文档介绍：认知冲突策略在高中生物教学中的应用研究
中文摘要
在实施新课程的背景下,在高中生物教学的实践中,笔者提出了认知冲突策略在高中生物教学中应用的研究课题,望能提高生物课堂教学效果,推进新课程理念下教学方式的转变。
本文阐述了认知冲突的理论来源,主要是来自于皮亚杰的认知发展理论。通过中国知网的文献检索,对已有研究进行了综述,并指出可进一步研究的方面。对认知冲突的含义提出了自己的看法,把认知冲突进一步区分为主体内认知冲突和主体间认知冲突。对认知冲突教学策略的概念进行了界定。
认知冲突策略在教学中的具体应用是本研究的重点。笔者结合教学环节,从新课引入、知识点讲解、习题评讲三个方面阐述了认知冲突教学策略在高中生物教学中的具体应用及其注意点、意义等。
采用认知冲突教学策略,关键是设置能引发认知冲突的问题情境。笔者根据教学实践,对此给出了三个注意点,接着归纳了高中生物教学中五个常用的设置方法,并结合实例进行了阐述。
笔者在教学中发现,因为教材编排的一些原因,也易导致学生在学习上产生一些认知冲突,给学习带来一些困难。因此结合几个例子,对此方面进行了阐述,并就其处理方法给出了自己的意见。
课堂教学中,学生在产生认知冲突之后,教师该如何处理,本文分别针对主体内认知冲突和主体间认知冲突给出了不同的处理策略,并就不同策略进行了比较。
最后,本文从激发学生认知内驱力和有利于开展新课程所倡导的“自主、合作、探究”的学习方式两个方面,阐述了认知冲突策略对现代教学的意义。
关键词:认知冲突认知发展教学策略生物教学
作者:张年逢
指导老师:丁芳
Application Research on Cognitive Conflict Strategy in High School Biology Teaching
Abstract
Under the background of new courses, the es up with the research subject of the application of cognitive conflict strategy in high school biology teaching. Hopefully it will enhance the biology class effect and promote the transformation of teaching methods with the new courses.
This article tells the origination of cognitive conflict theory, which is mainly developed from Piaget’s theory of cognitive development. By the document research in China national knowledge , the writer sums up the existing research and points out the further research aspects, and provides his own opinions about cognitive conflict, and divides cognitive conflicts into two categories in people and between people, and determines the meaning of the teaching strategy of cognitive conflict.
The key point of the research is the specific application of cognitive conflict teaching strategy. The writer explains the specific application of cognitive conflict strategy in high school biology teaching and its notices, meaning and so on through bination of teaching process, introduction of new course, explanation of knowledge points and analysis of exercises.
The key to apply cognitive conflict teaching strategy is to build the problem envir