Thesis of cognitive disorders, introduced in 1951 by the well-known american social psychologist leon festin, argues that the state of conflict experienced by a person following a decision, action or exposure to information that is contrary to his or her original convictions, emotions or values creates psychological stress. For example, when people know that smoking is harmful to their health and cannot resist the temptation of addiction, this can create cognitive disorders。
Mr. Jalanhua, who studied my physical network, said that when attitudes and behaviour are at odds, individual psychological stress is often caused, and in order to overcome this tension caused by cognitive disorders, people need to take a variety of approaches to reduce their cognitive disorders。
Fistinger had an experiment where he had been tried to do a boring one-hour round-the-clock work, paid him a small amount when he left the studio, and asked him to tell those outside waiting for the experiment that the round-the-line work was interesting and attractive. He was then asked to fill out a questionnaire to understand his true attitude towards detour work. As a result, it was found that the evaluation of the bypass work had been improved and had become more popular. This is because when people are tried to say that de-linear work is interesting, it is inconsistent with their inner thoughts and creates mental cognitive disorders, and in order to eliminate tensions, they can only change their attitudes towards de-linearization and rationalize their behaviour。
The theory of cognitive disorders has many important applications in teaching, since learning begins with problems, and new and old knowledge often creates contradictions and conflicts between students' learning and teaching, and teachers can take advantage of a lack of consistency in their knowledge, or even “creating” a conflict of perception, to foster a spirit of active inquiry and motivation in their learning。
In teaching, teachers can provide information that contradicts the knowledge available to them, leading to cognitive disorders and creating curiosity among students. For example, when speaking about friction, teachers can argue that friction is the driving force, that friction takes them to school every day, and that most students find it very strange, because in their concept, friction is resistance, prevents objects from moving forward, and how can it become power? And how did friction send them to school
Teachers can take advantage of incomplete cognitive systems in students ' learning, causing cognitive disorders and stimulating learning motivations. When liquid pressure is used against the bottom, students often think it will be equal to the gravity of the object. Teachers can play an experiment with a water-crushed barrel in pascal and then tell the students that a glass of water can generate a pressure equal to that of a tank and that students will have strong search aspirations and learning motivations。
Thus, in teaching, teachers take full advantage of the imperfection of the student's cognitive structure and the lack of flexibility in the use of knowledge, which creates appropriate cognitive conflicts and helps to stimulate the student's interest in learning and improve the efficiency and achievement of the objectives of teaching。
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