for English reading teaching in senior high school.