Research On Cognitive Conflict Resolution Strategies In History Teaching Of Grade One In Senior High School

As a speculative humanities discipline,history requires teachers to combine the characteristics of history and the actual situation of students in the learning process,then adopt effective and appropriate teaching strategies.Cognitive conflict refers to the contradiction and conflict between the existing cognitive structure in a person’s mind and the current new situation,which is a psychological imbalance caused by a certain gap between old and new knowledge and experience.With the deepening of the new curriculum reform,history teaching pays more attention to the improvement of students’core literacy.As an inevitable phenomenon in the development and change of each student’s cognitive structure,cognitive conflict can be regarded as an "obstacle" in teaching,and it can also be one of the important strategies used by teachers to assist teaching.Grade one in senior high school as a special stage of students’ knowledge connection,in the face of teenagers’ cognitive structure and psychological development level,teachers should not only pay attention to the needs to be solved in students’ spontaneous cognitive conflicts,but also be good at guiding students to create cognitive conflicts in combination with reality,so as to stimulate students’ intrinsic learning motivation,help students establish critical thinking and improve the comprehensive effect of teaching through the application of cognitive conflict resolution strategies in teaching.On the basis of predecessors’research,this paper focuses on the feasibility,necessity and operability of the application of cognitive conflict resolution strategy in history teaching in senior one,hoping to provide relevant reference for the practical application of the majority of front-line history teachers.Specifically,this paper consists of the following parts:In the introduction,the reason and significance of the topic selection are expounded.After summarizing the relevant research at home and abroad,the research ideas、research points of method and innovation are put forward to demonstrate the feasibility of applying cognitive conflict resolution strategy in history teaching of grade one in senior high school.The first chapter mainly involves the definition of related notions,classifies the cognitive conflicts in history teaching,and finally discusses its application significance to demonstrate the necessity of its application.In the second chapter,based on students’ questionnaires and teachers’ interviews,through data analysis,the problems existing in the application of cognitive conflict resolution strategies in history teaching of senior one are summarized and their causes are analyzed.The third chapter is based on the previous,combined with the specific teaching content of senior one,discusses the application principles and modes of cognitive conflict resolution strategy,and puts forward application suggestions to demonstrate the operability of its application.The fourth chapter is the practical exploration of cognitive conflict resolution strategy in the history teaching of senior one.Taking the 23rd lesson "From partial resistance to total resistance" of "Outline of Chinese and Foreign History"(Ⅰ)of senior one as an example,the application of cognitive conflict resolution strategy is tested.On the basis of summarizing the full text,the conclusion part expresses confidence in the application of cognitive conflict resolution strategy in history teaching of Grade One in senior high school,and looks forward to the further development of this strategy with the progress of the times in the future.