Pilger's de egocentrism

1. One of the core concepts in Piaget's theoretical system is schema, which is the basic process of cognitive development. Schema refers to the way indivials perceive, understand and think about the world. We can regard schema as the framework or organizational structure of psychological activities. In Piaget's view, schema can be said to be the starting point and core of cognitive structure, or the basis of human understanding of things. Therefore, the formation and change of schema is the essence of cognitive development. Piaget believes that cognitive development is influenced by three basic processes: assimilation, domestication and balance. The focus of Piaget's theory is the stage of cognitive development from birth to althood. He believes that cognitive development is not a simple accumulation process in quantity, but a process of continuous reconstruction of cognitive schema. Therefore, we can't infer children's thinking from alt's way of thinking. According to the nature of cognitive schema, we can divide cognitive development into several different stages. Piaget's cognitive stage has three characteristics: first, the order of the stages is fixed and can not be crossed or reversed. Therefore, these stages are universal. Second, each stage has its own unique cognitive schema, which determines the general characteristics of indivial behavior. Thirdly, the development of cognitive schema is a process of continuous construction, and each stage is an extension of the previous stage. The schema of the former stage is the precondition of the schema of the latter stage, and is replaced by the latter. Piaget divides cognitive development into the following four stages: 1. Perceptual motor stage children are in perceptual motor stage from birth to about two years old. Children in this period mainly rely on feeling and action to understand the world around them. At this time, they could not differentiate the subject from the object, so they "showed a kind of fundamental self centralization" (Piaget, 1981). In Piaget's words, children have not yet reached the level of performance in this period. What they have is only a kind of figurative knowledge, that is, the knowledge of stimulation. When a baby sees a stimulus, such as a bottle, it begins to suck. The knowledge of pattern depends on the recognition of stimulus shape, not on reasoning. 2. Children in the pre performance stage are about 2-7 years old and are in the pre performance stage. Piaget believes that when children are two years old, there is a Copernican Revolution, that is to say, their activities are no longer centered on the body of the subject. In this period, children's cognition began to show symbolic (or symbolic) functions (such as representing things by means of language and various symbolic means). It is because of this process of eliminating self center and having symbolic function that the appearance or thinking becomes possible. But at this stage, children can't form correct concepts, and their judgments are dominated by intuitive thinking. For example, two sticks of equal length are considered to be equally long only when their ends are aligned; If one of them is moved forward, it will be considered longer. Therefore, in this period, children do not have the reversibility of performance, so there is no conservation. 3. The children are about 7-12 years old in the specific stage. Piaget believes that the age of 7-8 is generally a decisive turning point in the development of children's conceptual tools. At this stage, children's thinking has a real operational nature. In other words, they already have operational knowledge, which involves inference to a certain extent. For example, we put a football in the middle of some basketball, and then put the football in the middle of some volleyball in front of children. But children at this stage can infer that this is the same football, and the object will not change in size because of changing the location, so the football will not be bigger than it was in basketball. Generally speaking, the operational knowledge is to consider how things change from their original state to the present state; The knowledge of graph only considers the static state of the object in a certain place at a certain time. In the stage of concrete operation and performance, children's thinking is reversible and conserved, but this kind of thinking operation and performance is still inseparable from the support of concrete things. 4. In the stage of formal operation and performance, when children are about 12 years old, they can no longer rely on concrete things to perform, but can logically perform abstract and representational materials. Piaget thinks that the most advanced form of thinking is form operation. The main feature of formal operation is that they have the ability to deal with hypotheses rather than just deal with objects. Moreover, at this time, children have the ability to separate form from content and replace other things with operational symbols. In summarizing his theory of cognitive development stages, Piaget emphasized that although the average age of each stage may vary with the level of wisdom or social environment, the order of each stage will not change. Moreover, as a whole structure, each stage cannot be interchanged (Piaget, 1980).

2. 1 The goal of ecation 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 ecation is not to increase the amount of knowledge, but to improve students' understanding of knowledge. To give students enough time to absorb and assimilate the knowledge, let them understand. If only in order to complete the teaching task, cope with the examination, cramming knowledge into students, it will force students to learn mainly based on memory. Memory and lack of understanding, the result can only be neither to learn knowledge, nor to promote the development of intelligence (2) the teaching content should adapt to the level of children's cognitive development. Piaget proposed 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 can only occur on the basis of the previous stage. Therefore, the shaping of intelligence is conditional, it must follow the stage of intelligence development to design curriculum. Teaching can't surpass children's development stage. Teaching design can accelerate the development of thinking only on the basis of conforming to the characteristics of thinking development. Children's learning should be prepared, the structure and order of teaching materials should adapt to the order of cognitive development, the difficulty of school curriculum teaching materials must match the level of students' cognitive development, and the difficulty of curriculum should be determined through design, experiment and full demonstration. Only by understanding the students' learning readiness, can we properly control the teaching materials, choose the best time to introce new knowledge, decide the most likely way of presentation, and determine the appropriate teaching speed. In short, there are rules in students' physical and mental development, and ecational activities should be carried out according to these rules and characteristics< (3) teaching activities should constantly break the existing balance of students and help them to establish a new balance. Piaget emphasized that cognitive development is a process of continuous balance construction, and intelligence is under the two functions of organism acting on environment (assimilation) and environment acting on organism (adaptation), Only through the continuous cycle of imbalance balance imbalance can it develop and enrich from low to high. Therefore, in the process of teaching, teachers must constantly break the balance of students' existing knowledge and help students establish a new balance, so as to 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, should also provide content contradictory to existing experience. In this way, students can not only consolidate their original knowledge and experience, but also break the balance of their original knowledge, so that students can have the contradiction between knowing and not knowing, and then stimulate their interest in learning new knowledge and solving new contradictions, and finally get a new balance. Only in this way can students' cognition be developed and teaching activities be more effective 4 Piaget's "schema" theory or its constructivism explains the process of students' knowledge formation and thinking development in essence. As the main body of students, in the process of continuous interaction with the external environment (or ecational environment), they enhance the development of knowledge and thinking. In this interaction, students constitute the main aspect of the contradiction and the main body of the activity“ Schema theory fully embodies the idea that students are the main body in ecation and teaching. Today, we want to carry out quality ecation, that is to exert influence on students through the optimization and scientization of ecation and teaching, and fully develop the potential of each student. We must attach importance to the subjectivity and development of students< (5) the importance of activities should be emphasized in teaching. Piaget's theory of "activities" is of great guiding significance to our current ecation, especially 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 the internalization of activity. That is to say, only children themselves participate in various activities concretely and spontaneously can they form their own cognition. Only observing other people's activities, including teachers' activities, can not form a new cognitive structure.
(6) ecation should pay attention to students' indivial differences and adopt the method of teaching according to their aptitude. Piaget believes that the main factors affecting children's psychological development are maturity and experience, social experience and balance. Children's maturity, experience and social interaction are different. Children will learn according to their own speed and interests, which will make some children's cognition faster and some children's cognition slower. Therefore, the differences should be considered in teaching content and methods. Teaching should pay attention to the interests of indivial children, understand the specific situation of their cognitive development, teach students in accordance with their aptitude, let each student receive ecation on the basis of their physical and mental development law, develop according to their own development pace, and strengthen indivial ecation< (7) ecation should pay attention to the cultivation of students' self-regulation ability. Piaget emphasizes that balance is the internal mechanism and driving force for the occurrence and development of children's cognition, which proves that cognition is the result of the continuous development of initiative in the process of constantly seeking a balance model. He found the role of self-regulation in balance, and pointed out that children's cognitive activities can not be separated from the regulation of subjective initiative. In the process of balancing self-regulation, the subject realizes the continuous renewal and spiral rise of cognitive structure. The spiritual essence of Piaget's goal of balance in teaching is to promote children to graally construct a self-regulation system with innovative function and promote their active and effective learning. Therefore, in the modern ecation reform, we must pay attention to the cultivation of 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 mode, create a variety of problem space, let students find and solve problems by themselves, strengthen the monitoring and regulation of their own cognitive structure by solving problems, improve students' self-regulation ability, so as to constantly update and construct their own knowledge structure. Ecation is more important to teach students learning strategies, and cultivate students' ability to monitor and adjust their knowledge acquisition process, that is, "teach them to fish" rather than "teach them to fish".

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