| Geographical concepts play a very important role in the geographic knowledge system and are the cornerstone for students to learn other geographic knowledge.The abstract and systematic characteristics of physical geography concepts have relatively high requirements on students’ abstract and comprehensive thinking,and students are prone to cognitive biases and form mythological concepts.Practice has shown that cognitive conflict is one of the effective ways to transform students’ mythological concepts.Cognitive conflict is the psychological contradiction and confusion that occurs when students’ original cognition does not match their new knowledge.The cognitive conflict caused by students in the teaching of physical geography concepts can not only mobilize students’ learning drive,but also realize the effective transformation of myth concepts.Therefore,this paper conducts an in-depth study on the combination of cognitive conflict and the teaching of physical geography concepts in high school,in order to improve the teaching quality of physical geography concepts in high school.Firstly,combined with the characteristics of high school physical geography concept,the relationship between cognitive conflict and the teaching of high school physical geography concept is analyzed.Secondly,through the method of questionnaire survey,interview and classroom observation,it analyzes the current situation of physical geography concept teaching and the application of cognitive conflict in high school.Thirdly,according to the survey results,combined with the application mode of cognitive conflict and the teaching process of geographical concepts,the application mode and realization path of high school physical geography concept teaching based on cognitive conflict are constructed.Finally,using the application model constructed in this paper,the teaching design of typical cases is carried out.The research mainly draws the following conclusions:First,according to whether students have original cognition of physical geography concepts,cognitive conflicts in the teaching of physical geography concepts in senior high school can be divided into two categories: cognitive conflicts based on students’ existing cognition and those induced by concept-based teaching needs.Based on the specific reasons for students’ cognitive conflicts,the two types of cognitive conflicts are further refined into seven sub-categories,and the concepts of physical geography in high school are classified and sorted out.Second,the application value of cognitive conflict in the teaching of physical geography concepts mainly includes three points: the first is to cause cognitive dissonance and mobilize the students’ cognitive drive;the second is to break the cognitive balance and change the students’ myths and concepts;the third is to deeply analyze the concepts and develop the students’ thinking ability.Third,the survey results show that the problems and causes of the current high school physical geography concept teaching and cognitive conflict application include: students generally have a large number of mythical concepts,which affect the understanding of physical geography concepts;teachers do not pay enough attention to students’ cognitive characteristics,The transformation of myth concepts has not been realized;some teachers lack innovative awareness and theoretical basis,and the teaching form of geographical concepts is outdated;there is a lack of systematic research on cognitive conflicts in concept teaching,and the application of cognitive conflicts is not effective.Fourth,construct the application model of high school physical geography concept teaching based on cognitive conflict,including four stages: to explore the myth concept,to presume the cognitive conflict-premise;to perceive the geographical concept,to create the cognitive conflict-the key;Understand the concept of geography,resolve cognitive conflict-key;use the concept of geography,transform cognitive conflict-security.Combined with the classification of cognitive conflicts in the concept teaching of physical geography in high school,the realization path of each stage of the application model is proposed.Fifth,according to the teaching case design of high school physical geography concept based on cognitive conflict,the implementation suggestion of the application model is put forward: the choice of the realization path should grasp the commonality of students and consider the differences of regions. |
