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On Piaget's Six Principles of Education and Teaching

-Read Piaget's relevant educational works.

■ Zhan Runyan/Wen

▲ Piaget

Anyone who has studied child psychology or cognitive development theory should know this person. His name is jean piaget. He is a famous psychologist, educator and philosopher in Switzerland. He was once known as an ideological and cultural giant on par with Socrates, Freud and Einstein.

When Piaget was first, he actually studied biology, not psychology or pedagogy. He received a doctorate in biology and philosophy, and then went to Paris University to study psychology.

He has been diligent in research and creation all his life, and has many excellent works handed down from generation to generation. There are many original ideas about education in his works, but he is modest. He admitted that he was from genetic epistemology, but insisted that he was not an educator. He believes that the task of psychologists is only to provide teachers with some applicable facts, and can not replace educational experts to guide teachers' education and teaching. But in fact, he is one of the psychologists who have the greatest influence on contemporary education.

With regard to such a cross-border expert with superior intelligence, outstanding talent and profound knowledge, from his works, we have summed up six principles about education and teaching, which we would like to share with you.

First, promote children's intellectual development and cultivate their thinking ability.

Piaget believes that the main purpose of education is to promote the development of students' intelligence and cultivate students' thinking ability. He also pointed out that the highest goal of education is to have the ability of logical reasoning and master complex abstract concepts.

In traditional education and teaching, our teachers often just present the knowledge to the children, and then "instill" the knowledge into the students so that they can remember it. In this way, students' thinking is not "calculated", but passively accepted, just a small knowledge "container".

Therefore, Piaget attaches great importance to children's process learning, emphasizing the formation of cognitive structure and the development of logical thinking ability. What you learn by rote is not equal to wisdom. Jerome Bruner, an American psychologist, applied Piaget and his own theory of cognitive structure development to the curriculum reform of American primary and secondary schools, and thought that teaching should pay attention to students standing on my complicated basic knowledge structure instead of remembering everything.

In addition, Piaget also advocates that the primary task of education is to cultivate children's creativity and critical ability, so as to cultivate people who can innovate, create, invent and be good at discovering. This is unmatched by any educator in history.

Therefore, as our educational colleagues in China today, we should set up a "basic knowledge structure" for students when giving classes, so that they can master basic principles or concepts first, cultivate their thinking ability, and thus develop their intelligence. Unlike traditional education, you can't emphasize rote learning, forget it, forget it, and finally forget it, and your intelligence can't be fully developed.

Second, let children learn voluntarily.

Piaget regards children as "independent variables" and opposes the traditional view that children are regarded as "dependent variables". He once put forward two central ideas of genetic epistemology: one is "Interaction Theory" and the other is "Constructivism". Interaction theory means that knowledge is not a simple copy of external objects, nor is it the expansion of pre-formed structures within the subject, but the result of continuous interaction between the subject and the outside world. Constructivism, on the other hand, holds that cognition is an active and continuous construction activity, and development is not dominated by internal maturity or external teaching, but a positive self-construction process. In other words, constructivism is the basic concept and thinking form for children to construct intelligence through their own activities.

In Piaget's view, children are not only taught by adults, but also learn independently. If adults teach their children everything in their own way, it will not only help them master the learning content, but also hinder their invention or development.

Therefore, real learning is not taught by teachers to children, but should come from children themselves.

Piaget also believes that the intrinsic motivation established in cognitive organization is the first. External reinforcement such as rewards and punishments does not play a major role in children themselves. In his view, in order to make children have intrinsic learning motivation, they must cause cognitive conflicts and stimulate their best or greatest sense of imbalance, so as to stimulate their inner thirst for knowledge and curiosity. So how can we do it?

In order to solve this problem, he put forward a principle of "moderate novelty". In his view, as long as the materials for children to learn are related to their existing experience, and at the same time, they can make him feel novel enough, so that children can have cognitive disharmony and conflict, stimulate their interest and promote their learning. Because people generally don't pay too much attention to things that are too familiar, and they don't care too much about things that are too strange.

Piaget also talked about the leading role of teachers in education and teaching and the dominant position of children. He believes that teachers are only promoters of children's learning, and they should respect children's learning aspirations and cannot impose them on students by their own will; The role of teachers should be indirect. Teachers don't directly teach some ready-made learning content to children, but introduce problems and countermeasures, and then let children learn actively.

It is very important to cultivate students' autonomous and spontaneous learning, but letting children learn actively every time sometimes affects the systematicness of children's learning and takes up more time. Therefore, this requires teachers' teaching art, and needs to deal with the leading role of teachers and the main position of children in education and teaching.

Third, pay attention to the developmental characteristics of children.

Piaget is a psychologist who firmly advocates the stage theory. He used a lot of convincing experimental materials to prove that children's cognition is essentially different from that of adults, and the cognitive structure of children at different stages is also different. Each stage has its own unique cognitive structure, showing different cognitive abilities from the previous stages.

Piaget believes that learning is subordinate to development, education is subordinate to the development level of the educated, and the level of children determines the pace of education.

Piaget also believes that those adults who try to accelerate children's development are wasting time and energy. Because "teaching a student something he can discover in the future prematurely will prevent him from creating something, and as a result, he can't really understand this kind of thing." He believes that development is a process of continuous construction, which needs to be developed on the basis of the previous stage before it can develop to the next stage. Therefore, learning needs to be prepared, otherwise haste makes waste, which is very unfavorable for children's growth!

According to Piaget's point of view, we can think of the concept of quality education that China is advocating now. On the basis of understanding children, we should "comprehensively improve the comprehensive quality of all students", put people first, educate people first and teach students in accordance with their aptitude.

As Piaget emphasized, teachers should understand children, education and teaching of children should not be adult, pay attention to children's characteristics, be suitable for children's development level, and understand children's psychology. Never educate children in primary or secondary schools.

Fourth, we should attach importance to children's learning through actions and activities.

Piaget believes that cognition originates from action, which plays an important role in children's intellectual and cognitive development. He divided knowledge into physical knowledge and logical mathematics knowledge, and thought that both of them originated from action. Physical knowledge is that children act on objects and extract the characteristics of the objects themselves through simple abstraction, thus obtaining the knowledge of the observed objects. For example, if a child plays with a small ball, it will be abstracted that the ball is round. The knowledge of logical mathematics is the experience gained by thinking or reflecting on one's own behavior. Knowledge does not come from the object itself, but from the knowledge that people exert their subjective and dynamic thinking in the actions imposed on objective things, so as to understand the results of coordination between their actions.

In education and teaching, he believes that children's actions and activities must be paid attention to in teaching. Children just watch and listen, not actively learn, just learn orally.

Especially in mathematics teaching, the formation of the concept of number is inseparable from action, which has not attracted the attention of the majority of mathematics teachers. Piaget pointed out in his works: it is a great mistake to ignore the role of action in mathematics teaching and always stay at the language level; Especially for young students, fiddling with objects is very important for understanding the relationship between arithmetic and geometry. This provides a scientific basis for the activity teaching method advocated by the new education.

Therefore, it is very necessary for teachers to arrange the situation before class and provide teaching materials, tools and equipment. In teaching, let children operate, fiddle, experiment, observe and think freely, and let them know things by themselves, find problems and get answers, instead of just passively listening to teachers or watching demonstrations.

This has important reference significance for cultivating students' innovative spirit and practical ability at the present stage in China and advocating "learning by doing" in quality education, and provides a scientific theoretical basis.

Fifth, pay attention to children's social communication ability.

Piaget attached great importance to the role of social communication in children's psychological development when he studied children's language and thinking development and children's moral development in his early days. He insists that children's interaction with others is as important as exerting actions on objects in their cognitive development.

Children's intellectual development needs the stimulation of external things, including communication with others. This kind of communication not only refers to the communication between children, but also exists between teachers and students, parents and children. Piaget believes that the focus of communication in learning should be cooperation among children, not competition. He also believes that children will never integrate their own operations into a coherent whole without exchanges and cooperation with others.

In the traditional education in China, the interpersonal relationship between children and their peers, parents and teachers has not attracted enough attention. In the new era, we often add "the cultivation of teachers' interpersonal relationship" to the training of teachers. However, it has not been paid attention to in practice, let alone let every teacher pay attention to the development of children's social communication ability. But I believe that more and more colleagues will pay attention to this training.

Sixth, let the children develop according to their own trajectory.

In the process of human development, there are indeed universal stage characteristics. It's like when people are in infancy and adolescence, the growth rate of height is much faster than other stages. The development of intelligence is the same, and everyone has a common stage. The stage characteristics of development are related to age, but not completely determined by age.

The differences in children's heredity, living conditions, experiences, growth environment and individual subjective initiative provided by the level of social productive forces will also lead to the acceleration or delay or even hinder the appearance of children's characteristics that should be in a stage.

So every child's development will have its own trajectory, that is, there will be individual differences.

Although Piaget studied the universal law of children's development, he did not specifically study individual differences, but he never denied that there were individual differences among children. He also advocates paying attention to children's interests and needs.

In this regard, the former Soviet educator Suhomlinski once talked about similar views. He said: "There are no people without talents in the world. The problem is that educators should discover the talents, interests, hobbies and specialties of each student and provide sufficient conditions and correct guidance for their performance and development. "

Suhomlinski also said: "Every child is a world, a completely special and unique world."

This requires us to teach students in accordance with their aptitude and let children develop on their own track.

We all agree that we should teach students in accordance with their aptitude in education. But in fact, how to teach students in accordance with their aptitude? This is a complicated problem, which needs to be discussed and studied together.

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The above is my passage.