First, intuitive action thinking
The primary stage of thinking development-intuitive action thinking (sustainable development) depends on perception and action.
1. Perception emphasizes having intuitive materials.
2. Action emphasizes: do it first and then think, without purpose and plan.
This part is usually only tested once:
For example, when children are playing with plasticine, they often have no plans. Plaster is said to be steamed stuffed bun when it is kneaded into balls, twisted dough sticks when it is kneaded into strips, and twisted dough sticks when it is rolled up. This reflects the characteristics of children's thinking development.
A. concrete image thinking B. intuitive action thinking C. abstract logical thinking D. symbolic thinking
Analysis: This question reflects the characteristics of intuitive action thinking, doing first and thinking later.
Second, concrete thinking in images
Children's thinking in concrete images is gradually developed on the basis of intuitive action thinking, and images replace all actions in the process of solving problems. Representation plays an increasingly prominent role in thinking.
Typical characteristics of concrete thinking in images: concreteness and visualization.
1. concreteness: children can master the concepts that represent actual objects, but they cannot master abstract concepts. For example, the teacher asked the child with an apple in his hand, "Is this fruit?" Children often can't answer and say "I don't know". But if the teacher asks the child directly, "What is this?" Children will answer "it's an apple", and abstract set concepts and theorems are incomprehensible.
2. Imagery: It shows that children rely on the images of objects in their minds to think, and their minds are full of vivid images such as colors, sounds and shapes. For example, describing an apple is always a big apple-a big red apple-a big round apple.
In addition, concrete thinking in images has a series of derivative features:
1. Experience: Children think according to their own life experience. If Lili hears grandma complain that chickens don't like to grow, Lili will bury them in the soil, water their heads and proudly tell grandma that chickens will grow up soon.
2. Humanism: Children tend to treat objects and animals as people. For example, children can talk to their dolls, and the pen will hurt when it falls to the ground.
3. One-sidedness: emphasizing the problem is not comprehensive enough, and often only individual aspects can be seen, and it is impossible to comprehensively consider it from multiple dimensions. In children's world, there are only good people and bad people.
4. Superficiality: emphasizing that the understanding of things is not deep enough, and the essence can only be carried out through superficial phenomena. For example, three-year-old Lily heard her mother say, "This child is the cutest." Lily asked her mother, "Have you ever licked her mouth?" . Lily's understanding of sweetness is only a superficial taste, not a sweet and beautiful appearance.
This part of the questionnaire is a single choice:
It is difficult for children to understand the meaning of irony, because children use () to understand things.
A. Experience B. Superficiality
C. Humanitarian D. One-sided
Analysis: Irony: You are what you heard. Your understanding is too superficial and not deep, and you don't see the essence.
Third, abstract logical thinking began to sprout.
Abstract logical thinking is a typical way of thinking of human beings, which cannot be formed in early childhood. But in early childhood, especially after 5 years old, the bud of abstract logical thinking appeared obviously.