(A) students are the main body of teaching activities.
Piaget believes that students are the center of the subject in the process of cognitive development.
In the process of learning, students are active constructors of meaning, not passive receivers. Teachers are the promoters of students' learning, and at the same time, as the organizers and leaders of teaching activities, teachers should consider students' acceptance and understanding ability in the structure, order and curriculum arrangement of teaching materials, so that students can actively participate in learning activities.
Real learning is not taught by teachers to students, but comes from students themselves. Teachers should let students learn spontaneously and actively. Piaget's active process has two meanings: one is that students directly act on his environment, and the other is that students are active psychologically. Therefore, teachers should try their best to arouse students' interest and stimulate their thirst for knowledge and curiosity in teaching.
(B) Teaching content should adapt to children's cognitive development level.
Piaget believes that "education is subordinate to the development level of the educated, and the level of children determines the pace of education".
Students in different stages have different levels of cognitive development, and each stage has a unique cognitive structure, showing different cognitive abilities from the previous stages. Too simple learning does not play much role in children's cognitive development. For learning beyond the development level of a specific stage, students have no corresponding cognitive ability and cannot really understand knowledge. Teachers should design courses and teaching according to the characteristics of students' cognitive development stages, give full consideration to the order, stages and timeliness of students' cognitive development, and adopt methods, contents and forms in line with students' development level to improve the learning effect. Therefore, teachers should constantly study the theory of students' psychological development, grasp the development characteristics of students under the new situation, and arrange teaching contents reasonably so as to achieve twice the result with half the effort.
(3) Teachers should pay attention to cultivating students' thinking ability in the teaching process.
Piaget believes that teaching should not only impart knowledge, but also promote the development of individual mind.
Teachers should not only increase students' knowledge, but also educate students to learn knowledge and solve problems. In the teaching process, teachers should not only instill knowledge into students in order to complete teaching tasks, but also cultivate students' creativity and innovative spirit and cultivate explorers, not just scholars.
(D) Teaching activities should constantly break the existing balance of students and establish a new balance.
In the process of assimilation and adaptation, individuals experience balance-imbalance-balance to realize cognitive development. When an individual feels an experience that conflicts with his own foresight, he is driven to reconstruct his cognitive structure, and then there is an imbalance, which Piaget calls breaking the balance.
In the teaching process, teachers can find some ways to break the existing balance of students and encourage students to re-establish balance in their own way through positive ways. For example, teachers can provide some contents related to students' existing experience, and at the same time present contradictory contents, so as to guide students to create an unbalanced state, stimulate students' interest in exploring new knowledge and solving new contradictions, and finally gain a new balanced state, enrich students' knowledge and experience and improve their cognitive level.
(e) Increase cooperative learning among students.
Piaget believes that "if an individual does not communicate and cooperate with others, he will never be able to integrate his own operations into a coherent whole".
He believes that the focus of communication in learning should be cooperation among students, not competition. The interaction between students plays an important role in the development of individual cognition. Therefore, teachers should create cooperative learning and discussion opportunities for students in teaching activities. When students communicate with each other, there will be inconsistent views. After the balance is broken, students need to reconstruct their cognitive structure.
(6) Learning in rich exploration activities.
Piaget believes that cognition comes from action and cognition begins with action. By action, he means personal activities.
When constructing cognitive structure, individuals should interact with the external environment through activities rather than perception. He believes that "knowing a thing and an event is not a mental copy or image formed by watching it." If you know one thing, you must act on it. "If students only learn by watching and listening, without direct experience, it is difficult for them to firmly master book knowledge, and their ability to use knowledge is very weak. Teachers should not only pay attention to their own activities, but also pay attention to students' activities in the teaching process. Teachers should arrange situations and provide materials, tools and equipment, so that students can operate, fiddle, experiment, observe and think freely, know things by themselves, find problems and get answers, instead of just passively listening to teachers and watching demonstrations.
(7) Pay attention to students' individual differences and teach students in accordance with their aptitude.
Piaget believes that the main factors affecting psychological development are maturity, experience, social environment and balance.
? The physiological structure brought by each individual's inheritance, the experience gained in the process of growth, the social environment and the different balance process facing the outside world will lead to different degrees of differences between individuals. Each student's cognitive development speed and level are different. Teachers should not only consider the characteristics of the common development stage of the whole class, but also provide corresponding learning content according to each student's actual level and put forward corresponding progress requirements. Moreover, in order to teach students in accordance with their aptitude, teachers need to have a deep understanding of students' respective development.