皮亚杰认知发展理论对幼儿动作发展教育的启示

The Enlightenment of Piaget's Cognitive Development Theory to Children's Action Development Education

运用文献资料法、逻辑分析法对皮亚杰认知发展理论进行梳理概括并探讨其核心思想对幼儿动作发展教育的启示价值。研究认为幼儿认知结构与动作发展都经历了由量到质的转变,并同时具备建构性和阶段性特征,因此幼儿阶段同样应该遵循这一特性,基于此,提出皮亚杰认知发展理论对幼儿动作发展教育的启示:确立以幼儿为动作发展教育活动中心的主导教育思想;把以同化为主的象征性游戏活动作为幼儿动作发展教育开展的基本形式;将幼儿动作的发展与认知水平的提升作为过程评价的基础标准;同时,鉴于皮亚杰认知发展理论的局限性,将维果茨基的“社会历史文化”理论和“最近发展区”引入到幼儿动作发展教育中作为皮亚杰思想局限性的补充。

This paper summarizes piaget's cognitive development theory by using the method of literature and logical analysis,and discusses the enlightenment value of piaget's core ideas to children's motor development education.Study suggests that human cognitive structure and movement development have experienced a shift from quantity to quality,and construction of the same sex and stage characteristics.So the preschool period should follow the same features,based on this,puts forward piaget's cognitive development theory on infant motor development education enlightenment:establish dominant education of preschool education activity center for development action.Taking the symbolic game activities mainly based on assimilation as the basic form of children's action development education.Take the development of children's movement and the improvement of their cognitive level as the basic criteria for process evaluation.At the same time,in view of the limitations of piaget's cognitive development theory,vygotsky's theory of“social history and culture”and“proximal development zone”are introduced into children's motor development education as a supplement to piaget's thought limitations.