First of all, let's look at its enlightenment to family education.
1, are there two completely different leaves in the world?
We often hear the phrase "there are no two identical leaves in the world" to emphasize the importance of children's "personality" or the practicality and practicability of individual experience, which is correct. But we often ignore the other one? Words: "There are no two completely different leaves in the world". As long as it is a leaf, it will definitely be used? Some "common" things make leaves called leaves. Children? Well, there are no two identical children in the world, and there are no two completely different children. While paying attention to children's personality, we should also master it? Some children's "common" knowledge, in order to better understand children's? Essential and regular things. What is Piaget's theory of children's psychological development? A theory with universality as its principle and purpose. See Piaget's theory of cognitive and moral development? This paper studies the mechanism of children's psychological development (cognitive development structure), the factors affecting children's psychological development, the stage theory of children's psychological development and Piaget's moral development theory. Piaget's theory of children's psychological development can guide or guide children's staged growth from the general direction.
2. Are children "copies" of their parents?
Piaget believes that children's psychological development is the interaction of internal and external factors, and in the process of interaction, children's psychology changes quantitatively and qualitatively, thus developing. The adaptation of the subject to the object through action is the real reason for children's psychological development. This "adaptation" process is a dynamic process of "assimilation-adaptation-balance".
(See Piaget's theory of cognitive and moral development? The essence and reasons of children's psychological development in the article)
3. Do you laugh when children think?
We also often hear "human? Think, and God will laugh. This sentence is actually true. God does not need to think. His old man's house directly uses "reason and intuition" to create things and gain insight into the essence of things. And people can never do that? Key points, everyone? Do we have to consider this? Only by following the procedure can we discover the essence of things, the law of their existence and development, and create new things. So, children are willing to think, right? This is a good thing. As parents, don't see children thinking and laughing like God.
Piaget thinks that children's thinking process is? The rich development process of a "schema" (similar to "cognitive network") is from simple schema to complex schema. As an adult, a more complex schema system has been formed. See Piaget's theory of cognitive and moral development? This paper expounds the mechanism of children's psychological development (cognitive development structure).
Secondly, let's see what inspiration, influence and function Piaget's theory of children's psychological development has on school education. The following continues to extract articles about Piaget's theory on the Internet:
The significance of Piaget's theory of children's cognitive development to contemporary education and teaching reform
(1) has a great influence on contemporary pedagogy.
Piaget believes that education is a process to help people understand and develop. It is a process of creating conditions to promote children's interaction with the outside world and make the cognitive structure mature and develop continuously. Therefore, the purpose of education is not to increase children's knowledge, but to develop children's cognitive structure and show their potential development possibilities.
Therefore, according to Piaget's cognitive theory of children's development, contemporary pedagogy advocates that the educational goal should be to improve students' knowledge understanding ability, education should attach importance to the cultivation of students' self-regulation ability, and teaching should give full play to students' subjectivity [40].
Education should provide appropriate education according to children's existing foundation, treat students' individual differences seriously, avoid rote learning in traditional education, advocate discovery education, develop students' cognitive structure, and cultivate creativity and criticism [4 1].
Moreover, Piaget's research results show that because children's intellectual development is staged and different ages show different psychological characteristics, the school curriculum design should be based on the characteristics of children's cognitive development stage, and the curriculum content should not obviously exceed the stage of children's cognitive development, and the designed curriculum should be cohesive. The former stage should lay the foundation for the latter stage, which is a continuation of the former stage, focusing on games and activities to promote children's intellectual development. Piaget's theory provides theoretical guidance for the education and teaching reform in many countries in the world [40].
(2) It is of great significance to correctly understand the relationship between learning and development.
The relationship between learning and development is not only a theoretical issue, but also a practical issue. Piaget believes that learning is subordinate to the development level of the subject, knowledge is the result of the interaction between the subject and the object, and early childhood education should focus on developing children's active activities. Especially in preschool education, we should provide children with physical objects and environment, let them operate by themselves, help them improve their questioning ability, take the initiative to understand the difficulties in development and help them solve them [42].
We should regard children as a subject of development, respect their basic rights and interests, and respect their initiative and creativity. Piaget severely criticized traditional education according to genetic epistemology's basic viewpoint. He believes that traditional education only attaches importance to the social value of education and ignores the characteristics of children's physical and mental development; Only attach importance to imparting specific knowledge to children, but not to their psychological development. He pointed out that the purpose of education is not to increase children's knowledge, but to set up an environment full of wisdom and excitement for children to explore and learn actively. Schools should not teach children knowledge that can be acquired voluntarily in the future too early. Piaget's theoretical viewpoint has been proved to be correct by decades of education and teaching practice all over the world.
Enlightenment of Piaget's Constructivism Mechanism on Quality Education Reform
First of all, the constructivist psychological dynamic model requires us to understand school education as a real life process of teacher-student interaction from the ontological level of educational philosophy.
Secondly, the dynamic model of psychological occurrence of constructivism requires us to establish the dominant position of both teachers and students from the flexible frame of reference of subjective activities.
Thirdly, the breakthrough point of quality education is to promote the growth of students' self-discipline personality system, and the spirit of innovation can only be rooted in the self-discipline personality system.
In a word, education is the orientation of life practice process, the orientation of teachers and students in the main position, and the value orientation of creating self-disciplined personality are three important inspirations of constructivist dynamic model.
Application of Piaget's Cognitive Development Theory in Teaching
Piaget thinks that cognitive development can't be taught, but his theory about the continuity and stages of children's cognitive development shows people a rich, complex and regular world of children's psychological development, and shows the general model of children's cognitive development, which provides a theoretical basis for educators to better understand children and promote their cognitive development.
We do not advocate teaching children textbooks that obviously exceed their development level, and oppose artificially or unreasonably accelerating children's development. It is believed that the previous education neglected the qualitative difference between children's and adults' cognitive activities and taught children subjectively in the way of adults' thinking. Teachers should carefully observe children's thinking process of solving problems, correctly judge children's thinking level, and adjust teaching accordingly to adapt to students' level.
Teaching activities that oppose teachers' active teaching but are in a negative state. Teachers should provide students with a rich environment, guide students to take the initiative to explore, personally participate in social practice activities, and promote students to construct knowledge. At the same time, design some social interaction activities for students, provide conceptual examples and provide environmental resources for the cognitive development process.
Based on Piaget's cognitive development theory, several effective teaching methods have been put forward in the education field, such as activity method, self-discovery method, cognitive conflict method and peer influence method.
(1) activity method. Piaget believes that wisdom comes from action, and the activity of subject (action) is a bridge connecting subject and object, and it is also the fundamental source of wisdom. To implement the activity principle in teaching, children should use their hands and brains, explore foreign objects, gain rich logic-mathematics experience, and gradually form and develop their own cognitive structure through reflection and abstraction. For teachers, emphasizing activities means focusing on the development of children's cognitive structure, rather than sticking to the accurate memory of something.
(2) Self-realization method. According to Piaget's theory, children find that their own things can be assimilated actively and then have a deep understanding. To implement self-discovery teaching, teachers should create appropriate teaching situations according to children's cognitive development level, give children opportunities for self-exploration and self-discovery, and enable children to acquire knowledge of external things through active assimilation and adaptation.
(3) Cognitive conflict method (unbalanced method). Is to let children learn new things, different from what they already have. Using this method, we should pay attention to the appropriateness of cognitive conflicts caused by materials, that is, the principle of moderately novel materials, in order to stimulate children's curiosity and enhance their learning motivation.
(4) Peer influence method. Piaget has always attached importance to the mutual teaching and influence between children. Children exchange ideas with each other so that they can keep abreast of other people's views. Other children with the same cognitive level seem to be more able to promote children's liberation from egoism than adults. Therefore, encouraging children to participate in activities and study with children of the same age can effectively promote the development of children's cognitive level.