皮亚杰认知发展理论对早期阅读活动的启示

早期阅读对儿童思维的发展具有重要的促进作用,学前儿童早期阅读能力的发展又有赖于其智力、思维的发展.皮亚杰的认知发展理论对幼儿教师认识和指导早期阅读活动的启示为:在早期阅读活动目标的制定上,关注幼儿发展的整体性和尊重个体差异性;在早期阅读活动内容的选取上,贴近幼儿已有经验和促进其认知水平发展;在早期阅读活动方式的实施上,提倡灵活教学,培养幼儿自主阅读能力.     

皮亚杰认知发展理论对小学数学教学的启示

义务教育数学课程标准(2011年版)》中强调,要面向全体学生,适应学生的个性发展,让不同的学生在数学方面得到不同的发展。然而,数学学习困难、厌倦数学是很多小学生普遍存在的现象。本文基于皮亚杰认知发展理论,将课程目标与认知能力作比较后得出,两者的差距集中在"最近发展区",个体需要通过外来参与者的帮助消除这个差距。鉴于此,得到了鼓励儿童自发性学习;以游戏活动为载体,创造情景化的课程;开展小组合作学习方式;增强同一性训练和变式训练等启示,旨在对小学数学教学提供一些可行性的建议,从而提高教学效率。     

A Study of Vocational College English Teaching Based on Piaget's Theory of Cognitive Development

Piaget has taught us that we learn a great deal about how students think by listening carefully during the class,by paying attention to their own ways of solving problems.If English teachers understand the Vocational College students' thinking,they will be better able to match teaching methods to students' abilities.     

皮亚杰的儿童心理发展观及教育启示

皮亚杰的儿童心理发展观是新课程改革的重要理论依据。文章对皮亚杰儿童心理发展观具体内容进行阐述,旨在为课程改革和教育实践提供启示和借鉴。     

皮亚杰的建构主义认知理论

作为建构主义的先驱,皮亚杰为哲学、心理学和学习理论的发展作出巨大的贡献。皮亚杰的贡献可以概括为3个方面：发生认识论,认知发展阶段理论,对物理知识、社会或习俗知识和逻辑-数学知识等3类知识的区分。皮亚杰的研究不仅为儿童心理学以及儿童的教育提供了理论基础和大量的实例,也为建构主义的发展奠定了基石。     

框架理论视角下定势的认知建构

定势现象是人类认知世界时使用的一种普遍的、基本的认知模式,是一种复杂的社会和心理现象。从框架理论视角出发,讨论定势认知的社会文化框架意义,并进一步分析定势的认知建构,为了解定势的认知本质和理解定势现象存在的必然性提供了新的依据。     

皮亚杰儿童发展理论的批评之批评

近来皮亚杰儿童发展理论遭到许多批评责难。批评者就皮亚杰理论中有关儿童能力、年龄标准和发展特征的论述提出了批评。本文依据皮亚杰理论针对这些批评进行深入地分析研究,从而论证这些批评广泛地误解了皮亚杰理论。     

"教育权力"作用的双重性及其消解

教育理论界运用福柯等一批思想家的权力概念分析教育问题,认为现代学校教育变成强制性控制力量,是一种教育权力。其实,教育权力具有双重作用,关键是通过学校教育改革,消解教育权力的负面影响。     

Piaget's Cognitive Psychology and its Consequences for the Teaching of Science

Summaries

English

Dr Kubli investigates several central statements from Piaget's cognitive psychology and their meaning for science eduction in that he attempts to clarify them. Among these statements are theses such as: ‘The basis of thought is action’ and ‘The development of thought is characterized by an ever more flexible equilibrium of the structure of the operative entirety’. These statements are supported by Piaget's experiments. In this article, interpretations which appear most suitable for use in deriving consequences for science education are presented. Some characteristic levels of thinking in children are explained in terms of the child's difficulty to switch from a subjective egocentric assimilation of the material world to an objectively verifiable one. The conclusion derived from this is a general one: the communication of the teacher must be conducted as reversibly as possible by presenting in his teaching those of his own assimilation schemata which can be equilibrated by the pupils with the schemata already available to them.     

皮亚杰建构主义对素质教育的启示

建构论是皮亚杰发生认识论的核心,他提出的主客体相互作用的双向建构理论,对我国素质教育的推行,以及形成新的教育模式,都具有深刻的启发性。总体来说主要有以下几方面的启示:有效的教学过程应是教和学的有机统一;教师应鼓励学生积极主动地参与课堂活动;教育活动要打破学生已有的平衡状态,指导和帮助学生建立新的平衡;有效的教学应培养和促进学生的自我调节;有效的教学应充分重视活动的重要性。     

皮亚杰关于学前儿童科学概念、客体关系认识发展的研究及教育启示

在皮亚杰的“发生认识论”研究中,涉及大量有关儿童科学概念与关系认识的研究。根据这些研究,皮亚杰提出：认识起源于主客体间基于“活动”这一中介物而产生的相互作用。具体来看,感知运动阶段是婴幼儿科学概念发展的“奠基时期”,但未产生外显的科学概念。同时,他们开始能认识到自己的行为与客体间的关系,但未达到因果联系的水平。到了前运算阶段,幼儿的概念水平达到“前概念”阶段,其概念的使用不受时空限制,并开始思考因果关系的问题,但由于思维不具备可逆性,其因果关系的理解带有更多主观性。皮亚杰的这些研究对我国学前儿童科学教育的启示在于：在教育活动设计方面要考虑幼儿所处认知阶段;在教学目标定位上重新审视与合理把握“最近发展区”;在教学内容上重视幼儿经验积累的广泛性与代表性;在教学方法上强调幼儿“活动”或“操作”的重要性;在幼儿指导上要理解其认知发展特点,引导他们回归“理性”;在教学组织上顺应科学自身的学科特色,杜绝“无效合作”学习。     

Using Sociocultural Theory to Understand the Relationship between Teacher Change and a Science-based Professional Education Program

This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program.     

认知发展理论对儿童家庭教育的启示

家庭是人生的第一课堂。学校教育、社会教育都有法律的规范、科学的指导、现代技术的支持,而家庭教育几乎仍然处于自然原始状态,缺乏科学指导,然而家庭教育的方式直接影响着儿童行为的发展、儿童观念体系的形成等,所以我们应该重视家庭教育,积极运用各种理论给予家庭教育以指导。     

认知负荷理论及其发展

认知负荷理论是继建构主义理论后又一个对教学起着重要指导作用的心理学理论。本文对最新的认知负荷理论作了介绍,并对其这些年的发展作了分析,以理清其发展的脉络。     

Using Analogy to Help Young Children Understand

Analogies offer conceptual models for supporting the development of understanding. Contrary to some expectations, there is growing evidence that young children can reason analogically. Much of this evidence comes from experiments intended to test psychological theories. This study aimed to gauge the practical potential of analogy in topics often considered by teachers difficult for young children to understand. Aspects of young children's understanding of current electricity were compared in two conditions, namely with and without an analogy (87 and 89 children, respectively; 6‐7 years of age). The results indicated that the analogy was of practical value in teaching for understanding. It is suggested that their bases be carefully prepared prior to teaching the target topic and that what is to be understood is modelled directly and is explicitly related to its equivalent in the topic. Further investigations to determine conditions for the effective use of analogies when teaching young children, who benefits particularly and in what ways seem warranted.     

皮亚杰理论新近研究综述

近年来国外学者对皮亚杰发生认识论进行了重新研究,并对皮亚杰理论做出了发展、修正和质疑.介绍了新皮亚杰学派对儿童心理发展进行的研究和取得的有价值的成果,以及新皮亚杰学派对皮亚杰理论的发展,并对有关研究进行了分析和评价,指出了新近关于皮亚杰理论研究的特点、有关皮亚杰理论研究的缺陷和不足,提出了未来关于皮亚杰理论研究有可能产生重要学术突破的方向.     

日语五十音图快速记忆教学实证研究

文章运用认知建构理论,让学生在多方联想理解记忆的乐趣中,在第一时间快速、准确而轻松地记住五十音图的听、说、读、写,为学好日语迅速打下坚实的基础,尝试为高职日语五十音图教学提供新方法、新模式.     

促进教师专业发展的教育叙事

教育叙事使教育研究发生了研究目的、研究主体和研究方式的转向。在教师专业发展中,教育叙事可以促进教师研究素养的形成,提升教师课程理念或意识,加速教师专业实践的更新。培育教师教育叙事应尊重教师的实践智慧,深化教育理论与教育实践的关联,营造叙事研究的科学与人文氛围。     

Using African American Narratives to Analyze Social Policy

Abstract

This paper explores how African American literature can enrich the analysis of social policy in social work graduate courses. The historic debate between Booker T. Washington and W.E.B. Du Bois about black progress, and its reflection in subsequent works by Richard Wright, Ralph Ellison, Shelby Steele, and Cornel West, illustrate that the debate remains present in contemporary affirmative action and welfare reform policies. Using ethnic narratives can expand adult students' ability to analyze the purposes, consequences, and values underlying social policies and help social workers formulate, document and buttress new policy positions. Such abilities are especially critical for social policies in which race remains a critical influence.