新知的学习有的能够在旧知上自然生长,有的却会和旧知间存在着强烈的认知冲突,成为教学的难点。事实上,在认知冲突处深入挖掘学生经验,对学生已有经验进行重新梳理,进一步改造重组、抽象提升,可以沟通新旧知识间的联系,突破教学难点。那么,该如何在认知冲突处改造重组学生的已有经验呢?对此,我们进行了一些尝试。一、找准认知冲突是改造重组经验的前提心理学认为,学习的两种重要形式是同化与顺应。如果新知能在旧知上自然生长,学习形式以同化为主;如果新知与 Some of the new knowledge can naturally grow in the old knowledge, while others have a strong cognitive conflict with the old knowledge, and become a difficult teaching point. In fact, at the cognitive conflict depth digging student experience, to re-sort the students’ existing experience, to further reform and reorganization, abstract promotion, communication between old and new knowledge can be communicated, breaking the teaching difficulties. So, how to reconstruct the existing experience of restructuring students in the cognitive conflict? We made some attempts. First, identify the cognitive conflict is the premise of restructuring and restructuring experience Psychology that the two important forms of learning is assimilation and adaptation. If the new knowledge can grow naturally in old knowledge, the learning form is mainly assimilation;