A Study On The Application Of Cognitive Conflict Strategy In High School History Teaching ——Taking F Middle School In Ganzhou As An Example

Cognitive conflict is an inevitable "obstacle" that high school students will encounter in history study.The history teacher should not only realize this,but also implement the strategy teaching according to the situation of the learning subject.With the development of history teaching,cognitive conflict strategy has been found to play an increasingly significant role in history teaching.Based on the previous research and practice,the author takes cognitive conflict as a teaching strategy and conducts a history teaching experiment in a key high school in Ganzhou city.In this study,cognitive conflict strategy was applied to high school history teaching,taking historical knowledge as the foundation,historical thinking method as the tool and historical values as the soul.The operation steps are as follows: firstly,teaching design and implementation;secondly,comparative analysis of pre-test results and post-test results;thirdly,analysis of post-test details of history teaching;finally,evaluation feedback of high school students.The teaching experiment shows that there is a significant difference in the post-test results.Moreover,through the students' evaluation feedback,we can know that the expected teaching effect of history can be achieved basically.Research shows that the application of cognitive conflict teaching strategy to promote students' history learning is feasible,is helpful to cultivate students the spirit of daring to question and criticize,helps to cultivate students' active participation in exploring the historical truth of behavior,and active thinking about the reality and the good habit of thinking of the future society,promote the improvement of the core quality of historical disciplines such as historical materialism,empirical evidence of historical materials and feelings of home and country.This paper is mainly composed of the following parts:The introduction expounds the significance and present situation of the research,and the research ideas and methods of the subject.The first half of the first chapter defines the concept of historical cognitive conflict strategy,and the second half states the necessity of its application.The second chapter is on the basis of questionnaire survey,through the survey data analysis of history teachers and high school students,summed up the cognitive conflict strategy in the process of high school history teaching application problems,and discussed its causes.The third chapter is mainly on the basis of the first two chapters,combined with the specific history teaching content in senior high school,from the historical knowledge,historical thinking methods and historical values of several aspects of countermeasures and with some examples.The fourth chapter is the application practice of cognitive conflict strategy.It takes the lesson "new democratic revolution" as an example for teaching.Based on the practical problems found in the classroom practice,the implementation of cognitive conflict strategy achieves the teaching goal.Conclusion is in the end of the paper to introduce the research and reflect on my shortcomings,and look forward to the future of its more far-reaching development.