(1) The goal of education should be to improve students' ability to understand knowledge. Piaget believes that new knowledge can only be absorbed if it is incorporated into the original knowledge structure. Therefore, the goal of education is not to increase the amount of knowledge, but to improve students' ability to understand knowledge. Give students enough time to absorb and assimilate what they have learned and let them understand. If knowledge is instilled in students just to complete teaching tasks and cope with exams, students will be forced to learn mainly by memory. Memories without understanding can only lead to neither learning knowledge nor promoting intellectual development. [2] (2) Teaching content should adapt to children's cognitive development level Piaget put forward four stages of intellectual development, and believed that each stage had its own unique cognitive structure. He believes that development is a process of continuous construction, and further development is possible only on the basis of the development in the previous stage. Therefore, the shaping of intelligence is conditional, and the curriculum must be designed according to the stage of intellectual development. Teaching can't surpass children's development stage, and teaching design can only accelerate the development of thinking on the basis of conforming to the characteristics of thinking development. To prepare children for learning, the structure and sequence of textbooks should adapt to the order of cognitive development, the difficulty of school curriculum textbooks should match the level of students' cognitive development, and the difficulty of courses should be designed, experimented and fully demonstrated. Only by knowing the students' learning preparation can we properly control the teaching materials, choose the best time to introduce new knowledge, decide the most successful presentation mode and determine the appropriate teaching speed. In short, students' physical and mental development is regular, and educational activities should be carried out according to these laws and characteristics.

(3) Teaching activities should constantly break the existing balance of students and help them establish a new balance. Piaget emphasized that cognitive development is a process of constant balanced construction. Under the two functions of organism acting on environment (assimilation) and environment acting on organism (adaptation), intelligence can be continuously developed and enriched from low to high. Therefore, in the teaching process, teachers must constantly break the existing knowledge balance of students, help students establish a new balance, and thus promote the continuous development of students' cognition. Teachers' teaching, on the one hand, should provide content related to students' existing experience, on the other hand, it should provide content that contradicts existing experience [3]. In this way, students can not only consolidate the original knowledge and experience, but also break the balance of the original knowledge, so that students have the contradiction between knowing and not knowing, and then stimulate students to learn new knowledge.

Interest solves new contradictions and finally obtains a new state of balance. Only in this way can students' cognition be developed and teaching activities be more effective. (4) Teaching should give full play to students' subjectivity. Piaget's "schema" theory or its constructivism essentially explains the process of students' knowledge formation and thinking development. As the main body of students, in the process of uninterrupted interaction with the external environment (or educational environment), the development of knowledge and thinking has been enhanced. In this kind of interaction, students constitute the main aspect of contradictions and are the main body of activities. "Schema" theory fully embodies students' dominant position in education and teaching. Today, we want to carry out quality education, that is, to influence students and fully develop the potential of each student through the optimization and scientificity of education and teaching. We must attach importance to students' subjectivity and development.

(5) Teaching should emphasize the importance of activities Piaget's "activity" theory has important guiding significance for our current education, especially for the reform and optimization of teaching methods. Piaget believes that activity is the bridge and intermediary between subject and object, and the formation of cognition is mainly an internalization of activity. In other words, only when children participate in various activities concretely and spontaneously can they form their own cognition. Just observing other people's activities, including teachers' activities, cannot form a new cognitive structure.

(6) Education should pay attention to the individual differences of students. Piaget believes that the main factors affecting children's psychological development are maturity and experience, social experience and balance ability. Children's maturity, experience and social interaction are different. Children will learn at their own pace and interest, which will make some children know faster and some children know slower. Therefore, the teaching contents and methods should take this difference into account. Teaching should attach importance to children's individual interests, understand the specific situation of children's cognitive development, and teach students in accordance with their aptitude, so that each student can receive education on the basis of their physical and mental development laws, develop at their own pace, and strengthen individual education.

(7) Education should attach importance to the cultivation of students' self-regulation ability. Piaget emphasized that balance is the internal mechanism and motive force of children's cognition, and proved that cognition is the result of the subject's continuous development of initiative in the process of constantly seeking a balanced model. He discovered the role of self-regulation in balance and pointed out that children's cognitive activities are always inseparable from the active regulation of the subject. In the process of self-adjustment, the subject realizes the continuous renewal and spiral rise of cognitive structure. The spiritual essence of Piaget's teaching balance goal is to promote children to gradually build a self-regulation system with innovative functions and promote their active and effective learning. Therefore, in the modern education reform, we must attach importance to cultivating students' self-regulation ability and constantly improve the self-regulation system of students' cognitive structure; We must pay attention to the changes of teaching methods and teaching modes, create various problem spaces, let students discover and solve problems by themselves, strengthen the monitoring and adjustment of their own cognitive structure by solving problems, and improve students' self-adjustment ability, so as to constantly update and construct their own knowledge structure. Education is more important to teach students learning strategies and cultivate their ability to monitor and adjust their own knowledge acquisition process, that is, "teaching people to fish" rather than "teaching people to fish".