认知冲突,即所学知识与学生已有认知结构难于相互包容时出现的一种矛盾.在新知学习过程中,学生通常根据已有认知结构来同化新知,理解知识,因而当他们碰到无法解释、难以理解的新现象时,则会形成一定的认知冲突.在课堂教学中,教师若能够适当地诱发学生的认知冲突,对学生学习效率的提升会有一定的积极作用.一、求异思维,引发认知冲突在探究性学习中,求异思维是一种有效的思维方法.在物理教学中,教师可用同一材料来拓展不同思维渠道,以让学生多角度、全方位思考.亦或由学生已有的知识与经验中,提出一些挑战性题目,以引发认知冲突,打破思维定式,让学生多侧面、多角度、辨证式求异研究,让他们学会找出 Cognitive conflict, a contradiction that occurs when a student learns and a student has a cognitive structure that is difficult to be tolerant of each other.During the process of new learning, students usually assimilate the new knowledge and understand the knowledge according to the existing cognitive structure, so when they touch To inexplicable and difficult to understand the new phenomenon, it will form a certain cognitive conflict in the classroom teaching, if teachers can induce students cognitive conflicts properly, to enhance the learning efficiency of students will have a positive effect. First, the difference thinking, triggering cognitive conflict In inquiry learning, seeking different thinking is an effective way of thinking.In physics teaching, teachers can use the same material to expand the different channels of thinking in order to allow students to multi-angle, all-round Thinking, or by the students’ existing knowledge and experience, put forward some challenging topics to trigger cognitive conflicts, to break the stereotyped thinking, so that students learn from multiple angles, perspectives and dialectical differences so that they can learn to identify