A: Vygotsky, a former Soviet psychologist, put forward the idea of developmental teaching. In his view, when determining the actual relationship between individual psychological development and educational possibility, two levels of children's development should be considered: the first level is the development level that children have reached so far, that is, the level at which children can solve problems in independent activities; The second level is the ability level that children are currently forming and just developing, that is, the level at which children can solve problems with the guidance and help of adults. The area between these two levels, he called it "the zone of recent development". Therefore, Vygotsky pointed out: "Pedagogy should not take the yesterday of children's development as the direction, but should take the tomorrow of children's development as the direction."

10, on Piaget's cognitive development theory.

A: Piaget, a Swiss child psychologist, put forward the stage theory of children's cognitive development.

(A) the basic concepts of Piaget's theory. (1) architecture. As a psychological model to guide people's behavior, the structure of action or psychological operation can be very simple or complex. (2) assimilation. Is to merge a new object or event into an existing schema. Assimilation is similar to a new data input computer. (3) adapt. Piaget called it the process of changing the existing schema to adapt to the new situation. (4) balance. The process of restoring balance between existing understanding and new experience is called balance.

(2) Piaget's cognitive development stage. Piaget divided the cognitive development of children and adolescents into four stages: sensory movement stage, pre-operation stage, concrete operation stage and formal operation stage. Piaget believes that all children's cognition and development go through these four stages in turn, but they can't surpass one of them. However, different children may go through these stages at different speeds, and children may also show the characteristics of several stages in different periods, especially in the transitional period. (1) Sensory motor stage (0-2 years old). The baby's wisdom is embodied in his actions. (2) Preoperative stage (2-7 years old). In the late stage of sensory movement, children's language ability develops rapidly and they begin to use image symbols more and more frequently to replace external things. (3) Specific operation stage (7- 12 years old). The specific operation stage is marked by the appearance of "conservation", which means that children's thinking is reversible. The child's thinking has made great progress compared with the previous operation stage. They not only master the concept of conservation, but also compare, classify, sort and classify things on this basis, all of which are inseparable from the support of concrete images. (4) Formal operation stage (/kloc-after 0/2 years old). After entering adolescence, teenagers begin to think with abstract rules.

(3) Enlightenment to education. (1) Teachers should carefully observe and listen to children's thinking process of solving problems, understand how children think about problems and how they perceive the world around them, so as to correctly judge children's current thinking development level. (2) Teaching should be suitable for children's current cognitive development level, and teaching beyond children's current development level will only be futile. (3) Preschool children and primary school children need teachers to provide them with examples of concepts.

1 1. Try to explain Eriksson's theory of personality development.

A: Eriksson has built a huge theory of lifelong personality development, namely the theory of stages of psychological and social development. Eriksson divides the development of individual personality from cradle to grave into eight stages, each of which faces a core psychological and social crisis.

The first stage: trust versus distrust (0- 1.5 years old);

The second stage: self-doubt (1.5-3 years old);

The third stage: actively facing guilt (3-6 years old);

The fourth stage; Diligence and inferiority (6- 12 years old);

The fifth stage: identity confusion (12- 18 years old);

Stage 6: Intimacy against loneliness (18-30 years old);

The seventh stage: creating stagnation (3 1-50 years old);

Stage 8: Self-improvement versus disappointment (after 5 1 year).