07

educational psychology

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Li Ting, welcome readers to share their reading time with me. What I share with you today is the second part of the third chapter "Physical Development and Education" in educational psychology: "Comment on Piaget's cognitive development theory and its pedagogical significance".

Contribution of Piaget's Cognitive Development Theory to Pedagogy

Piaget's cognitive development theory is of epoch-making significance to the whole psychological system. The central idea expressed in his thought is that children's mental growth does not come from innate inheritance as geneticists say, nor from acquired environment as empiricists say, but from innate inheritance. Children explore, think and understand various things in the environment through endogenous and active reactions, thus gaining cognition.

Piaget's theory affirms the function of education: children are naturally inclined to seek knowledge automatically, and teaching them the necessary knowledge in time not only meets the needs of children, but also can achieve twice the result with half the effort in teaching.

Piaget's cognitive development theory clearly points out that the relationship between different stages of children's cognitive development is only positive, not negative. This reminds parents and teachers that if they don't know the differences of children's thinking mode and cognitive style at different stages in advance, they will get twice the result with half the effort, or even in vain.

According to Piaget's cognitive development theory, the age boundary crossed in each stage is quite large. Children belonging to the same cognitive stage have a great age gap. On the other hand, our primary and secondary education implements the system of age and grade integration (children of the same age are grouped in the same grade), which is actually inappropriate from the perspective of children's learning ability.

Since 1960s, Piaget's cognitive development theory has attracted unprecedented attention from psychologists all over the world. At the same time, psychologists also criticized Piaget's cognitive development theory:

(1) only pays attention to knowledge cognition and ignores the development of social behavior;

② The argument that development precedes learning is of little educational value and fails to explain mature physiological and environmental factors;

③ The actual development level of each age group is inconsistent with the theory. For example, children's cognitive thinking ability is underestimated and adolescents' cognitive thinking ability is overestimated.

Piaget's cognitive development theory is more enlightening than practical for education.

As educators, we should think rationally about the reference value of his theory to practical teaching;

one

Implementing knowledge teaching with children's thinking mode

In traditional education, adults choose and organize knowledge according to their own experience, and then teach children to learn knowledge according to their own way of thinking. According to Piaget's cognitive development theory, children's thinking and psychological activities are different from those of adults. With the growth of age, their way of thinking will change qualitatively, and children are not specific and tiny adults.

Therefore, if educators can rationally put themselves in other's shoes, talk to children in teaching activities and appreciate all children's behaviors in the learning process, then children can learn more happily and efficiently in this process.

two

Design curriculum according to children's cognitive development order

Piaget's cognitive development theory has two important implications for school curriculum: first, the difficulty of school curriculum materials must conform to the psychological development level of students; Secondly, when determining the course difficulty of a grade, it is advisable to design experiments first, and observe and analyze whether the arrangement of each unit is appropriate from the students' actual thinking process.

Similarly, parents should also think rationally about the "theater effect" in education, such as whether the course of Olympic Mathematics is really suitable for first-grade children. Training institutions offering Olympic Mathematics courses should also think about how to set the course content more reasonably to match the development of children's cognition and thinking.

three

Implementing individualized teaching according to individual differences

When Piaget discussed the problem face to face with his children, the wrong reaction to the children was more important than the correct reaction. Because the wrong reaction can better reflect individual differences. According to Piaget's experience, I summed up three suggestions for teachers:

First, in the implementation of personalized teaching, try to communicate with children face to face, so that children can express their views on problems and ideas for solving problems in their own words.

Second, for children who answer correctly, convince them that their ideas are correct and give them encouragement.

Third, the child who answered the question incorrectly, let him fully relax and tell the process of his understanding and thinking about the nature of the question. Especially when checking with correct answers, let him express his opinions freely and give him a chance to explain and defend his different ways of thinking. In this way, when he finds that the teacher's answer is better than his own, he will be more receptive.

four

The educational function of promoting children's psychological development

School is not only a place for students to learn knowledge, but also a place to enlighten students' wisdom. Piaget's view that environmental education is more important than knowledge education is of greater significance to family education in preschool education.

Young parents are often easily influenced by the surrounding environment. They start teaching early when their children are young, hoping that their children will start the "starting line" ahead of time and become "Niu Wa".

According to Piaget's point of view, parents do this, which is tantamount to giving up the foundation. On the contrary, to raise children, we should create a good family environment, provide enough stimulation for children's cognitive development, and at the same time, try to communicate with children through face-to-face conversation, understand their way of thinking, and establish a good parent-child relationship.

Dear readers, faced with the "educational anxiety" brought by the surrounding environment, as parents, how can we better adjust our mentality and help our children effectively?

November

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