1. The basic content of Piaget's cognitive development theory: constructivist development view: development is a construction process, which is realized by individuals in constant interaction with the environment. All living things have a tendency to adapt and construct, and adaptation and construction are two functions of cognitive development. Adaptation includes two functions and processes of assimilation and adaptation, and individual psychological development is a process of achieving balance through assimilation and adaptation to increasingly complex environment. {2} On the stages of cognitive development Piaget believes that in the process of individual development from birth to maturity, its cognitive structure is constantly reconstructed in the interaction with the environment, thus presenting four stages in the same order. Each stage has its main behavior patterns, which mark the behavior characteristics of this stage. Each stage is a unified whole, not the sum of some isolated behavior patterns.
2. Stage theory of cognitive development: perceptual movement stage (0-2 years old); Preoperative stage (2-7 years old); Specific operation stage (7- 1 1 year); Formal operation stage (1 1- 16 years old).
Perceptual motor stage (0-2 years old)
Features: the distinction between feeling and action; The conservation of objects is the basis of later cognitive activities.
Pre-operation stage (2-7 years old)
Characteristics: All kinds of perceptual movement schemata began to be internalized into representation or image schemata, and began to use language or more abstract symbols to represent what they had experienced. That everything is animistic, that is, animism; Self-centered; Cognitive activities are relatively specific; Thinking is irreversible and rigid. Did not get the concept of conservation of objects.
Third, the specific operation stage (7- 1 1 year)
Features: abstract concept, logical reasoning; The conservation of length, volume, weight and area is obtained. To understand principles and laws, thinking still needs the support of concrete things.
Quadrilateral operation stage (11-16 years old)
Features: thinking is carried out in the form of propositions; Able to solve problems according to logical reasoning, induction or deduction;
No longer stick to the rules.
3. Factors affecting development: 1 maturity, 2 practice and experience, 3 social experience, 4 self-regulation and balance process.
The educational value of Piaget's cognitive development theory: (1) Fully recognizing that children are not adults is the basic premise of educational success; (2) Following the law of children's thinking development is the fundamental guarantee for the success of education.
2. Vygotsky's concept of development and its educational significance?
The basic content of Vygotsky's development view: 1 theory of cultural and historical development; 2. Psychological development view; Internalization theory holds that children master the experience of all mankind through teaching and internalize it into their own cognitive structure. The basis of internal chemistry theory is his instrumentalism; The relationship between education and development--the zone of proximal development.
Educational significance: Vygotsky is a constructivist. First of all, he believes that psychological development is a process of combining quantitative change with qualitative change, from structural change to the final formation of a new qualitative consciousness system. Secondly, emphasizing activities and psychological structure is the result of internalization of external activities. Vygotsky believes that activity is a social activity mediated by language and other sign systems. Thirdly, it emphasizes the inner psychological structure and holds that new knowledge must be based on old knowledge.
Vygotsky's ideological system is the cornerstone of the development of constructivism today, and researchers have put forward many teaching models: one is called scaffolding teaching. Key points: First, emphasize students' discovery activities under the guidance of teachers. Secondly, the elements guided by teachers will gradually decrease, and eventually students will reach the level of independent discovery, and the responsibility of monitoring learning and exploration will shift from teachers to students. It is also instructive to cooperative learning and situational learning. In addition, it also strongly influenced the constructivist's views on teaching and learning. 3. Eriksson's theory of psychological and social development and its educational significance? 1. Essentials of Eriksson's theory of psychological and social development: Children's personality development is a gradual process, which must go through a series of stages in the same order. Each stage has a development crisis determined by the conflicts and contradictions among the maturity of organisms, social and cultural environment and social expectations, and each crisis involves the conflict between a positive choice and a potential negative choice. The successful process of individual crisis resolution is generally at a certain point in the continuum from positive to negative. The eight stages of Eriksson's psychological and social development theory are: 1, learning to trust, becoming independent, developing initiative, becoming diligent, establishing personal identity, undertaking social obligations, showing rich feelings and achieving perfection. Second, the educational value of the theory of psychological and social development: Eriksson's theory of psychological and social development points out the development tasks in different stages of life, which helps educators to understand the conflicts faced by primary and secondary school students in different stages of development, so as to take corresponding measures to guide the situation and prescribe the right medicine. Pupils are in the fourth stage: the stage of becoming diligent. Junior high school and senior high school are the period when teenagers and children begin to establish self-identity. Teachers should understand that students need a lot of opportunities to experience various occupations and social roles, and at the same time provide students with opportunities to understand society and themselves, so that they can solve their own problems through discussion. In this process, we should always give students real feedback information, so that students can correctly understand themselves and determine reasonable and appropriate self-identity. Teachers should respect students to the maximum extent, and must not simply treat students as "children", nor belittle or despise students in front of peers or other relevant personnel. Four. What are the cognitive differences of students and their educational significance? 1, intelligence refers to the ability to deal with abstract ideas, deal with new situations and learn to adapt to new environments. In our country, most psychologists believe that intelligence refers to the synthesis of various cognitive abilities, that is, observation, memory, thinking and imagination, and its core component is abstract thinking ability. 2. Intelligence test: The first standardized intelligence test scale in the world was the Binet.Alfred-Simmons Scale (French) of 1905, which was later revised to 65438+ by psychologists of Stanford University in the United States. IQ = (intellectual age/actual age) X 100 1936. wexler of the United States compiled the concept of "biased IQ", with an average value of 100 and a standard deviation of15iq =100+/kloc. Gardner's theory of multiple intelligences includes verbal intelligence, mathematical intelligence, musical intelligence, physical intelligence, social intelligence and introspective intelligence. Intelligence difference: individual difference: there are both quantitative differences and qualitative differences. The difference in quantity mainly refers to the difference in individual IQ scores. Qualitative difference mainly refers to the difference of individual composition. Group differences: gender differences, age differences and ethnic differences in intelligence. 3. Intelligence differences and teaching students in accordance with their aptitude (1) Reform teaching organization to adapt to students' intelligence differences (2) Reform teaching methods to adapt to students' intelligence differences. Differences in learning styles and learning styles of teaching students in accordance with their aptitude are typical, consistent and unique learning strategies and tendencies that learners show when exploring and solving learning tasks. Elements of learning style: 1, physiological factors of students' style; 2. Psychological factors of students' style. Social factors of students' style and cognitive factors of learning style: the main characteristics are: 1. Persistence; Second, consistency; First, field independence and field dependence; Presenter: American Herman witkin field independents tend to use their own internal reference when judging objective things, and are not easily influenced and interfered by external factors. Field-dependent people tend to rely on external references in their perception of things, and it is difficult to get rid of the influence of environmental factors. 2 reflective and impulsive; (Jerome Kagan) Compared with impulsive students, reflective students show more mature problem-solving strategies and can put forward more different hypotheses. Moreover, reflective students can better restrain their behavior, endure delayed gratification and resist temptation. (3) Holiness and series: In the UK (Gordon pask), some students focus on the step-by-step strategy. Generally speaking, their assumptions are relatively simple, and each assumption contains only one attribute. This strategy is called "tandem strategy". In other words, the progress from one hypothesis to the next is a straight line. Other students tend to use more complex assumptions, each of which involves several attributes at the same time. It is called "overall strategy", which means to consider how to solve the problem as a whole. ④ Psychological self-regulation theory: Sterberg put forward. Its basic idea is that people have the same self-management or organization system as society, and the focus of the study is how people use this system to regulate their cognitive activities in their daily lives. . (1) Functions of psychological self-regulation: independence, passive execution, analysis and judgment; (2) Forms of psychological self-regulation: single-minded, hierarchical, multi-headed and arbitrary; (3) Psychological adjustment level: overall abstraction and local concreteness; (4) The scope of psychological adjustment: task orientation and interpersonal orientation; (5) Psychological adjustment tendency: freedom.