How to better educate and receive education is becoming an urgent problem for more and more people.
Educational psychology is a subject that studies the psychological activities of subjects in educational and teaching situations and their development and change mechanisms, laws and promotion strategies. Among them, the subject refers to teachers and students.
With the development of modern educational psychology, psychologists tend to take students as the center of education, and teachers' task is to help students study better, but in China, the situation is completely opposite.
Usually, the teacher is the "absolute authority" of the class, students dare not disobey the teacher, and parents must please the teacher.
In the process of information interaction, teachers transfer knowledge to students in one direction. Many students are afraid to ask questions to their teachers because of their dignity, and they are timid in front of teachers, which makes the relationship between teachers and students very unhealthy.
Many students are depressed at school, unable to display their talents, their creativity is suppressed, and the pressure of study and achievement is increasing, which is obviously not conducive to the development of education.
In fact, many so-called famous schools and classes rely on high-pressure and militarized management to force students to learn, not because teachers have outstanding teaching talents. Students who have lost their extracurricular activities have to devote themselves to their studies, but all this is not for education, but for the "ethos" and "enrollment rate" of the school.
From the psychological level of individual education, abnormal education can never cultivate students with all-round development in morality, intelligence, physique, beauty and labor. But I believe that with the passage of time, our education will pay more attention to the cultivation of students' practical ability and moral quality, and forcing students to study will only disappear in the wheel of history after all.
Piaget's educational view generally has two research objects, one is to study the psychological laws of teachers and students in the teaching process, and the other is to study the strategies to promote students' effective learning.
Traditional educational psychology pays little attention to the latter, but now it has become the starting point of educational psychology research.
Piaget believes that the essence of cognition is adaptation, and the adaptation of the subject to the object through action is the real reason for psychological development.
For children, they constantly explore the external environment and gradually adapt to the external environment through the interaction between subject and object.
Usually at home, parents should not only let their children learn cultural knowledge, but also let them have more contact and feelings, stimulate their desire to explore and promote their motor development, especially those young children, especially parents.
With the continuous improvement of motor proficiency, children's cognitive ability will continue to develop and improve.
Later, Piaget put forward four mechanisms: schema, assimilation, adaptation and balance.
Schema refers to the cognitive structure used by children to adapt to the environment, which can be understood as "pyramid system" or tree diagram, and is the basis for people to understand the world.
Assimilation and adaptation are two ways for people to adapt to the environment. Assimilation refers to incorporating new knowledge into existing schema, thus enriching existing "knowledge base".
Adaptation refers to changing schema to adapt to new stimuli, which is generally suitable for learning new and completely different knowledge.
For example, when children learn physics knowledge for the first time, they need to change the original rigid way of thinking and become more flexible to adapt to the learning of new content.
In a word, assimilation and adaptation are the basic ways for people to adapt to the environment. Parents should not only pay attention to enriching their children's existing knowledge, but also pay attention to promoting their children to establish new ways of thinking to adapt to completely different stimuli, so as to help their children successfully complete their studies.
Balance refers to the balance between assimilation and adaptation. When you feel that the existing knowledge is too little to support your study and work, it means that you are not assimilated enough.
When you face the new environment and feel that the existing knowledge type or way of thinking can't help you solve the problem, you will try to change yourself and make yourself qualitatively change.
The imbalance between assimilation and adaptation is absolute, and no one can keep balance forever, so the balance is relative, and children's cognition is constantly developing in such an "imbalance-balance-imbalance" process.
According to Piaget's point of view, parents should try to make their children unbalanced, for example, when appropriate, ask their children some questions that they don't know or subvert their cognition, and guide them to solve these problems.
The above is Piaget's genetic epistemology, but it has been many years since he put forward this view, and his theory may be somewhat obscure.
According to modern understanding, Piaget's "cognition" is actually intelligence. He devoted himself to discovering the essence of children's intellectual development, rather than studying individual cognitive development.
Stage theory of cognitive (intellectual) development In addition, Piaget also put forward the stage theory of cognitive (intellectual) development:
Pre-perceptual movement stage, operation stage, concrete operation stage, formal operation stage, the first stage is perceptual movement stage, and the age level is about 0-2 years old.
At this stage, children gradually form a permanent object (when an object disappears from their eyes, they know that it is only temporary and will not think that it has disappeared, but newborn babies will think so).
When a baby is born, it only reacts passively to the teasing of its parents, that is, it reacts to external stimuli in the form of perceptual movement, just like some lower creatures in nature.
With the growth of age, they gradually developed the desire to explore and active consciousness, which changed from involuntary passive reaction to casual active reaction.
Detailed research data show that infants aged 6-7 months begin to experience stranger anxiety and separation anxiety. They are afraid of strangers and refuse to be separated from their mother.
However, parents don't have to worry. This is the law of baby's development, and it is also the process that must be experienced to form intimate relationship.
The second stage is the pre-operation stage. From about 2 years old, children gradually learn to use symbols to refer to something. For example, after attending kindergarten and preschool, children learn to use sticks instead of numbers, and on this basis learn basic math skills, such as vertical column.
Children's thinking is mainly concrete and vivid, so children at this stage can't understand abstract concepts. Parents and teachers should take this into account and use intuitive and vivid pictures or objects for teaching and guidance.
In addition, children's thinking at this stage is irreversible, rigid, self-centered and animistic.
Take animism as an example. If a child is alive and conscious, he will think everything around him is like himself. For example, he thinks that all flowers and trees have pain. With the increase of children's understanding of this point, they can naturally know the difference between human beings and everything in the world.
The third stage is the specific operation stage, which is about 7- 1 1 year. The children at this stage are basically in primary school, and they have formed a certain logical operation ability in their study.
However, because his thinking is in the transition stage from concrete visualization to abstract logic, he can't apply this ability to solve abstract problems.
In this respect, knowledge can be combined with practice, and teachers can promote the development of children's abstract logical thinking through application problems.
Parents can guide their children to use abstract logical thinking to solve problems in life and entertain and educate. In short, simple book teaching will only hinder the maturity of children's thinking.
In addition, at this stage, children's thinking reaches conservation, and Piaget believes that conservation is a sign that children's thinking reaches maturity.
Piaget once did an experiment. Two glasses of the same capacity are placed in front of the children. One is an ordinary cup, and the other is longer and thinner. First, an ordinary cup is filled with water, and then it is poured into another cup. Then, the child was asked: which of the two cups has more water? Still as much?
Most children answered that there is more water in the slender cup, and only children around the age of 8 answered as much. Since then, Piaget believes that the age of 8 is a turning point for children to acquire the concept of "conservation", which also marks the maturity of their thinking development.
The fourth stage is the last stage of children's cognitive development, which is called the formal operation stage, and it is about 1 1 year. Children at this stage can use deductive reasoning and inductive reasoning to solve abstract problems.
Children at this stage have just entered middle school, and the development of cognitive level cannot be separated from the teacher's teaching. However, it is worth noting that teenagers' thinking is still concrete to a certain extent, which requires teachers and parents not to rush into it, and education should be gradual to avoid discontinuous education.
In addition, children's cognitive development has obvious individual differences. Some children get good grades in primary school, but their grades plummet in middle school. Parents should not blindly attribute it to children's lack of hard work, and children's adaptability and the speed of intellectual development are also very important factors.
For adolescent children, they are faced with the rapid development of physiological function and the sharp change of psychology. Parents and teachers should be more patient, especially to change the previous education methods from control, reward and punishment to persuasion, guidance and respect. Only in this way can we create a good learning environment for children.
Educational psychology is a developing discipline. "Education" refers not only to the study of knowledge, but also to the study of morality and creativity. Parents and teachers should pay more attention to the cultivation of children's healthy personality, and blindly instilling knowledge will only outweigh the benefits.
After studying educational psychology, we should understand that education must follow the law of children's psychological development. If the child is still young, we should treat and educate him in the way of children, and don't encourage him.
When children begin to be sensible, they should learn to change the way of education, fully respect their wishes and give them room for free development.
When children begin to rebel, the most taboo is tit for tat and uncompromising. At this time, teachers and parents should put down their airs, learn to be children's friends, set an example, calm their minds and create a good development environment for children.