the mechanism in peer learning mainly includes social comparison, feedback, modeling, activating inert knowledge, cognitive conflict and co-construction.
creating material scenes and arousing cognitive conflict are the key to realize conception changing.
有针对性地创设具体情境,引发学生认知沖突是实现概念转变的关键;
the cognitive conflict between doctors and patients mainly manifests in the different cognition of diseases, the expectation of medical skill and the understanding of medical science.
finally the thesis bring forward that material of sensibility is offered, difference of students is regarded and cognitive conflict is inspired in the learning of mathematics concept.
最后提出在数学概念教学中要提供感性材料,注意学生差异和激发认知沖突。
the style of cognitive conflict style leads to supposing research study.
认知沖突型的问题情境,将产生猜想式的探究学习;
the way to dissolve the cognitive conflict between doctors and patients lies in strengthening exchange and communication between them.