Piaget's decentralization and decentralization

1. J. Piaget's theory of cognitive development. He divides cognitive development into four major stages, and then divides them into several small stages. The first stage is sensory motor stage. From birth to about 2 years old, children in this stage can only rely on their own muscle movements and feelings to cope with external things. This stage is further divided into six small stages: ① from birth to 1 month, At this time, the baby's movements become more coordinated, but it can't play with foreign objects. At this time, the baby's movements become more coordinated, but it can't play with foreign objects, The baby's vision is coordinated with grasping. It begins to fiddle with things around it. The 10 month old baby knows that things still exist when they are out of sight. ④ 10-12 months old. At this time, the behavior has a purpose, and it begins to be able to predict the effect of the behavior. ⑤ 12-18 months old. The baby will do slightly different actions for different objects to see what the results will be. ⑥ 18-24 months old, The second stage is the pre operation stage, which is about 2-7 years old. In this stage, children can only think with representation, and their thinking is superficial, primitive and chaotic. The pre operation stage can be divided into two stages: ① pre concept stage, about 2-4 years old. This stage is characterized by the emergence of symbolic function and imitation. ② intuitive thinking stage, and the pre operation stage, About 4-7 years old. Children mainly reflect the surface phenomenon of things, only push from one special situation to another special situation, and describe irrelevant things as causal relationship. Egocentrism is the prominent feature of this stage. The third stage is the concrete operation stage. About 7-11 years old, in this stage, children form a preliminary operation structure, At this stage, children develop "decentralization", that is to say, the self-centered idea of only looking at problems from their own point of view graally disappears. At this time, children can not only focus on one aspect of the situation or problems, We can also pay attention to several aspects; We can not only pay attention to the static state of things, but also see the dynamic change; It can also reverse the direction of thinking. The fourth stage is the stage of formal operation. From about 11 to 12 years old, the indivial has formed a complete cognitive structure system, can carry out formal propositional thinking, and the intellectual development tends to be mature. Piaget initially thought that the intellectual development of formal operation was completed at about 15 years old. Later, he revised his original view in 1972, It is considered that normal people should reach the stage of formal operation no later than 15-20 years old

2. j. Piaget's theory of cognitive development. He divided cognitive development into four major stages, and then divided them into several small stages
the first stage is sensory motor stage. From birth to about 2 years old. This stage of children can only rely on their own muscle movements and feelings to deal with external things. This stage is further divided into six stages: ① from birth to one month. At this time, the baby is not aware of the things around, or even their own existence, can not distinguish between things and me, lack of self-awareness. ② 1-4 months. At this time, the baby's movements become more coordinated, but still can not play with foreign objects. ③ 4-10 months. At this point, the baby's vision and grasping movements are coordinated. I started fiddling with things around me. Infants aged 9 to 10 months know that things are still out of their sight. ④ 10-12 months. At this point, the behavior has a purpose, and the effect of the behavior can be expected. ⑤ 12-18 months. The baby will make slightly different movements to different objects to see what the results will be. ⑥ 18-24 months. Before acting, babies can think about actions in their minds and find new ways to solve problems
the second stage is the pre operation stage. About 2-7 years old. In this period, children can only think by appearance, their thinking is superficial, primitive and chaotic. The pre operation stage can be divided into two stages: (1) pre concept stage, about 2-4 years old. This period is characterized by the appearance of symbolic function and imitation. ② Intuitive thinking period, about 4-7 years old. Children mainly reflect on the surface phenomenon of things, only push from one special situation to another, and say irrelevant things have causality. Egocentrism is the prominent feature of this stage
the third stage is the concrete operation stage. About 7-11 years old, in this stage, children formed a preliminary structure of operation, appeared logical thinking. However, thinking is also directly related to specific things, cannot do without specific experience, and lacks the ability of generalization. Abstract reasoning has not yet developed, and can not carry out propositional operation. At this stage, children developed "decentralization", that is, the self-centered idea of only looking at problems from their own point of view graally disappeared. At this time, children can not only focus on one aspect of the situation or problem, but also pay attention to several aspects; We can not only pay attention to the static state of things, but also see the dynamic change; It can also reverse the direction of thinking
the fourth stage is the formal operation stage. From about 11 to 12 years old, to this stage, the indivial has formed a complete cognitive structure system, can carry out formal propositional thinking, and the intellectual development tends to be mature. Piaget initially thought that the intellectual development of formal operation was completed at about 15 years old. Later, in 1972, the original view was revised, that normal people should reach the stage of formal operation no later than 15-20 years old.

3. J. Piaget's theory of cognitive development. He divided cognitive development into four major stages, and then divided into several small stages in each stage.
the first stage is sensory motor stage. From birth to about 2 years old, children in this stage can only rely on their own muscle movements and senses to cope with external things. This stage is further divided into six small stages: ① from birth to 1 month, At this time, the baby's movements become more coordinated, but it can't play with foreign objects. At this time, the baby's movements become more coordinated, but it can't play with foreign objects, The baby's vision is coordinated with grasping. It begins to fiddle with things around it. The 10 month old baby knows that things still exist when they are out of sight. ④ 10-12 months old. At this time, the behavior has a purpose, and it begins to be able to predict the effect of the behavior. ⑤ 12-18 months old. The baby will do slightly different actions for different objects to see what the results will be. ⑥ 18-24 months old, The second stage is the pre operation stage, which is about 2-7 years old. In this stage, children can only think with representation, and their thinking is superficial, primitive and chaotic. The pre operation stage can be divided into two stages: ① pre concept stage, about 2-4 years old. This stage is characterized by the emergence of symbolic function and imitation. ② intuitive thinking stage, the pre operation stage is divided into two stages, About 4-7 years old. Young children mainly reflect the surface phenomenon of things, only push from one special situation to another special situation, and describe irrelevant things as causality. Egocentrism is the prominent feature of this stage.
the third stage is the concrete operation stage. About 7-11 years old, in this stage, children form a preliminary operation structure, At this stage, children develop "decentralization", that is to say, the self-centered idea of only looking at problems from their own point of view graally disappears. At this time, children can not only focus on one aspect of the situation or problems, We can also pay attention to several aspects; We can not only pay attention to the static state of things, but also see the dynamic change; It can also reverse the direction of thinking.
the fourth stage is the stage of formal operation. From about 11 to 12 years old, the indivial has formed a complete cognitive structure system, can carry out formal propositional thinking, and the intellectual development tends to be mature. Piaget initially thought that the intellectual development of formal operation was completed at about 15 years old. Later, he revised his original view in 1972, People who think normal will reach the stage of formal operation no later than 15-20 years old.
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4. Centralization, can not use two dimensions to centralize at the same time, can learn to deal with the relationship between the part and the whole, and carry out some reverse or interchangeable logical reasoning.

5. Piaget's centrism tendency refers to the second one in the pre operation stage and the specific operation stage of Piaget's cognitive development stage. In the pre operation stage (3-7 years old), centrism means that everything is self-centered; In the specific operation stage (7-11 years old), there will be de egocentrism. In this stage, de egocentrism is an important symbol of children's social development.

6.

De centralization is to learn to deal with the relationship between the part and the whole, and to carry out some reverse or interchangeable logical reasoning. For example, when children in the specific thinking period think in the face of the problem situation, they will no longer judge only by the one-sided facts perceived. Children with centralized thinking will think that the same amount of water will be more in the narrow and high water cup than in the wide and low water cup. But decentralized children know that there's just as much water

extended data :

the centralization index is a statistic corresponding to the Lorenz curve. The formula is shown in the right figure{ RRRRR}

where I is the index of concentration degree, n is the output value of a certain department in a certain region, A1 is the output value of a certain department in the whole region, M is the total output value of a certain region, and a is the total output value of the whole region. The range of concentration index is 0 ≤ I ≤ 1. The higher the I value, the higher the degree of specialization of instry in some sectors. When I = 1, instry is completely concentrated in one sector

7. Piaget believes that cognitive development is a process of construction, which is realized in the interaction between the indivial and the environment, thus showing four stages in the same order. Each stage has its main behavior pattern. Among them, each stage is a unified whole. He put forward the theory of cognitive development and divided indivial cognitive development into four stages
(1) perceptual movement stage (0-2 years old)
in the perceptual movement stage, cognitive activities mainly obtain movement experience by exploring the relationship between perception and movement, and form some low-level behavior schema in these activities, so as to adapt to the external environment and further explore the external environment. Among them, hand grasping and mouth sucking are their main means to explore the world around them. The symbol of this stage is that children graally acquire the object permanence. Children acquire object permanence about 9 to 12 months
(2) pre operation stage (2-7 years old)
after entering the pre operation stage, children begin to use words or more abstract symbols to represent the things they have experienced. They believe that everything in the outside world is alive, which is called animism
at this stage, children are self-centered in thinking. They think that the world in other people's eyes is the same as what they see. They think that the world exists for them and everything revolves around them. Egocentrism also exists in children's speech. Even if no one listened, the young child happily described what he was doing. This may happen when children are alone, or even more often in children's groups. Each child speaks enthusiastically without any real interaction or conversation. Piaget calls it collective monologue
at this stage, children's thinking is irreversible and stereotyped, and they have not yet acquired the concept of conservation of objects
(3) children in the specific operation stage (7-11 years old)
children in the specific operation stage began to receive school ecation, showing significant cognitive development. At this stage, children's cognitive structure has been reorganized and improved, thinking has a certain degree of flexibility, children have obtained the conservation of length, volume, weight and area, can rely on specific things or images obtained from specific things for logical thinking and cluster operation. But they have not formed the concept, found the problem, solve the problem must be connected with their familiar objects or scenes, and can not carry out abstract thinking. Therefore, Piaget believes that children of this age should do more factual or technical training
in addition, children can understand the principles and rules at this stage, but they can only rigidly abide by the rules in real life and dare not change them. With the acquisition of classification and order, children acquire the reversibility of thinking. Their thinking began to graally de centralize, and they could learn to deal with the relationship between the part and the whole, and carry out some reverse or interchangeable logical reasoning. Decentralization is the most important feature of children's thinking maturity in the specific operation stage
(4) the stage of formal operation (11-16 years old)
in this stage, children's thinking has gone beyond the dependence on specific perceptible things, freeing form from content and entering the stage of formal operation. This ability continues into althood. In this stage, the indivial reasoning ability has been improved, and he can think about the abstract nature from a variety of dimensions. Their thinking is in the form of propositions, and they can find the relationship between propositions; Be able to think hypothetically and solve problems by logical reasoning, inction or dection; Being able to understand the meaning, metaphor and metonymy of symbols, and be able to make a certain generalization, his thinking development has approached the alt level.

8. Piaget's cognitive development stage theory is a high-frequency test point in teacher qualification examination. The test questions are mainly in the form of single multiple choice and short answer. Students often can't remember the names and characteristics of the four stages. Let's analyze Piaget's cognitive development stage theory. Piaget is a famous psychologist and philosopher in Switzerland. He believes that the cognitive development from birth to youth is not a simple process of increasing number, but can be divided into four stages in the same order, each stage has its own unique behavior pattern. The first stage is the sensorimotor stage, or sensorimotor stage, from birth to about 2 years old. This stage mainly through muscle movements and feelings to explore the outside world. For example, infants and young children often like to get intuitive feelings about things by grasping and sucking. At the age of 9-12 months, infants graally acquire the permanence of objects and know that things still exist when they leave their own vision
the second stage is the pre operation stage, about 2-7 years old. At this stage, children think that everything in the outside world is alive, that is, animism. They think that if they step on the grass, it will hurt. At this stage, children's thinking is mainly self-centered, and they think that other people's thoughts are the same as him. The speech performance is self-centered speech. This kind of self-centered speech is mainly manifested in three categories: one is repetition, children repeat a few words for the pleasure of pronunciation; The second type is monologue, that is, talking to yourself; The third type is collective monologue, that is, in the collective, each child talks to himself, but does not talk to each other. In this stage, children's thinking is irreversible and stereotyped
the third stage is the specific operation stage, about 7-11 years old. The characteristics of this stage can be compared with the characteristics of the previous operation stage. The thinking of the previous stage is irreversible and non conservative, while the thinking of this stage begins to appear de centralization. We can see the problem from multiple angles, and there are reversibility and conservation. At this stage, children's thinking should be related to specific things and scenes. A high-frequency test related to this is: children can draw a road map from home to school, and can compare the length of the route to explain what stage children's thinking is in? Reflecting thinking in the stem requires the help of specific things, which is in line with the characteristics of the specific operation stage
the fourth stage is the stage of formal operation. Since the age of 11 or 12, children can think in the form of proposition and abstract logic without the help of concrete things. At the same time, they can also carry out hypothetical dective reasoning, and their thinking development is close to the alt level
in the examination, students need to examine the questions carefully, grasp the key features of each stage, and distinguish them.

9. Piaget's main views on children's cognitive development stage theory can be summarized as follows:

1. The essence of children's cognitive development is adaptation, which is realized on the basis of certain cognitive structure, namely schema. As soon as the schema contacts with the outside world, it changes, enriches and develops in the process of adapting to the environment. This kind of adaptation is achieved by indivial assimilation and adaptation. Assimilation is when children encounter new things, they try to assimilate (Digest) with the original schema in their cognition. If they succeed, they will get the balance in the original cognition and realize the increase in the amount of cognition, such as the infant sucking schema, from sucking the mother's nipple to assimilating the rubber nipple on the bottle. On the contrary, it is necessary to adjust the original schema or create a new schema to assimilate new things, so as to achieve a new balance in cognition and achieve qualitative changes in cognition. Such as from sucking schema to chewing schema< 2. Children's cognitive development is continuous, in a fixed order, one after another. No stage will suddenly appear, nor will it jump and reverse. The order is the same. The structure of the former stage is the basis of the latter, and all children are the same. That is to say, the perceptual movement stage is the basis of the pre operation stage, the pre operation stage is the basis of the concrete operation, and the last is the formal operation. It can not jump from the perceptual movement stage to the concrete operation directly, nor can it develop from the formal operation stage to the concrete operation stage< Children's cognitive development has obvious stages, and different stages have their main characteristics. For example, 0-2 years old belongs to sensorimotor period. In order to cope with the current world, infants organize natural action schema, such as sucking, grasping, striking, etc., and graally realize the differentiation and accuracy of feeling and action in the interaction between subjective and objective. 2-7 years old belongs to the pre operation stage, because of the participation of language, children learn to think with symbols and internal imagination, but their thinking is not systematic enough, the operation rules are illogical, and they have a strong "egocentrism"; 7-11 years old is the stage of concrete calculation. Children develop the ability to think in an orderly way, which can be conserved, but only when they can rely on specific objects and activities. 11-15 years old belongs to the stage of formal operation. Young people develop the ability of thinking in a real abstract and hypothetical level< 4. The process of children's cognitive development shows differences, that is, some children enter a certain stage earlier or later than other children, and the expression of age only has the meaning of average. The cognitive development in different disciplines is not the same. In general, young people first appear formal operational thinking in the field of natural sciences, but the development of thinking in the field of social sciences is slow. Moreover, the same person's thinking in a certain subject may reach the level of formal operation, but when he encounters new difficulties, his thinking may return to the level of specific operation. Even if alts are not 15 years old or about 20 years old, they usually reach the stage of some formal operations, but they use formal operations within the scope of their special interests or abilities. For example, an automobile mechanic seldom thinks about philosophy, medicine or literature with formal theory and method, but he may use formal thinking when the car goes wrong< There are mainly two enlightenments: first, the characteristics of students' cognitive development stage restrict teaching, and teaching must adapt to students' cognitive development; Second, teaching can be used as an effective condition for students' cognitive development, and promote the improvement of students' cognitive level. These two aspects complement each other. Adaptation is the foundation and promotion is the goal< Teaching adapts to the development of students' cognition.
Piaget points out that "intelligence assimilates materials into the structure of transformation in all stages, from primary action structure to advanced operation structure, and the composition of these structures is to organize reality in action or thinking, not just to describe reality."[ 1] in his view, intelligence is a process of continuous formation and reorganization of thinking structure. In each stage, there is a relatively stable cognitive structure to determine students' behavior, which can explain the main behavior mode of this stage. Ecation should be suitable for this cognitive structure or intellectual structure, that is, to organize teaching materials according to students' cognitive structure or intellectual structure Adjust the content and carry out teaching. For example, for primary school students in the specific operation stage, their abstract level of thinking is improved, and they can recognize the outside world through analysis, synthesis, comparison, generalization and other ways to carry out the second level of abstraction. When learning concepts, they don't have to abstract the key attributes of concepts from a large number of examples, as in the previous operation stage, Instead, the key attributes of concepts can be directly associated with their cognitive structure to obtain meaning. But generally speaking, they have to rely on specific practical experience, that is, they have to rely on various examples of key attributes. Therefore, it is necessary for primary school students to master the concept of basic science with the help of some examples reflecting key attributes. Therefore, the subject teaching in primary school should fully reflect the principle of intuition. In teaching, the verbal explanation, demonstration and guided discovery experience can be well combined to better improve students' understanding of abstract knowledge. For the middle school students in the stage of formal operation, he has been able to carry out higher-level conceptual, abstract and formal logic reasoning, and has begun to expand from the concrete image of intelligent operation to the proposition of hypothetical implication, dection and inction. It is possible to learn the concepts and rules presented in the form of proposition. Therefore, middle school teaching should adapt to the new development of middle school students' cognition, in which the ability of abstract thinking is graally dominant. When learning new abstract concepts and their relationships, we can omit the crutch of concrete practical experience and directly understand the new relationship between language or other symbolic statements and previously learned abstract concepts. It can be said that most of the new concepts of middle school students are obtained in this way. The middle school students have made mental preparation for a new teaching method. Of course, this is not to say that the specific practical experience, the experience of finding or solving problems, is no longer necessary in their future study. For quite a number of middle school students, they have not yet reached this level, or can only reach this level in some fields. Therefore, middle school students still need the support of specific experience to learn abstract concepts and rules. For example, when explaining the abstract principle of "the track of an equidistant motion of a point around another fixed point is a circle" in geometry, some teachers use the specific image of donkey pulling mill in life to explain it, which makes it easy for students to understand the concept of circle

2. Teaching promotes students' cognitive development
teaching should not only adapt to students' cognitive development, but also promote students' cognitive development. For example, the ability of classification and generalization of children in the pre operation stage is very low, but classification training is a good way. Now there are many classification training games in kindergartens. Primary school Chinese textbooks, from grade 1 to grade 2, also have a lot of vocabulary concept classification exercises, which can not only expand children's knowledge, enrich their vocabulary, but more importantly, develop their general thinking ability. Of course, the transition of cognitive development from the former operation to the concrete operation and from the concrete operation to the formal operation can not be achieved by short-term and simple training. This kind of training can only enable students to master some rules of experience, and can not lead to the acquisition and consolidation of the concept of conservation. Only through a variety of long-term training, can it be really effective for the development of cognition

as for the understanding of concepts, there are many kinds of concepts in children's life, including physical concepts and social concepts, and children can also say all kinds of concepts orally, but it does not mean that children understand concepts, especially some social concepts, such as "workers". Children's understanding level from small class to large class can be divided into four levels: not understand, not understand, not understand General understanding (such as "my father is a worker"), differentiation (such as "workers build houses") and connection with some essential attributes are close to the preliminary definition, such as "workers are workers". Ecation can guide children to develop the concept of "worker" at a higher level on the basis of understanding various specific images of "worker". The formation of other concepts is the same, which not only enriches children's knowledge, but also improves their thinking level. Of course, there is a "degree" for teaching to promote the development of students' cognition. On this point, the theory of Vygotsky, a former Soviet psychologist, provides us with a theoretical basis. Vygotsky believes that at least two levels of development of students should be determined; The first level is the current development level of students; The second is the level of development that can be achieved with the help of alts under guidance. The difference (or intermediate state) between the two levels is the "zone of proximal development". Teaching creates the zone of proximal development, that is, through teaching to guide students from the existing level of development to the new zone of proximal development, so as to realize the development of students' cognition, Therefore, Vygotsky proposed that "teaching should be ahead of development" [2]. Peaches can not be picked as soon as you reach out, but only when you jump. That is to say, children should be trained under the conditions suitable for the next stage of learning, so as to effectively promote the cognitive development of students.