认知发展阶段与教学实施策略的相关性研究——以小学识字教学为例

Correlation Study between Students' Cognitive Development and Teaching Strategy——A Case Study of Literacy Teaching in Primary School

在具体的教学实践中,汉字教学是小学阶段的最基础教学任务之一,是保证本学科及其他学科顺利开展的前提条件与实用性工具。为此,以小学汉字识字教学课堂为分析情境,从更加具体的层面上对学生的认知方式、认知特点进行分析,以便进一步了解学生认知发展阶段特征与教学实施策略之间的交互作用,力求在更大程度上为提高教学效果、为促进认知发展阶段的转化提供可能。

According to Piaget＇s theory of cognitive development, children in primary school are those whose cognitive develop- ment are at the concrete operati6nal stage with specific cognitive style and cognitive characteristics. Because the students＇ cognitive process has obvious periodic characteristics, the development of teaching implementation strategy needs to be refined. In the educa- tional practice, the teaching of Chinese character is one of the most basic teaching tasks in primary school, and it is also the prerequi- site and practical tool to ensure the successful launch of this subject and others. Therefore, analyzing the teaching of Chinese charac- ters in primary school and analyzing students＇ cognitive style and characteristics more specifically is beneficial to understand the inter- action between the characteristics of cognitive development stages and the teaching implementation strategy more clearly, which pro- vide the possibility to enhance the teaching quality and promote the cognitive development to a great extent.