(A) Piaget's basic point of view

(1) Generative Cognitive Theory: genetic epistemology studies the development of human cognition, mainly solving the problems of what mechanism people's wisdom adopts, what process they go through, and how to transition from low level to high level.

(2) Constructivism development view: Piaget's view on how children acquire new knowledge is usually called cognitive constructivism. He believes that people usually construct their own knowledge on the basis of their own experience, and people need the opportunity to explore and experience things by themselves.

(3) Cognitive development: the essence of cognition is adaptation, that is, children's cognition is based on the existing schema, and develops from low level to high level through assimilation, adaptation and balance.

(B) Piaget's cognitive development stage theory

(A) the meaning of psychological development stage: Piaget's "stage" has four characteristics.

Continuity and stage; Structural; Order invariance; intersection

(B) the specific stages of cognitive development:

(1) perceptual operation stage (0-2 years old): At this stage, children only adapt to the external environment through perceptual actions and construct perceptual movement schema.

(2) Pre-operation stage (2-7 years old): Due to the appearance and development of language, children gradually use image symbols to replace external things and begin to appear images or image schemas.

(3) Specific operation stage (7- 1 1): At this time, children have got rid of concrete thinking, cognitive structure has an abstract concept, and logical reasoning can be carried out, but the operation is still inseparable from the insistence on specific things.

(4) Formal operation stage (after 1 1 year old): children gradually get rid of abstract thinking that depends on specific content and gradually carry out cognitive development stage of abstract thinking that is divorced from specific content.

(C) the significance of Piaget's theory of stages of cognitive development in education

Piaget's cognitive development theory has great influence on education and teaching practice.

(1) Balanced assimilation and adaptation can help students develop existing schemas and create new ones.

(2) Considering children's cognitive development level can help teachers identify whether students have reached the cognitive level necessary to master a certain learning content, so as to set goals suitable for students' current development level.

(3) Piaget's theory emphasizes the accumulation of cognitive development, that is, the new cognitive structure is always based on the original structure, which requires that teaching should be based on students' existing knowledge structure, so that students can integrate new knowledge with old knowledge.

Second, Vygotsky's cognitive development theory

(A) the basic idea of Vygotsky's theory

(1) Theory of cultural and historical development: It is believed that people's advanced psychological functions are formed and developed in human activities and realized through language.

(2) Two kinds of tools: People have two kinds of tools, one is material tool and the other is spiritual tool. People use mental tools, which makes people's psychology change qualitatively and rise to an advanced stage.

(3) Two kinds of psychological functions: Vygotsky believes that two kinds of psychological functions must be distinguished, one is the low-level psychological function obtained by biological evolution, and the other is the result of cultural and historical development-the high-level psychological function.

(A) the essence of psychological development: psychological development refers to a person's psychology under the influence of environment and education, on the basis of low-level psychological function, gradually transformed into high-level psychological function.

(4) Three important viewpoints of cognitive development.

A) Internalization: Internalization refers to the absorption of observed knowledge from the social environment for personal use.

B) Nearest development zone: children have two levels of development: one is the current level of children, that is, the development level of children's psychological function formed by a completed development system; Second, the level of development to be achieved. The difference between these two levels is the "zone of recent development". Therefore, it is emphasized that teaching should not only adapt to the existing development level, but also adapt to the "recently developed area", walk ahead of development, and finally cross the recently developed area to reach a new development level.

C) Scaffolding teaching: Teaching scaffolding is the support and guidance given by teachers when children solve problems beyond their current knowledge level.

(B) the significance of Vygotsky's theory in education

(1) Children internalize learning through external dialogue.

(2) The concept of the zone of proximal development has an important influence on education.

(3) Language and thinking are closely and intricately linked.