Research On The Application Of Cognitive Conflict Strategy In History Teaching In High School

Cognitive conflict is the psychological "imbalance" or contradiction caused by the inconsistency between the original knowledge and experience and the real situation.In the learning process of high school history,with the continuous enrichment and accumulation of knowledge,students will unconsciously question some of the historical knowledge they have learned,which is the cognitive conflict in the general sense,and thus have a strong desire to explore.However,in the traditional history teaching of high school,teachers often ignore this phenomenon and ignore the students' wishes,so that students' questions cannot be solved,which seriously hinders the improvement of teaching efficiency.Cognitive conflict strategy,with cognitive conflict and teaching strategy as its main contents,plays an important role in promoting students' cognitive development.The general application mode of cognitive conflict strategy is the fusion of cognitive conflict psychological process model and educational opportunity theory under the guidance of cognitive development theory.Based on this model,taking the course "evolution and strengthening of autocratic monarchy" as an example,combined with several common cognitive conflicts such as historical knowledge,historical theory knowledge,emotional values,etc.,this paper makes a practical exploration of cognitive conflict strategies in history teaching in high school from four aspects:operation,creation,resolution and transformation.Practice has proved that cognitive conflict strategy has strong operability in teaching and is of great significance to students' learning.It can not only stimulate students' learning motivation.promote students' meaningful learning,but also help students to set up critical thinking.However,there are still some noteworthy problems in the use of cognitive conflict strategy in the history teaching of high schools,such as the improper selection of cognitive conflict,the inaccurate grasp of teaching time and the lack of historical literacy of teachers.In order to solve these problems,teachers should constantly enrich their professional knowledge of history,so as to set up appropriate problem situations,grasp the opportunity and guide students to solve problems scientifically and effectively when applying cognitive conflict strategies in history teaching in high schools.