结构来同化对新知识的理解。当遇到不能解释的新现象时,就会产生认知冲突.心理学理论认为:个体熟知或未知的事物在特定的环境下,能够激发认知个体的认知冲突,使认知个体感到原有知识不够用,造成“认知失调”。人的大脑为求得这种认知的平衡,便会从疑惑、惊奇、差异的情感中,产生一种积极探究的愿望,以促成失去的认知平衡尽早恢复,达到积极思维的最佳状态。在初中化学教学过程中,适时地创设问题情景,实现合作学习让学生利用自己已有 Structure to assimilate understanding of new knowledge. When encountering new phenomena that can not be explained, cognitive conflict will arise.Psychological theory holds that: individuals know or unknown things in a particular environment, can stimulate the cognitive individual cognitive conflicts, so that cognitive individuals feel the original Not enough knowledge, resulting in “cognitive disorders ”. In order to achieve this balance of cognition, the human brain generates a desire for positive inquiry from doubts, surprises, and differences in emotions, so as to promote the recovery of the lost cognitive balance as early as possible and achieve the best state of positive thinking . In junior high school chemistry teaching process, the timely creation of problem scenarios, to achieve cooperative learning for students to use their own