Piaget course

<1> Who really laid the psychological foundation for curriculum theory? What did Piaget propose?

1) can be traced back to Aristotle, who was the first person to introduce psychology. But the scholars who really establish the psychological foundation for curriculum theory should answer Herbart.

2) Piaget genetic epistemology's basic assumption is that cognition is not caused by the subject (emphasized by the mature theorists), nor by the object (emphasized by the behaviorists), but by the interaction between the subject and the object. But in contrast, learning is subordinate to development.

Piaget does not think that cognitive growth is only the result of experience, but emphasizes the positive role of individuals in the process of cognitive growth. Genetic epistemology proposed by him is not only the theoretical basis of the Geneva School, but also a significant development of European functionalism. It opens up a new way of psychological research and has an important influence on the development and educational reform of contemporary western psychology.

What educational experimental schemes have been produced under the guidance of Piaget's theory?

Piaget's Early Childhood Education Experimental Plan (I) University of Wisconsin Early Childhood Research Center Plan According to Piaget's theory, the University of Wisconsin Early Childhood Research Center designed a set of early childhood education experimental plan, aiming at children aged 3-5, with the main goal of testing the influence of the plan on children's intellectual and social development. 1, course design. Teachers don't try to teach some specific concepts directly in educational activities, but children develop some concepts themselves. In this course, teachers encourage children to actively manipulate objects, ask children exploratory questions, and encourage children to interact with their peers openly. Therefore, children can freely choose their own activities. This scheme holds that the world discovered by children themselves is meaningful and beneficial to children. In the process of children's thinking, the correctness of answers and methods is not the first consideration. The ultimate goal of the whole plan is to cultivate people with creativity and thinking ability. 2. Theoretical basis. The plan focuses on intellectual development, but it also attaches importance to cognition, emotion and skills. In order to help children keep close contact with the environment, it is necessary to provide knowledge of mathematics, sub-logic, physical environment and social environment. 3. Implementation process. According to the curriculum, children's two and a half hours in the park include free play (60 minutes), cleaning (15 minutes), snack time (15 minutes), group time (20 minutes), group activities (15 minutes) and outdoor games (25-30 minutes). The sequence of activities can be flexibly grasped. Among them, group activities are the most, with about 200 planned and designed in three years. Their activities focus on specific logical concepts, such as classification, arrangement, ranking, quantity, time and space, measurement and so on. Classes are held for 28 weeks every academic year, and formative evaluation is conducted regularly every week. Teachers are responsible for the final evaluation every academic year. (II) Kemi's educational experiment scheme Kemi and Jude Vilis designed a most creative Piaget's educational experiment scheme "the curriculum experiment scheme originated from Piaget" at the University of Illinois in Chicago. 1, the basic principles of education (1) are applicable to social-emotional education principles: a Encourage preschool teachers to improve their relationship with adults independently. B encourage children to interact with each other and solve their own contradictions. C encourage children to maintain their independence and curiosity, satisfy their curiosity with innovation, be confident and have the ability to carry out their own activities, talk freely about their own ideas, and be able to deal with fear and anxiety in a constructive way. (2) Educational principles applicable to cognition: A. Implementing teaching in children's games. Encourage and accept children's "wrong" answers. Teaching is based on physical knowledge, mathematical knowledge and social knowledge. Consider the process and content of teaching. 2. Curriculum design goal (1) Long-term goal: give priority to the development of complete personality, especially emphasize intellectual and moral autonomy, encourage children's critical spirit, and cultivate independent thinking and creativity. (2) Short-term goal: a social emotion; Maintain a non-mandatory relationship with adults to gain a sense of security; Respect the feelings and rights of others, and start to coordinate different views; Be alert, independent, curious, satisfy curiosity with innovation, be confident, believe that you have the ability to count things, and be able to express your views. B Cognition: Explore interesting ideas, questions and puzzles, bring objects into relationships, and pay attention to their similarities and differences. 3. The content of the course. There is no specific subject, but a series of situations and activities to promote development. Its content can be deduced from the daily life, children's development courses and activities provided by Piaget's theory. (1) As far as daily life is concerned. (2) As far as child development courses are concerned. (3) As far as the activities provided by Piaget's theory are concerned. 4. The tasks of teachers and parents. Teachers need to create an environment and atmosphere conducive to learning; Providing materials and suggesting activities; Answer children's questions with relevant knowledge; Help to expand children's thinking. Teachers should cooperate with each other and let the activities of physics knowledge cooperate with group games. The task of parents is to agree with the concept of this course, and the way of raising children in families must match this course. The second educational model of Bank Street B. Bai Hua and others studied the curriculum of children's development based on the interactive development method and Piaget's theory in the School of Education of Bank Street. (1) Early theoretical research focused on exploring the importance of educational goals and values, systematically observing and recording how children learn and how to achieve development goals through education and training. Concepts include: (1) When children develop themselves, individuals interact with the environment. Children are full of strong curiosity and motivation to explore the environment, which will lead to children's continuous learning behavior. (2) Development is characterized by qualitative change and quantitative change, so individuals interact with the environment through differentiation and integration to produce new experiences. (3) Adaptation is an indispensable function in the development process, which refers to an adjustment process that individuals take in order to balance when interacting with the environment. It includes two complementary activities: assimilation and adaptation. (4) If children can't show general developmental behavior, it is caused by bad factors in the past. (5) In the interaction with others and the environment, the self is constantly enriched and reflected, and gradually grows into a mature individual. (2) The educational goal is to cultivate children's excellent intelligence, good attitude, correct values and self-concept. Cultivate children to become a complete child, that is, acquire knowledge, have the ability of value judgment and problem solving, so as to develop autonomy, self-esteem, self-respect, self-affirmation and self-growth, and establish good relations with others. (3) Teaching plan and strategy 1, principle of educational development (1) The growth of intelligence is composed of the integration of learning and knowledge; (2) Children's learning is mainly based on experience; (3) Linking personal experience with his wisdom can accelerate children's understanding and learning; (4) The function of school and family is to provide children with thinking conditions; (5) Children can express various roles and emotions through drama performances, get familiar with different emotions, and project real-life emotions into the roles they play; (6) When drawing up the curriculum plan, we must meet the needs of children's physical and mental development and arrange the environment according to children's interests and abilities; (7) Teachers should be good at observing and comparing children's development, so as to encourage children in time. 2. The teacher-student relationship is particularly strong. The roles of teachers and students are good, and teachers should be the coordinator of self-affirmation and negation when children study. The teacher's attitude should be: (1) Let the children know that the teacher will always care and help them when they need it; (2) Teachers should listen to guidance and evaluate children's behaviors, regardless of whether their behaviors are valuable; (3) Teachers should immediately correct children's immature discussion or language deviation; (4) Use actions to reflect the situation of young children, rather than direct language correction or prohibition; (5) Participate in children's learning happily; (6) Give effective help, provide new materials appropriately, and give positive suggestions in activities; (7) Understand and explore the source of children's difficulties and the main reasons of fear and anger; (8) Understand the behavioral characteristics of children in the development stage; (9) Understand children's abilities and needs; (10) Try to give children challenges within their ability to increase their learning response, but avoid exceeding their ability and making them feel frustrated; (1 1) Communicate with children in verbal and nonverbal ways as much as possible. 3. Children's learning motivation Some methods to improve children's learning motivation are put forward: to promote children's curiosity and concern about things, thus promoting the occurrence of learning behavior. Let learning become an expansion from the on-campus experience to the off-campus experience, and constantly enrich the children's experience. (4) Course content 1, providing a learning environment for children's activities: (1) Exploring various parts of the body; (2) Operate the specific object 2. Cognitive teaching of teacher planning: (1) Develop children into individuals who actively accept and respond to * * * *; (2) developing children's marking function; (3) developing children's language ability; 3) Promote children's knowledge and understanding of the environment: (1) Observe some things in the kindergarten and let children understand their functions. (2) By telling stories, we can understand the origin and process of history and festivals. (3) Observe the function of the off-campus environment. (4) Discuss what happened or heard recently. 4. Combine drama with children's experiences. Show children's inner experience through drama performance, and vent their fears, frustrations and other emotions. 5. Develop children's all-round ability. Enhance children's ability of self-understanding, self-affirmation and self-growth, and help children become independent learners, thus developing into a complete and sound person.

3. Briefly describe Piaget's cognitive curriculum theory and scheme.

A Brief Introduction to Neo-Piaget Doctrine

Piaget's theory came into being in the 1920s, and was fully mature in the 1950s, which swept the world. Many child psychologists have studied Piaget's theory and repeatedly tested his experiments. It is estimated that more than 3000 verification experiments will be carried out only by repeating the "conservation" term. This situation has made new progress in Piaget's theory.

There are three main reasons and manifestations that promote Piaget's theory to make new progress, all of which can be called Neo-Piaget Doctrine.

(1) Revising Piaget's research methods and results is the first reason for the development of Piaget's theory.

At present, a new trend of western children's cognitive development theory is to question Piaget's theory of children's development stages.

First, in recent years, in the research of western cognitive development psychology, more and more people have suggested that the development of children's cognitive ability is not in the form of "all or nothing" described by Piaget's age stage theory. Through experiments, they found that many important cognitive abilities existed when children were very young, but to a limited extent. These abilities will develop into adulthood with the growth of personal knowledge and experience. Psychologists put forward this criticism based on the following viewpoints: (1) They think Piaget's theory of development stages has no sufficient factual basis. The traditional Piaget theory holds that children lack some cognitive ability, and this conclusion is drawn from very limited experimental results. However, existing scientific research shows that in complex tasks, the interaction and dynamic changes of various cognitive structures often make some important cognitive abilities appear and hide from time to time. Therefore, it is not enough to generalize children's cognitive ability only through a small number of experiments. (2) I think Piaget's experiment is too difficult for children to do and can't show their abilities. Recent research results show that if researchers can design tasks with appropriate difficulty, if training programs are introduced in advance, and Piaget's experiments are completed, children can show cognitive abilities that they think are lacking.

The second is to put forward the development model of adult thinking. William Perry and others questioned Piaget's theory that 15 years old is the mature period of thinking. They think that 15 years old is not necessarily the mature age of thinking development, and formal operational thinking is not the last stage of thinking development. Perry summarized the thinking of college students into the following three levels: (1) the level of dualism (Ali * * *); (2) the level of relativity (relativity * * *); (3) the limited level. Rigg mentioned in the first chapter clearly pointed out that dialectical operation is the fifth stage of thinking development, which is the characteristic of adult thinking development. The authors of the above two viewpoints all say that they are new Piaget, but their views on the way of thinking development are different from Piaget's theory.

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(2) The combination of information processing theory and Piaget theory is the second reason for the development of Piaget theory.

Generally speaking, information processing theorists have two attitudes towards Piaget's theory: one is "non-development theory", which holds that the development of children's cognitive ability is different from that of adults only because of insufficient storage of knowledge and experience. If enough, there is no essential difference between children's cognitive ability and adults'. The other is "development theory", which holds that Piaget's theory and information processing theory should be combined to study the development of children's intelligence. Because children's psychology is fundamentally different from that of adults: (1) children are immature, such as children's brain structure (nerve cell volume, synaptic connection, myelination, etc. ); (2) Children don't have enough information storage; (3) Children's decision-making ability is poor, because the decision-making process requires complex information analysis and comprehensive ability. According to these characteristics of children, if we can use the information processing theory to establish a programmed model of children's intellectual development at different ages, we can design a more accurate and scientific concrete model of children's intellectual development than Piaget's abstract description. Although the work in this area is still immature, it is a good start. People who hold this view often call themselves the "new Piaget theory" school to show the revision and development of Piaget doctrine.

In recent years, Piaget's theory has not only made new progress in theory, but also been widely used in practice, especially in educational practice. In many countries, such as the west and Japan, according to Piaget's theoretical framework and recent research results, psychologists and educators have designed some educational programs and applied them to infant, preschool and primary and secondary education. In early childhood education, according to Piaget's theory of perceptual sports intelligence, they use various methods to guide children to play with objects and operate intellectual toys to help them form an understanding of the characteristics of objects (such as color, shape, volume, texture, etc.). ); In early childhood education, various intellectual toys and teaching AIDS (such as pictures, building blocks, etc. ) aims to lay the foundation for children to form the concepts of number, space and time at an early age; Some people have also studied how to use Piaget's theory to cultivate the thinking ability of primary school children, and some people have even studied some specific processes of the formation of teenagers' formal operational thinking, and linked this with education.

(3) The change of Geneva School itself is the third reason for the development of Piaget's theory.

At the University of Geneva, where Piaget worked for a long time, in Piaget's later years and after his death, the research work of his colleagues and classmates also made new and revolutionary development to Piaget's theory. Under the premise of maintaining the basic framework or mode of Piaget's theory, this development has adjusted the research direction and expanded the research scope and topics. Its performance either supplements and revises some of Piaget's viewpoints, enriches and perfects Piaget's theory in breadth and depth, or adds some new elements to Piaget's theory. They are also under the banner of "New piagetian school", but they are completely different from the "New piagetian school" of information processing theory.

The emergence of New piagetian school in Geneva is based on the "School of Psychology and Education" established by Geneva University in 1960s.

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For its chance. 1976, P.Moundoud published the article "changes in children's psychology", which marked the first step towards new piagetian school. 1985, the first anthology of the school, The Future of Piaget Theory: New Piaget School, was published, which systematically expounded their views and some main research results.

The main features of the New Piaget School in Geneva can be summarized as follows:

1. Restored the tradition of attaching importance to educational research in Geneva University. It is believed that education is not only the need of social development, but also the need of perfect development of individual personality. Therefore, in their research, special emphasis is placed on the study of social relations, communication, social culture and social development. In their research on the social development of intelligence, Piaget's concept is used, but it is more explained from the perspective of social cognition or hereditary social psychology. That is, the clues of assimilation, adaptation and balanced development are provided by social environment (including education).

2. Not only pursue the scientific value of psychological theoretical research, but also attach importance to applied research. At this point, the new piagetian school and Piaget's later pure theory research direction is opposite. They disapprove of studying the relationship between these opposing propositions in psychology in an abstract way, such as mind and matter, mind and body, feeling and thinking, etc., but advocate studying the inseparable relationship between these opposing propositions comprehensively and comprehensively in practice.

3. It is not in favor of only studying cognitive development, but requires that children's psychological development be studied as a whole. In addition to cognition, there are emotions, self-cognition, personality development and so on.

4. Try to create a situation where several variables interact with each other, and provide children with opportunities to analyze, extract and identify the properties of objects, thus emphasizing the role of subjects in the experiment. In addition, the new piagetian school also pays attention to the application of modern technology (computers, microcomputers, etc.). ) to explore new directions not included in Piaget's research. For example, their research on the nature of sensory movement in infant visual system greatly expanded and enriched Piaget's research.

Of course, the new Geneva piagetian school is still in the process of formation, and there is no clear system. As they said, "It is not easy to answer all kinds of questions raised by New piagetian school, nor can it be done immediately. This is an extensive and ambitious long-term research plan.

(4) What are the multiple-choice questions in the kindergarten curriculum plan based on Piaget's theory?

1. The development of preschool education has gone from primitive society to capitalist society and socialist society, and preschool education has always been produced and developed with human society. Primitive society, low productivity and no class. The primary task of early childhood education is to ensure the survival of young children. In feudal society, the children of the ruling class had the opportunity to receive education. At this time, preschool education is mainly carried out in the family. In capitalist society, with the great development of productive forces, independent preschool education institutions have emerged. 2. The emergence and development of early childhood education institutions (1) The birth of the world's first kindergarten: The German early childhood educator, who is praised as the "father of kindergarten" by the world, founded the world's first truly early childhood education institution, which was officially named kindergarten in 1840. (2) Development of early childhood education institutions ① Development of foreign early childhood education institutions: First, the number of early childhood education institutions has increased rapidly; Second, preschool education institutions are becoming more and more diversified; Third, the quality of early childhood education has been continuously improved. ② Early childhood education institutions in China: After 1978, early childhood education institutions gradually developed and the forms of running schools began to diversify. Especially after 1989, the state promulgated a series of management laws and regulations, which made the management of preschool education in China step into the track of standardization and legalization. (3) The main ideas of early childhood education ① Locke (1632 ~ 1704): First, Locke put forward the famous "whiteboard theory". Secondly, he proposed that the purpose of education is to cultivate gentlemen. (2) Rousseau (17 12 ~ 1778): Rousseau pointed out that education should conform to nature and cultivate "natural persons". His masterpiece "Emile" embodies his "nature education theory" in a concentrated way. (3) Floppel (1782 ~1852): 65438+In the middle of the 9th century, Floppel in Germany founded the first kindergarten in the world, and established a set of early childhood education theories and corresponding educational methods, textbooks and toys. His thoughts on early childhood education mainly include: first, the principle of children's self-development; Second, game theory; Third, the principle of coordination; Fourth, pay attention to parenting education. ④ Dewey (1859 ~ 1952): Dewey put forward the concept of "education is life" on the philosophical basis of naturalism theory. He emphasized the acquisition of students' direct knowledge, advocated "learning by doing" and established a new curriculum concept. On the issue of teachers and students, he put forward the viewpoint of "child-centered theory". ⑦ Zhang Xuemen (189 1 ~ 1973): Zhang Xuemen opposed naive education aimed at cultivating literati and religious believers and advocated naive education aimed at developing children's personality and transforming the Chinese nation. He is also known as "Southern Chen and Northern Zhang". ⑧ Chen Heqin (1892 ~1982):1923, Mr. Chen Heqin founded the earliest experimental center of early childhood education in China, Nanjing Gulou Kindergarten, and founded the theory of "life education", and devoted his life to exploring the China, civilian and scientific road of early childhood education. His theoretical viewpoints of early childhood education mainly include: first, he advocates Chinese-style early childhood education suitable for national conditions; Second, oppose death education and advocate living education; Thirdly, put forward the kindergarten curriculum theory; Fourth, attach importance to the cooperation between kindergartens and families. ⑨ Piaget (1896 ~ 1980): Piaget's view of preschool education is based on his theory of children's psychology, and its core is "genetic epistemology". (4) The development of early childhood education system in China At present, kindergartens in China have become a part of the education system in China. In the process of development, the laws and regulations that have great influence on kindergarten education are: kindergarten curriculum standards 1932 and10 promulgated by the Ministry of Education; 1939 65438+The Kindergarten Regulations promulgated by the Ministry of Education in February; 195 1 Provisional Regulations on Kindergartens (Trial Draft) and Provisional Teaching Syllabus for Kindergartens (Trial Draft); 198 1 10 "Kindergarten Education Outline" promulgated in June; 1996 "regulations on kindergarten work" was officially implemented in June (1989 for trial implementation)

What are the characteristics of Piaget's preschool education curriculum?

Enlightenment of Piaget's Theory on Education

Piaget's theory has an important influence on educational theory and practice. First of all, these theories emphasize developmental education, which adapts to students' physiological and cognitive abilities and social and emotional needs in environment, curriculum, teaching materials and teaching. In addition, several main methods used in curriculum and teaching are obviously based on Piaget's theory. Burke summarized several important inspirations of Piaget's theory to teaching:

1. Pay attention not only to the results of children's thinking, but also to the process of thinking.

In addition to checking the correctness of the child's answer, teachers should also understand the process of the child getting this answer and provide appropriate learning feelings according to the child's current cognitive function level; Only by understanding the methods used by children to draw specific conclusions can teachers provide children with suitable learning opportunities. 2. Recognize the important role of children's autonomy and actively participate in learning activities.

In the classroom teaching of Piaget's theory, it is not advocated to present ready-made knowledge to students, and the second is to encourage children to discover knowledge independently through spontaneous interaction with the environment. Therefore, teachers provide a large number of various activities instead of lectures, so that children can directly interact with the real world in the activities. 3. Don't emphasize children's adult thinking training.

Piaget called the problem of "how to speed up development" "the problem of Americans". Piaget has visited many countries. He believes that American psychologists and educators seem to be most interested in the question "What technology can be used to accelerate children's development at all stages". The education plan based on Piaget's theory also accepted Piaget's creed: it is better not to teach children than to teach them early; Because it can easily lead to the superficial acceptance of adult rules, but can not achieve real cognitive understanding.

4. Individual differences in the process of adult development. Piaget's theory holds that all children go through different stages in the same development order, but at different speeds. Therefore, teachers must try their best to arrange teaching activities for each child and each group, not the whole class. In addition, because of individual differences, the evaluation of children's learning progress should consider each child's own previous development, rather than according to the performance norms of children of the same age.

What are the main features of Piaget's preschool education curriculum?

The level of economic development restricts the content and means of education. 22. Piaget's psychological development of children has four basic elements. (3) Discovery teaching method. (4) Emphasis on curriculum characteristics suitable for intellectual development: 1, suitable for development.

Psychologists such as Vygotsky and Piaget believe that everything and curriculum in primary school must be at what level.

Piaget comes from a cognitive point of view.

Vygotsky's source belongs to social viewpoint.

One emphasizes that development depends more on individual choice and cognitive process.

Some people emphasize that development is more of a social process.

Piaget divided human cognition into four stages: perception, pre-operation, concrete operation and formal operation. This paper puts forward the viewpoint of cognitive psychology from the perspective of individual's internal needs and active cognition of surrounding things. It can be said that what he values is the immanence and self-coordination of human development, which mostly belongs to cognitive aspects.

Vygotsky believes that people live in society, and all aspects of human development are influenced by social factors such as culture and education of the whole society. He attaches importance to the role of environment in human development, especially the significance of education. Belong to the socialist viewpoint.

In addition to their views, there are innate decisions and other views.

All viewpoints have their own uniqueness and affirmation, but in the process of research, we should give all-round evaluation and learn from others!

What are the kindergarten curriculum plans based on Piaget's theory?

The core of Piaget's theory is to cultivate children's authenticity.

What theory did Piaget put forward in the course of infant psychology?

Piaget believes that from birth to the end of childhood, personal cognitive development goes through four periods:

(1) nastic movement stage (from birth to two years old), individuals know the world through feelings and actions;

(2) In the pre-operation stage (two to seven years old), individuals begin to think with simple language symbols, which has the ability of thinking in images, but lacks reversibility;

(3) In the specific operation stage (from the age of seven to the age of eleven or twelve), logical thinking and sporadic reversible operation appeared, but generally only specific things or images can be operated;

(4) In the formal operation stage (1 1 year-old to 14, 5-year-old), the form and content can be separated in the mind, so that the thinking can go beyond the perceived specific things or images, and abstract logical thinking and proposition operation can be carried out.

On Piaget's Basic Principles of Children Education

Piaget believes that the principle of preschool children's education is: (1) education should conform to the stage and level of children's psychological development and avoid the tendency of children's education to become adults. Piaget believes that four basic factors restricting children's psychological development should be analyzed and considered in children's education: ① The influence of biological maturity, which plays an indispensable role in children's psychological development, cannot explain the whole development process, so it is only one of the factors restricting children's psychological development. (2) The influence of practice and acquired experience refers to the role of practice and acquired experience in the process of individual exerting effect on the object. There are two kinds of experience here: one is physical experience and the other is mathematical logic experience. ③ The influence of social communication. (4) the influence of balance. Balance refers to both the process of assimilation or adaptation to achieve balance and the result of assimilation or adaptation to achieve balance. Among the factors of children's psychological development, balance is the most important one. Only through balance can children's psychology develop. It is with the help of balance that children rebuild their cognitive structure and overcome the tendency of "self-centeredness" in the first stage. (2) Develop children's initiative. Piaget attaches great importance to the role of the subject in education. He believes that children's education must be an active process, and educators must pay attention to developing children's initiative. Piaget believes that children are an "independent variable". In his view, children's psychological development is a positive and continuous construction activity. Children constantly construct the basic concepts and thinking forms of their intelligence through their own activities. The knowledge acquired by children is the result of the continuous interaction between children's subject and external objects. Because only what a child discovers by himself can he assimilate or adapt actively. Piaget's "initiative" has two meanings: one is that children directly act on his environment, and the other is that children are active in psychological development. Children cultivate their interests and develop their talents through their own initiative. The role of education is to find the most suitable environment and methods to help children organize their own cognitive development. (3) Emphasize children's practical activities. Piaget believes that cognition comes from action, which plays an important role in children's psychological development, so educators should let children learn through real life and concrete things. (4) Pay attention to children's social interaction. Piaget emphasized the importance of social communication in children's psychological development. He believes that communication with others and children is conducive to the development of children's language and thinking, as well as emotional and moral development. This kind of social communication mainly refers to social cooperation, especially cooperation between children. It is a part of promoting children's personality development and an important source of children's cognitive development.